Inclusive Teachers' Concern and Rejection toward Their Students: Investigating the Validity of Ratings and Comparing Student Groups

Autor/inn/en	Cook, Bryan G.; Cameron, David L.
Titel	Inclusive Teachers' Concern and Rejection toward Their Students: Investigating the Validity of Ratings and Comparing Student Groups
Quelle	In: Remedial and Special Education, 31 (2010) 2, S.67-76 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508324402
Schlagwörter	Disabilities; Behavior Disorders; Rejection (Psychology); Inclusive Schools; Mainstreaming; Teacher Student Relationship; Correlation; Severity (of Disability); Interaction; Teacher Behavior; Comparative Analysis; Mental Retardation; Attention Deficit Disorders; Behavior Problems; Teaching Conditions; Regular and Special Education Relationship; Elementary Schools; Middle Schools; Symptoms (Individual Disorders); Ohio + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Ablehnung; Inclusive school; Integrative Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Schweregrad; Interaktion; Teacher behaviour; Lehrerverhalten; Geistige Behinderung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Lehrbedingungen; Unterrichtsbedingungen; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Psychiatrische Symptomatik
Abstract	This article reports two related studies. In the first study, concern and rejection ratings of 14 inclusive teachers toward 26 students with disabilities were correlated with teacher--student interactions. Partial correlations, controlling for severity of disability, indicated that instructional-academic interactions corresponded significantly with teachers' concern ratings and noninstructional-behavioral interactions corresponded significantly with teachers' rejection ratings. In the second study, the authors compared teachers' concern and rejection ratings of students with learning disabilities (n = 77), cognitive disabilities (n = 44), attention-deficit disorder (n = 20), behavioral disorders (n = 19), and no disabilities (n = 1,153) in 65 inclusive classes using ANOVAs and Scheffe post hoc tests. Students in all disability categories received significantly higher concern ratings than nondisabled students, students with learning disabilities and behavioral disorders received significantly higher rejection ratings than nondisabled students, and students with behavioral disorders received significantly higher rejection ratings than students with cognitive disabilities. (Contains 6 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10