Attitudes and Opinions toward Collaboration to Support Inclusion in the Mainstream Setting: A Comparison of General Education and Special Education Teachers

Autor/in	Emesih, Linda W.
Titel	Attitudes and Opinions toward Collaboration to Support Inclusion in the Mainstream Setting: A Comparison of General Education and Special Education Teachers
Quelle	(2014), (172 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-9687-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; General Education; Special Education Teachers; Inclusion; Regular and Special Education Relationship; Mainstreaming; Teacher Surveys; Elementary Secondary Education; Teacher Collaboration; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Lehrerkooperation; Statistische Analyse
Abstract	Teachers' awareness of each other's teaching styles can only enlighten the circumstances children face in the educational arena. There is a need for educators to be understood and appreciated for what they contribute to the learning environment and process. This study measured the perceptions of general education teachers and special education teachers regarding inclusive education and determined if their perceptions affected the overall mainstream setting. The Opinions Relative to Integration of Students with Disabilities (ORI), Teacher Attitudes Toward Inclusion (TATIS) Scale, and the Collaboration Survey were provided to the general education and special education teachers of Grades 3 through 12 at a School District. Data collected consisted of three surveys that scored collaboration, attitudes, and opinions regarding inclusive/mainstream education. Frequency distribution and paired t tests were used to analyze the data collected. This study provided information to determine the perceptions of general education teachers and special education teachers as they pertain to inclusion education procedures and to determine if their perception affects the overall mainstream setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01