Current Search: Mainstreaming in education (x)
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- Title
- PEER ACCEPTANCE OF THE MAINSTREAMED EMOTIONALLY HANDICAPPED CHILD.
- Creator
- SCINTO, DANIEL LAWRENCE., Florida Atlantic University
- Abstract/Description
-
The purpose of this study is to compare the peer acceptance of regular fourth grade students between an emotionally handicapped student and normal student under positive, negative and neutral teacher attitude conditions. Six groups of fourth grade students were randomly selected from three Seminole County elementary schools. Twenty students were in each group. Each group was randomly assigned to one of the six conditions and viewed a audio-visual presentation. After the presentation, each...
Show moreThe purpose of this study is to compare the peer acceptance of regular fourth grade students between an emotionally handicapped student and normal student under positive, negative and neutral teacher attitude conditions. Six groups of fourth grade students were randomly selected from three Seminole County elementary schools. Twenty students were in each group. Each group was randomly assigned to one of the six conditions and viewed a audio-visual presentation. After the presentation, each student completed the peer acceptance questionnaire. The mean scores for each group were analyzed using a "2 x 3" analysis of variance with the effects tested at the .05 level of significance across all levels. No significant difference in level of peer acceptance was found between the emotionally handicapped and normal labels. There was a significant difference in level of peer acceptance under the negative orientation versus the positive and neutral orientations across the emotionally handicapped and normal labels. In addition, no interactions exist between the emotionally handicapped and normal labels under positive, negative, or neutral orientations. As both the concept and practice of mainstreaming are expanding, it was concluded that the results of this study can provide important insight as to the emphasis of procedures and direction for future research. Inservice to teachers on all aspects of mainstreaming and emphasis on positive peer orientation will result in more efficient integration of exceptional students into regular classes.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11766
- Subject Headings
- Mainstreaming in education, Mentally ill children--Education
- Format
- Document (PDF)
- Title
- Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
- Creator
- Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12482
- Subject Headings
- Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
- Format
- Document (PDF)
- Title
- BROWARD COUNTY PRINCIPALS' AND EXCEPTIONAL EDUCATION TEACHERS' PERCEPTIONS OF THE PROBLEMS IN COMPLYING WITH PUBLIC LAW 94-142 (MAINSTREAMING, HANDICAPPED, LEAST RESTRICTIVE ENVIRONMENT; FLORIDA).
- Creator
- COULTER, CHERYL WOLFORD, Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
Problem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2)...
Show moreProblem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2) Principals perceived the following items "difficult" for themselves: (a) evaluating students as soon as possible after referral; (b) providing individual evaluations by a multidisciplinary team; (c) conducting IEP meetings at a time convenient to parents; (3) Exceptional education teachers perceived the following items difficult for themselves: (a) evaluating students as soon as possible after referral; (b) conducting IEP meetings at a time convenient to parents; (4) Principals perceived "lack of funds" as being their biggest obstacle in successfully implementing Public Law 94-142; (5) Exceptional education teachers perceived "class size" to be their biggest obstacle in successfully implementing Public Law 94-142
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11836
- Format
- Document (PDF)
- Title
- A descriptive study of coteaching in Florida: From teacher education to implementation.
- Creator
- Earley, Deborah L., Florida Atlantic University, Scott, Jack
- Abstract/Description
-
One of the recent trends in special education is inclusion. A new instructional strategy, coteaching, assists teachers in meeting the demands of a diverse group of students. Coteaching involves general and special educators jointly planning, instructing, and assessing all learners in an integrated classroom. The purpose of this study was to compile descriptive research on the prevalence of coteaching in Florida and investigate the degree to which Florida's state universities are preparing...
Show moreOne of the recent trends in special education is inclusion. A new instructional strategy, coteaching, assists teachers in meeting the demands of a diverse group of students. Coteaching involves general and special educators jointly planning, instructing, and assessing all learners in an integrated classroom. The purpose of this study was to compile descriptive research on the prevalence of coteaching in Florida and investigate the degree to which Florida's state universities are preparing preservice teachers for a coteaching instructional setting. The data was collected through surveys that were completed by university faculty and facilitators at the Florida Inclusion Network (FIN). The data were analyzed using a frequency and percentage table. As a result, coteaching was found to be quite prevalent in Florida. According to participants, preservice programs at the universities should include training for coteaching settings.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/15400
- Subject Headings
- Inclusive education--Florida, Student teachers--Training of--Florida, Mainstreaming in education--Florida, Teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District.
- Creator
- Jekanowski, Elizabeth C., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and...
Show moreInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004815, http://purl.flvc.org/fau/fd/FA00004815
- Subject Headings
- Educational leadership--Case studies., Inclusive education--Case studies., Children with disabilities--Education--United States--Case studies., School management and organization--Case studies., Action research in education--Case studies., Mainstreaming in education--Case studies.
- Format
- Document (PDF)