Developing Student Growth through Effective Inclusion Skill Sets in the Rural Black Belt Region of Alabama and Mississippi

Autor/inn/en	Griffith, Kimberly Grantham; Jones, Kevin; Winship, Jodie; Howard, Esther
Titel	Developing Student Growth through Effective Inclusion Skill Sets in the Rural Black Belt Region of Alabama and Mississippi
Quelle	In: European Journal of Educational Sciences, 6 (2019) 3, S.16-26 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Rural Areas; Skill Development; Inclusion; Students with Disabilities; Teaching Skills; Teacher Competencies; Special Education Teachers; Regular and Special Education Relationship; Principals; Administrator Attitudes; Faculty Development; Teacher Collaboration; Cooperative Planning; Scheduling; Barriers; Teacher Attitudes; Teacher Responsibility; Personality Traits; Training; Leadership Training; Teacher Education Programs; Socioeconomic Influences; Alabama; Mississippi + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Kompetenzentwicklung; Qualifikationsentwicklung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lehrerkooperation; Disposition; Lehrerverhalten; Lehrverpflichtung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausbildung; Führungslehre; Sozioökonomischer Faktor
Abstract	Skill sets have been identified as the abilities needed by an individual to perform a job or task. In this mixed methods study, an online survey was developed to collect data identifying those skill sets and the barriers to effective inclusion in rural schools in the Black Belt region of Alabama and Mississippi. For rural administrators, this becomes a challenging task to provide the supports needed for students with disabilities to be successful and prepared to be college and/or career ready when they graduate. Rural school principals must be cognizant of teacher skill sets needed for both general and special education teachers to be competent team members in the inclusion classroom. Although 242 randomly selected rural school administrators employed in the Black Belt Region of the twin states area were sent an email requesting participation, there was only a 16% response rate for the survey. Results of the study indicated that principals felt supports that were needed for successful inclusion were related to professional development, common scheduling and planning, and collaboration. Barriers to inclusion were territorial and shared responsibilities, personality conflicts, and insufficient number of staff and co-teaching training. One of the conclusions of this study indicated the need of administrators to be aware of the use of a variety of inclusion strategies that support more than just one inclusion model. The second conclusion indicated a need for the College of Education to revise and include additional training in effective inclusion skill sets both within their educator and instructional leadership preparation programs. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01