Article1995

Experienced Teachers' Perceptions of Resources and Supports for Inclusion

80 citations0/0 files storedEducation and training in mental retardation and developmental disabilities

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Collaborative Teaching and Inclusion Behavioral and Psychological Studies Inclusion and Disability in Education and Sport

Abstract

A mail survey of elementary teachers in the Commonwealth of Pennsylvania was conducted to identify their perceptions of the supports that were available to them and were needed by them for inclusion and to determine whether differences existed in those perceptions based on the type of teacher (general and special education), grade level, and their self-ratings of the success of their inclusion experiences. The participants were teachers who had experience including children with disabilities in general education classrooms. Of the 175 mailed questionnaires, 158 (90.3%) were returned and coded. Several conclusions were apparent: (a) special and general educators reported similar levels of need for resources, but special educators reported greater availability of resources than general educators; (b) grade 2—3 teachers reported greater discrepancies between perceived needs and availability of resources than did teachers of other grade levels; (c) a high percentage of respondents reported a need for training and a low percentage reported having training; (d) minimal discrepancies occurred between the need and availability for support personnel-indicating these teachers perceived having access to the personnel they perceived needing; and (e) lower discrepancies between perceived needs and availability of resources occurred for teachers who self-rated their inclusion experiences as successful.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

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

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 80 citations exist upstream.

References

1994Inclusive Schools Movement and the Radicalization of Special Education Reform 1984A Rationale for the Merger of Special and Regular Education 1990Are Regular Education Classes Equipped to Accommodate Students with Learning Disabilities?1992Collaborative Teams for Students with Severe Disabilities Integrating Therapy and Educational Services 1988The Regular Education Initiative: Patent Medicine for Behavioral Disorders 1992Planning for mainstreamed special education students: Perceptions of general classroom teachers 1991Feedback about Integrating Middle-School Students with Severe Disabilities in General Education Classes 1993Utilization of Paraprofessionals in Special Education

Cited by

2007School-Based Screening to Determine Overreliance on Paraprofessionals 1996Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs 2017Students With Disabilities and Paraprofessional Supports: Benefits, Balance, and Band-Aids 1999The Tip of the Iceberg: Determining Whether Paraprofessional Support is Needed for Students with Disabilities in General Education Settings

Explore the map →

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

Imported from OpenAlex (CC0) — nothing here is generated.