General and Special Education High School Teachers' Perspectives of Full Membership for Students with Disabilities

Autor/in	Morgan, Pamela S.
Titel	General and Special Education High School Teachers' Perspectives of Full Membership for Students with Disabilities
Quelle	In: Values and Ethics in Educational Administration, 11 (2015) 3, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1703-5759
Schlagwörter	High Schools; Disabilities; General Education; Special Education Teachers; Teacher Attitudes; Barriers; Inclusion; Educational Environment; Teaching Methods; Familiarity; Desegregation Litigation; School Desegregation; Educational Legislation; Federal Legislation; Equal Education; High School Students; Interviews; Social Attitudes; Student Rights + Suchen Sie Ihr Suchwort? High school; Oberschule; Handicap; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Integrative Schule; Bildungsrecht; Schulgesetz; Bundesrecht; High schools; Student; Students; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Social attidude; Soziale Einstellung
Abstract	Full membership is acceptance and belonging in a school community where all stakeholders have a voice and the culture is reflective of these values and beliefs. This qualitative study compared the perceptions of general and special education teachers from two southern high schools. The author explored how scripts of disability inform teacher practices and what systemic barriers may be in place that impede full membership for students with disabilities. While both groups of teachers generally agreed that full membership opportunities were important, unexpectedly, a lack of exposure to disabilities during formative years and special education teacher perceptions tended to limit full membership opportunities. Challenges included educator mindset toward the abilities of students with disabilities and access to full membership opportunities. Methods to overcoming full membership barriers include professional learning communities, collaboration, and professional development designed for reflection on self-beliefs and practice. (As Provided).
Anmerkungen	Consortium for the Study of Leadership and Ethics in Education. Unit 30, 37 Doon Drive, London ON, CAN N5X 3P1. Web site: http://www.ucea.org/initiatives/ucea-centre-study-leadership-ethics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01