Teachers' perceptions of their experiences with including students with special needs in the general education classroom setting throughout public and private schools in Texas
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Date
2005-02-17
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Publisher
Texas A&M University
Abstract
The purpose of this study was to identify teacher perceptions about educating
students with special needs in the general education setting, to examine relationships
between teacher perceptions and years of teaching experience, grade level, and type of
institution in which the teachers were employed, and to identify beliefs about the critical
issues involved in implementing inclusion. A total of 1341 general and career and
technology educators in grade levels PreKindergarten through grade 12 were surveyed
regarding (a) the extent of previous training received in working with students with
disabilities and perceived needs for additional training, (b) the frequency of
communication between special and general education teachers, (c) the perceived
helpfulness of suggestions given to general educators by special educators, (d) teacher
participation in IEP team meetings and parent involvement in such meetings, (e) the
provision of related services, and (f) teacher perceptions of their personal experiences
with including students with disabilities in the general education classroom. Semistructured
interviews were conducted with an additional 25 teachers selected from the
entire sample as well. Results indicated that teachers in Texas public schools generally
favor traditional special education service delivery models over full inclusive practices.
However, results also indicated that teachers perceive additional training, support from
special education personnel and administrators, teacher communication and
collaboration, and access to related services are necessary in order to meet the needs of
their students with disabilities in the general education setting.
Description
Keywords
teacher, perceptions, inclusion, special needs, general education classroom, public, private, schools, Texas