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Perceptions of elementary general ed...

O'Gorman, Kevin L.

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Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina./
作者:	O'Gorman, Kevin L.
面頁冊數:	113 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2531.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3224465
ISBN:	9780542784057

Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina.
O'Gorman, Kevin L.

Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina. - 113 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2531.

Thesis (Ph.D.)--University of South Carolina, 2006.

This study examined the perceptions of elementary general education teachers concerning the impact of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education students in all elementary schools in a selected school district in South Carolina. The quantitative study was designed around five research questions, which addressed issues specific to general education teachers' possible lost instructional and planning time as well as training general education teachers have received in meeting the needs of students with disabilities. The population included every kindergarten through fifth grade general public education teacher, teaching core subjects in the selected district, working in a school composed of pre-kindergarten through fifth grades.

ISBN: 9780542784057Subjects--Topical Terms:

626645
Education, Administration.

Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina.
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245 1 0 $a Perceptions of elementary general education teachers of the impact of the regulatory mandates of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education elementary students in a selected school district in South Carolina.
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500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2531.
500 $a Adviser: Edward Cox.
502 $a Thesis (Ph.D.)--University of South Carolina, 2006.
520 $a This study examined the perceptions of elementary general education teachers concerning the impact of the Individuals with Disabilities Education Act (IDEA) on the instruction of general education students in all elementary schools in a selected school district in South Carolina. The quantitative study was designed around five research questions, which addressed issues specific to general education teachers' possible lost instructional and planning time as well as training general education teachers have received in meeting the needs of students with disabilities. The population included every kindergarten through fifth grade general public education teacher, teaching core subjects in the selected district, working in a school composed of pre-kindergarten through fifth grades.
520 $a A survey instrument was developed based on the literature review of the stated topic and distributed to the defined population. Descriptive statistics were used to analyze survey items associated with each research question. Inferences drawn from the study suggest that (a) general education teachers perceive that attending special education meetings for students with disabilities impacts their time related to teaching the general education population and (b) implementing accommodations and modifications of students' Individualized Education Programs (IEPs) impacts the instruction of general education students. However, there is a strong variation in teachers' perceptions of this concept. Teachers also indicated that they have sufficient training in the regulatory mandates of IDEA.
520 $a In addition, there were no strong correlations between general education teachers' responses to the variables stated above and (a) the number of students with special needs that they instructed; (b) their years of experience in teaching; (c) the number of credit hours they have received in special education; (d) the length of time they typically spent attending special education meetings; (e) the amount of time each week they prepared for instruction for students with special needs; and (f) the time of day that they attended special education meetings.
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