Moving Toward Inclusive Practices

Burstein, Nancy; Sears, Sue; Wilcoxen, Anne; Cabello, Beverly; Spagna, Michael E.

doi:10.1177/07419325040250020501

Cited by 106 publications

(80 citation statements)

References 37 publications

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“…Vaughn, Elbaum and Boardman (2001) carried out a study as a result of which it was put forth that whereas expectations for academic skills from integration students were low, expectations for social skills were higher. Moreover, it is also stated in various studies that integrated education approach encouraging social-emotional skills as an inseparable part of daily education enables children to develop their social-emotional skills (Burstein, Sears, Wilcoxen, Cabello, & Spagna, 2004;Wigelsworth, Humphrey, & Lendrum, 2012).…”

Section: Discussionmentioning

confidence: 99%

Family and Volunteer Partner Opinions on Young Athletes Project

Bildiren¹

2018

IES

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The objective of this study was to examine the impacts during the pre-school period of Special Olympics activities on the attitudes of children with special needs as well as the families of normal developing children along with the teacher candidates who are likely to work with disabled children in the future (volunteers). The study group was comprised of the parents of 45 special athletes from 6 different cities who have participated in the Young Athletes Project and whose opinions have been asked during the pre-test along with the parents of 60 partner athletes along with 119 volunteer partners, parents of 46 special athletes and 51 partner athletes as well as 107volunteer partners. Children with special needs and normal developing children were placed in an 8 week sports and game program within the scope of an integrated approach. Qualitative and quantitative data collection techniques were used in the study. The study results set forth that Young Athletes project has a positive impact on the opinions of the families of children with special needs and normal developing children as well as the opinions of volunteer partners.

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Section: Discussionmentioning

confidence: 99%

Family and Volunteer Partner Opinions on Young Athletes Project

Bildiren¹

2018

IES

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“…A number of studies have indicated that general education teachers feel that they are not provided with enough time to plan for the instruction, collaboration, and cooperative teaching that is necessary to implement inclusion (Burstein et al, 2004;Ross, 2002;Santoli, Sachs, Romey, & McClurg, 2008;Wilkins & Nietfield, 2004;Zindler, 2009). The math teacher was the only participant to support the findings of these studies and that was only in respect to the amount of time allotted to planning for instruction.…”

Section: Discussionmentioning

confidence: 99%

“…According to the findings of numerous studies, teachers feel they lack the in-class supports necessary to implement the practices that characterize inclusion (Burstein et al, 2004;Ross, 2002;Wilkins & Nietfield, 2004). In research conducted by Burstein et al, teachers reported that a key barrier to successful inclusion was the lack of support in the form of personnel.…”

Section: Discussionmentioning

confidence: 99%

Case Study Research: Examining Middle School General Education Teachers

Mackey¹

2017

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Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive attitudes about having students with disabilities in their general education classrooms. Each teacher developed and implemented numerous instructional practices which have implications for the effective inclusion of students with disabilities in general education classrooms.

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“…Educators were guided by their values, beliefs, and attitudes toward change, so they need to be convinced that a particular change is worthwhile and understand the reasons for it (Burnstein et al, 2004). The most effective approaches to change occur when educators participate in the planning and decision-making.…”

Section: Successful Inclusion Effortsmentioning

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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Moving Toward Inclusive Practices

Cited by 106 publications

References 37 publications

Family and Volunteer Partner Opinions on Young Athletes Project

Family and Volunteer Partner Opinions on Young Athletes Project

Case Study Research: Examining Middle School General Education Teachers

How to Create the Inclusive Classroom

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