Supporting General Educators' Inclusive Practices

Coombs-Richardson, Rita; Mead, Jean S.

doi:10.1177/088840640102400412

Cited by 21 publications

(26 citation statements)

References 4 publications

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“…Having this knowledge as a framework, university faculty can plan and implement specific professional development opportunities as well as course work to meet the needs of both preservice and practicing classroom teachers and further strengthen inclusive pedagogy in the schools. This clearly resonates with the literature on PDSs and university-school partnerships (Combs-Richardson & Mead, 2001;Metcalf-Turner, 1999;Morris et al, 2003;Robinson & Carrington, 2002;Wesson et al, 1993).…”

Section: Implications For University Facultysupporting

confidence: 87%

Schools of Promise: A School District—University Partnership Centered on Inclusive School Reform

Causton‐Theoharis

Theoharis

Bull

et al. 2010

Remedial and Special Education

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A university-school district partnership, Schools of Promise (SOP), was formed to improve elementary schools for all children through whole-school reform. This effort focused on the concepts of belonging and inclusion, positioning the needs of marginalized students at the center of the reform through a university-facilitated restructuring of service delivery and university-led professional development. This article reports on the findings from a mixed-methods study of this partnership, addressing two research questions focused on the experiences of the participants and major stakeholders involved in this reform effort. The questions include (a) What have been the major accomplishments of SOP? and (b) What barriers have been encountered? The findings suggest there are both significant accomplishments as well as ongoing barriers to these efforts. These themes are discussed, and implications for future research and future directions for this partnership are presented.

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Section: Implications For University Facultysupporting

confidence: 87%

Schools of Promise: A School District—University Partnership Centered on Inclusive School Reform

Causton‐Theoharis

Theoharis

Bull

et al. 2010

Remedial and Special Education

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“…Thus, both general and special education teachers must be knowledgeable of the special education process to meet the needs of all students in their classrooms. However, research suggests that teachers are not receiving adequate training to work with students with disabilities (Coombs-Richardson & Mead, 2001;Rosenberg, 1996). This lack of prerequisite training is also reflected at the state level.…”

Section: Discussionmentioning

confidence: 99%

The School Violence Dilemma

Bon

Faircloth

LeTendre

2006

Journal of Disability Policy Studies

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Focus group interviews were used to investigate teachers' perceptions of school violence and their sense of safety in schools. Analysis of these data revealed that teachers perceived a discrepancy between their rights to maintain a safe classroom environment and the rights of students in special education to receive a free and appropriate public education. Four major themes emerged: (a) safety in the classroom, (b) disciplinary double standard, (c) limited disciplinary options, and (d) perceived tension in the educational environment. These emergent themes create a complex dilemma for schools as they are faced with balancing their duty to provide a safe working and learning environment with their duty to provide a free and appropriate public education to students with disabilities.

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“…Rafferty, Boettcher, & Griffin, 2010;Weisel & Dror, 2006;Cook, Semmel, & Gerber, 1999), ili pak na osnovu ad hoc formiranih pitanja, često bez bilo kakvih informacija o korelacijama među stavkama, njihovoj latentnoj strukturi ili metrijskim karakteristikama (npr. Reeves, 2006;Coombs-Richardson & Mead, 2001). Iako ovo ne znači automatsku neadekvatnost korištenih mjera, sasvim sigurno povećava rizik u tom smislu.…”

Section: Uvodunclassified

Struktura stavova o inkluziji i sindrom izgaranja na poslu kod prosvjetnih radnika u Republici Srpskoj: pilot studija

Subotić

2010

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Ovo pilot istraživanje, polazeći od pretpostavke o stresnosti inkluzivne reforme na same edukatore, tretira dva pitanja: strukturu stavova o inkluziji prosvjetnih radnika u Republici Srpskoj i vezu tih stavova sa sindromom izgaranja na radnom mjestu. Istraživanje je sprovedeno nad 115 učitelja i nastavnika iz 11 osnovnih škola sa područja Opštine Prijedor, Republika Srpska. Na osnovu rezultata dvije prethodne fokus grupe, formiran je upitnik o stavovima o inkluziji – SINKL. Nakon eliminacije ajtema sa lošim metrijskim karakteristikama, zadržana je 27-ajtemska verzija skale, u čijem prostoru je faktorskom analizom identifikovano postojanje 3 relevantne dimenzije (objašnjavaju ukupno 37.94% dijeljene varijanse), postavljene u Promax poziciju: Parcijalna inkluzija, Prihvaćenost i prilagođenost i Saradnja i podrška. Sve skale pokazale su zadovoljavajuća psihometrijska svojstva. Veza sa sindromom izgaranja ispitana je uz pomoć linearne regresione analize. Kao prediktori su posmatrani skorovi 3 SINKL dimenzije, 5 osobina ličnosti i kontrolni skor 99-ajtemskog Zuckerman-Kuhlmanovog upitnika ličnost, te broj djece sa posebnim potrebama kojima edukator predaje. Kriterijum je predstavljao skor 20-ajtemske Skale sindroma izgaranja kod nastavnika. Dobijen je statistički značajan model umjerenog intenziteta (R2 = .211, p<.01), sa SINKL varijablom Prihvaćenost i prilagođenost kao negativnim i osobinom ličnosti Neuroticizam / anksioznost kao pozitivnim prediktorom izgaranja na radnom mjestu, čime je potvrđena veza učešća u inkluzivnoj nastavi i doživljaja distresa kod prosvjetnih radnika. Rezultati sugerišu važnost provjere mehanizama kojima se ovaj efekat ostvaruje, kako u cilju mitigacije štetnih efekata, tako i u cilju unaprjeđenja nastavnog procesa u cjelini.

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Supporting General Educators' Inclusive Practices

Cited by 21 publications

References 4 publications

Schools of Promise: A School District—University Partnership Centered on Inclusive School Reform

Schools of Promise: A School District—University Partnership Centered on Inclusive School Reform

The School Violence Dilemma

Struktura stavova o inkluziji i sindrom izgaranja na poslu kod prosvjetnih radnika u Republici Srpskoj: pilot studija

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