Inclusive Practices of Classroom Teachers

Abstract

MAJOR DETERMINANTS OF THE FREQUENCY AND LEVEL OF INCLUSIVE PRACTICES FOUND IN GENERAL EDUCATION CLASSROOMS ARE THE COMFORT, COMPETENCE, AND PROFICIENCY THAT EDUCATORS FEEL WHILE IMPLEMENTING NEW PROCEDURES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE PRACTICES THAT GENERAL EDUCATORS HAVE USED TO SUCCESSFULLY IMPLEMENT INCLUSION. A VISUAL ANALYSIS REPRESENTING EDUCATORS COMFORT LEVELS WITH SOME METHODS KNOWN TO BE EFFECTIVE FOR IMPLEMENTING INCLUSION IS DESCRIBED AS A MEANS OF TARGETING KEY AREAS IN WHICH EDUCATORS DESIRE PREPARATION AND SUPPORT. PROCEDURES FOR REPLICATING THESE METHODS ARE DESCRIBED, AND ACTIONS NECESSARY TO INCREASE EDUCATORS' EXPERTISE AND COMPETENCE WITH NEW METHODS—ESSENTIAL FOR SUCCESSFUL INCLUSION—ARE REPORTED.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 54 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.