Observations of Students with Learning Disabilities in General Education Classrooms

McIntosh, Ruth; Vaughn, Sharon; Schumm, Jeanne Shay; Haager, Diane; Lee, Okhee

doi:10.1177/001440299406000306

Cited by 184 publications

(108 citation statements)

References 19 publications

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“…When conducting the literature review on peers' level of acceptance of students with special needs in general education classes, studies were found to indicate high levels of acceptance among peers (Avcıoğlu, Demiray, & Eldeniz-Çetin, 2004;Ayral et al, 2013;Çulhaoğlu-İmrak & Sığırtmaç, 2011;English, Shafer, Goldstein, & Kaczmarek, 1997;Mcintosh, Vaughn, Schumm, Haager, & Lee, 1994;Sasso & Rude, 1988), as well as low or no level of acceptance (Alves & Gottlieb, 1986;Ciechalski, 1995, as cited in Sucuoğlu & Özokçu, 2005Çolak, Vuran, & Uzuner, 2013;Farmer, Pearl, & Acker, 1996;Guralnick & Groom, 1987;Kabasakal, Girli, Okun, Çelik, & Vardarlı, 2008;Şahbaz, 2004). In this study, both teachers' and normally developing peers' opinions were evaluated in order to determine the level of acceptance for students with intellectual disabilities in inclusion classrooms.…”

Section: Discussionmentioning

confidence: 99%

Classroom Teachers’ Behaviors and Peers’ Acceptance of Students in Inclusive Classrooms

2017

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Citation: Avcıoğlu, H. (2017). Classroom teachers' behaviors and peers' acceptance of students in inclusive classrooms. AbstractThe objective of this study is to determine the behavior of teachers in inclusive classrooms and peers' acceptance levels towards students with intellectual disabilities in these classrooms. The qualitative research method was selected for collecting adequate data for the study. Information was collected from 16 teachers and 371 students in 16 inclusive classrooms in four schools where the inclusive method is used, and data were collected through observation, interviews, and socio-metric assessment. As a result of the observation process, differences were determined to exist between classroom teachers' and students' interactions.Furthermore, the findings demonstrated differences between the interactive behavior of classroom teachers toward students with normal development and toward those with intellectual disabilities in the classroom.However, the findings obtained from the face-to-face interviews with classroom teachers and the findings obtained from observations were also seen to not be the same; teachers stated they had not displayed different behavior towards the students in general. Furthermore, the peers with normal development were observed to prefer half of the students with intellectual disabilities, while the other half was not preferred by any peer. The behavior of the teachers in the classroom and their interactive behavior with the students were found to affect students' interactions, which in turn differentiated the level that students with normal development accepted those with intellectual disabilities. Keywords

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Section: Discussionmentioning

confidence: 99%

Classroom Teachers’ Behaviors and Peers’ Acceptance of Students in Inclusive Classrooms

2017

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“…En lo referente a la relación que se establece entre etapa educativa y uso de estrategias inclusivas, cabe destacar que en esta investigación no se encontró una relación entre ambas variables como en estudios anteriores que sí demostraron que los docentes de las etapas educativas de Infantil y Primaria son los que usan más estrategias que los de la ESO (Cardona et al, 2003;McIntosh et al, 1994).…”

Section: Discusión Y Conclusionesunclassified

Inclusión educativa. Actitudes y estrategias del profesorado

Castro

2016

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ResumenLa educación inclusiva da respuesta al alumnado escolarizado en los centros educativos, independientemente de sus características y necesidades. Esto ha supuesto cambios metodológicos, curriculares y actitudinales por parte del profesorado.Los objetivos del estudio son evaluar las actitudes de los docentes hacia la inclusión, conocer las estrategias utilizadas en el aula y evaluar la incidencia de variables sociodemográficas y relacionadas con la práctica profesional, utilizando una metodología cuantitativa a través del cuestionario Actitudes y prácticas del profesorado relativas a la inclusión.La muestra está formada por 82 docentes. Los resultados determinan actitudes positivas hacia la inclusión y un uso frecuente de estrategias inclusivas en las aulas, a mayor actitud positiva mayor uso de estrategias. Las variables profesionales tienen mayor incidencia que las sociodemográficas tanto en las actitudes como en las estrategias utilizadas por los docentes. Palabras claveInclusión educativa, actitudes, estrategias docentes, necesidades educativas especiales, discapacidad, metodología cuantitativa. AbstractInclusive education serves the entire population of students at schools independent of their diverse characteristics and needs. This situation has required methodological, curricular and attitudinal changes among teachers.The objectives of this study are to evaluate teachers´ attitudes towards inclusion and the strategies used in the classroom. Furthermore this study pretends to evaluate the influence of sociodemographic variables and variables related to professional practice on these attitudes and strategies. A quantitative methodology, which included the application of the questionnaire Attitudes and practices of teachers related to inclusion, was used.The sample is formed by 82 teachers. The results indicate the presence of positive attitudes towards inclusion and a frequent use of inclusive strategies. There is a correlation between the attitudes and the use of inclusive strategies: the more positive the attitudes the more use of inclusive strategies. Professional variables have a greater impact on the attitudes and the strategies than sociodemographic variables.

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“…Skrtic (1980) indicated that teachers showed more critical behaviors and less approval behaviors towards students with special needs. In another study, students with special needs communicated with their teachers less than their non-disabled peers did; however, teachers' behavior toward students did not vary depending on whether or not they had special needs (McIntosh et al, 1993). Two similarly designed studies revealed that the behaviors of students with special needs in general education classrooms were not significantly different than their non-disabled peers, but that teachers paid more attention to their behaviors (Brown, Odom, Li, & Zercher, 1999;Wallace, Anderson, Bartholomay, & Hupp, 2002).…”

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confidence: 90%

“…In the literature, several studies examined teachers' behaviors towards students with special needs (McIntosh, Vaughn, Schumm, Haager, & Lee, 1993;Skrtic, 1980). Skrtic (1980) indicated that teachers showed more critical behaviors and less approval behaviors towards students with special needs.…”

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Teacher and Student Behaviors in Inclusive Classrooms

2015

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In this study, I examined general education teachers' classroom behaviors and as well as academic engagement, off-task and problem behaviors of students with special needs. The sample group of this study comprised 54 general education teachers working at local primary schools in Eskisehir, Turkey and their 54 students with mild intellectual disabilities. Teachers' and students' behaviors were observed and recorded on a data collection form designed according to the time-sampling method. Observations took place in each of the 54 classrooms, in four different lessons, for a total of 120 min in each classroom during the spring term of the 2011-2012 academic year. Results indicated that students with mild intellectual disabilities showed academic engagement in 58.58%, off-task behavior in 34.11%, and problem behaviors in 7.31% of the lessons. During those lessons, teachers' academic communication with students with mild intellectual disabilities 7.50% of the observation time, while approval of their behaviors was at 0.13% and disapproval of their behaviors was 0.27%. The behaviors of students with mild intellectual disabilities and the academic communication of teachers with them significantly changed according to the placement of these students in the classroom and the teachers' adjustments in the instructional program toward them.

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Observations of Students with Learning Disabilities in General Education Classrooms

Cited by 184 publications

References 19 publications

Classroom Teachers’ Behaviors and Peers’ Acceptance of Students in Inclusive Classrooms

Classroom Teachers’ Behaviors and Peers’ Acceptance of Students in Inclusive Classrooms

Inclusión educativa. Actitudes y estrategias del profesorado

Teacher and Student Behaviors in Inclusive Classrooms

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