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Comparing the perceptions of inclusi...

Bruster, Debra Dungan.

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Comparing the perceptions of inclusion between general education and special education teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing the perceptions of inclusion between general education and special education teachers./
作者:	Bruster, Debra Dungan.
面頁冊數:	110 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616654
ISBN:	9781303835537

Comparing the perceptions of inclusion between general education and special education teachers.
Bruster, Debra Dungan.

Comparing the perceptions of inclusion between general education and special education teachers. - 110 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2014.

This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no difference in teacher self-efficacy between the two groups. The study involved teachers at six rural high schools located in Northeast Georgia. The Opinions Relative to the Integration of Students with Disabilities developed by Antonak and Larrivee (1995) was used to measure the perceptions of the participants. The results were analyzed with t-tests to identify differences in perceptions of the two groups.

ISBN: 9781303835537Subjects--Topical Terms:

606639
Education, Special.

Comparing the perceptions of inclusion between general education and special education teachers.
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245 1 0 $a Comparing the perceptions of inclusion between general education and special education teachers.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Sandra Battige.
502 $a Thesis (Ed.D.)--Liberty University, 2014.
520 $a This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no difference in teacher self-efficacy between the two groups. The study involved teachers at six rural high schools located in Northeast Georgia. The Opinions Relative to the Integration of Students with Disabilities developed by Antonak and Larrivee (1995) was used to measure the perceptions of the participants. The results were analyzed with t-tests to identify differences in perceptions of the two groups.
520 $a Descriptors: inclusion, special education, students with disabilities, perceptions.
590 $a School code: 1052.
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650 4 $a Education, Secondary. $3 539262
650 4 $a Education, General. $3 1019158
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