A question of attitudes: integrating children with disabilities into regular classrooms?

Ward, James; Bochner, Sandra

doi:10.1111/j.1467-8578.1994.tb00081.x

Cited by 73 publications

(30 citation statements)

References 25 publications

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“…The results of this study suggest that the type of disability a student has influences the teacher's willingness and perceived skill level in including these students. Similarly, Ward et al (1994) found that attitudes are greatly affected by the nature of the disability and/or educational problems that exist.…”

Section: Discussionmentioning

confidence: 99%

“…Attitudinal data collected by Ward, Center, and Bochner (1994) from six different groups of educators suggested that attitudes are greatly affected by the nature of the disability and/or education problems that exist. Mittler (2003) reported at the International Special Education conference held in 2000 that a common theme among many research papers and posters from more than 99 countries was that "the biggest single obstacle to progress is not money or lack of legislation but negative attitudes on the part of many parents, teachers, community leaders, and politicians" (p. 3).…”

Section: Attitudes Toward Inclusionmentioning

confidence: 99%

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Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

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The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to iv successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.

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Section: Discussionmentioning

confidence: 99%

Section: Attitudes Toward Inclusionmentioning

confidence: 99%

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

View full text Add to dashboard Cite

show abstract

“…Some general educators have never interacted with a child with autism; they may have a certain preconceived notions of what types ofbehavior a child with autism displays without even really understanding the disability. In their review of studies, Ward, Center, and Bochner (1994) conclude that the less severe the problem, the more supportive were attitudes towards inclusion. This was because the children were less likely to require extra instructional or management skills from the teacher.…”

Section: Barriers To Inclusionmentioning

confidence: 99%

How to Create the Inclusive Classroom

Cheminais¹

2013

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Inclusive Classrooms THESIS ABSTRACTThis thesis describes selected special education educators' perspectives of the necessary components of co-teaching, collaboration, and inclusive practices in the delivery of a standards-based curriculum at the elementary, middle and high school levels. The researcher collected data from interviewing three different special education teachers from three different school sites. The teachers taught in the classrooms that had students with and without disabilities. This study focuses upon the practical logistics of inclusion, collaboration among educators, administrative support, and lessons learned from experience, and advice to new educators. Interview results indicated that special education teachers do support co-teaching, and inclusion as a means for providing students with disabilities access to the general education core curriculum. The general education teachers felt they had a better chance of instructing students with special needs by working together with special educators than working alone.

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“…A factor, which can influence responses, concerns the severity of the problem. Ward, Center and Bochner (1994) found the more severe the problem the less positively inclusion was regarded by teachers. In the present study the participants were instructed to consider all the seven types of special needs as 'severe'.…”

Section: The Questionnairementioning

confidence: 99%

Course evaluations: a tendency to respond “favourably” on scales?

Darby

2008

Quality Assurance in Education

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Abstract:Purpose: A possible favourable response pattern on scaled forms used as a means of evaluating training courses is investigated. This is an important issue as scales are frequently used to collect student feedback and also to measure attitude change as a result of training courses, in universities, colleges and industry, Methodology: In part one of the study evaluation forms were examined referring to courses were completed by 879 students attending 15 university level courses and 531 students at school. In part two a more exacting test for a favourable response tendency using attitude scales was designed. This involved 212 teachers who were asked about their willingness to include 'children with special needs' in their classes. Findings:It was found the majority of students in part one responded at the favourable end of the evaluation scales. The same tendency was noted with the teachers in part two of the study. Implications:Courses are likely to be evaluated favourably and therefore it is suggested that it is necessary to incorporate in any evaluation a means of comparison. Internal elements of courses need to be compared and courses should be judged in terms of how good they are when compared with other similar courses.Key words: Students, Universities, Performance measures. Paper Type Research Paper Introduction:Course evaluations are an integral part of the educational and training process. Student feedback is used by Universities, colleges, many organisations in commerce and industry involved with training and even the British Office of Standards in Education in schools. Evaluations frequently involve a number of measures but the one to be examined here is Likert style response scales. These scales typically range from words such as 'extremely good or strongly agree' through a number of check points to 'extremely bad or strongly disagree'. Researchers have noted there are a number of variables which influence student evaluations of teaching. For example Perkins, Guerin and Schleh (1990), Greenwald and Gillmore (1997) and Wachtel (1998) have noted the link between grades awarded by teachers and the evaluations of their students. Crumbley, Henry, and Kratchman (2001) noted students claimed they would mark teachers lower if they used certain less acceptable teaching techniques. Another variable examined by Defusco (1999) and Liaw and Goh (2003) examined the influence of class size and note a tendency for smaller classes to be evaluated more favourably than larger. Yet another well researched variable concerns the type of course evaluated. Bassin (1974) noted poorer evaluations tended to be given to quantitative courses and Collins (1996) reported many departmental differences were based on the academic discipline involved. Boland Liehman and Stroade (2001) and Darby (2006) have shown that students rate elective courses more favourably than required ones. McGoldrick and Schuhmann (2002) found student's personal liking for the tutor had an effect on student evaluations of that tutor. These are some of ...

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A question of attitudes: integrating children with disabilities into regular classrooms?

Cited by 73 publications

References 25 publications

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Perceptions of Agriculture Teachers toward Including Students with Disabilities

How to Create the Inclusive Classroom

Course evaluations: a tendency to respond “favourably” on scales?

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