A Survey of General and Special Education Teachers' Perceptions and Inservice Needs Concerning Inclusion

Buell, Martha; Hallam, Rena A.; Gamel-McCormick, Michael; Scheer, Scott D.

doi:10.1080/103491299100597

Cited by 193 publications

(162 citation statements)

References 17 publications

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“…For the present study, the item pool of the initial scale was created following a content analysis of six previously developed scales [4], [23]- [27]. The final review was conducted by a panel of five experts in the fields of inclusive education, assessment and evaluation, and educational psychology.…”

Section: B Measuresmentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

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Abstract-Perception of teacher has been supported by recent research which influences their behavior towards acceptance of students with special learning needs. This study examines the psychometric properties of a newly constructed measure on teacher perception towards inclusive education. The study comprised 355 teachers (mostly females; majority age group: 26 to 45) from three progressive teacher training courses (basic, advanced, and thematic), which cater to different educational needs. The participants were required to complete the questionnaire on their perception towards educational inclusion. Data were analyzed using both classic test theory (CTT) and item response theory (IRT). Three domains (attitude, concern, and commitment) of perception were identified and tested in the context of Hong Kong. The analysis showed these domains had strong construct validity (GFI=.986; CFI=.941; RMSEA=.0578), internal consistency (Cronbach's alpha=.529-.761), and good fit to the Rasch model among items (Infit/outfit=.80-1.27). The current findings support the view that administration of the recent scale provided better understanding of teachers' perception on inclusive setting, and improved guidance for better program development on teacher training.Index Terms-Teacher perception, inclusive education, PTIE, item calibration, scale validation. I. INTRODUCTIONThe philosophy of educational values of equity and social justice makes the entitlement of all children to quality education, regardless of differences, an important notion for the implementation of inclusive education [1], [2]. However, several teachers have reservations for the inclusion of students with special educational needs in ordinary classrooms. The reservation could have been the result of the worries of teachers concerning their insufficient professional preparation to deal with students with special educational needs. Prior studies proved that involvement in strategic professional development helps teachers increase their understanding of learning barriers and changes their negative perspectives on students with special educational needs [3]. Professional development programs help teachers develop attitudes, strategies, and capacities to work with others, which in turn allow them to facilitate students regardless of their disabilities in the inclusion setting [4], [5]. According to Burrello and Wright (1993), targeted professional development activities focused around inclusion increases staff efficacy and attitudes in the areas of team collaboration, cooperative learning, joint ownership, student integration, effective teaching practices, and development of teaching skills in adapting and modifying the curriculum to meet the needs of all students [6]. However, limited studies have been conducted to prove the effectiveness of professional development programs on the influential function on the attitudes, concern, and commitment of teachers, especially in the Chinese schools. One of the major reasons for the lack of studies is the limited number of psycho...

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Section: B Measuresmentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

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“…Studies examining teacher efficacy in the field of special education have found that teachers with higher efficacy make fewer referrals to special education (Meijer & Foster, 1988;, feel more responsible for student learning (Soodak & Podell, 1994), report more success with students with learning and behavioral problems (Brownell & Pajares, 1996, 1999, and are more receptive to inclusion of students with disabilities in the mainstream classrooms (Buell, Hallam, Gamel-McCormick, & Scheer, 1999;Freytag, 2001;Soodak, Podell, & Lehman, 1998).…”

mentioning

confidence: 99%

A Study of Teacher Efficacy of Special Education Teachers of English Language Learners With Disabilities

Paneque

Barbetta

2006

Bilingual Research Journal

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“…However, evidence suggests that preservice teachers do not feel adequately prepared to effectively integrate technology in their classrooms (e.g., Drent & Meelissen, 2008;Kay, 2006). Evidence points to teacher education programs concerning the need for professional development to facilitate successful technology integration practices in the methods courses (Buell, Hallam, Gamel-McCormick & Scheer, 1999;Smith & Dlugosh, 1999;Smith & Smith, 2000). Despite this, there seem to be no studies that have examined how general education teacher educators model technology integration in their teaching methods courses.…”

Section: Introductionmentioning

confidence: 99%

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

Kalonde¹

2016

IRHE

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The purpose of this study was to identify technologies teacher educators familiarize preservice teachers to in teacher education programs in the methods courses. Ninety teacher educators at two Midwestern universities were surveyed and interviewed for the study. Results showed that very few technologies are used by a vast majority of teacher educators. From over 100 types of technologies, results showed 7 as mostly used, 7 moderately used, and over 80 were minimally or not used at all. The study also found that, regardless of experience or tenure, teacher educators model technology similarly. The results have an implication on K-12 teachers, integration technology in their classrooms.

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A Survey of General and Special Education Teachers' Perceptions and Inservice Needs Concerning Inclusion

Cited by 193 publications

References 17 publications

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

A Study of Teacher Efficacy of Special Education Teachers of English Language Learners With Disabilities

Technologies Teacher Educators Model to Pre-Service Teachers in Methods Courses

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