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Views from the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students with ASD
Peer reviewed
Direct linkAble, Harriet; Sreckovic, Melissa A.; Schultz, Tia R.; Garwood, Justin D.; Sherman, Jessica – Teacher Education and Special Education, 2015
The current prevalence rates for autism spectrum disorder (ASD) coupled with the mandate to provide services to students with disabilities in inclusive classrooms warrants the need to examine the dynamics of inclusion for students with ASD. Focus groups were conducted with special and general educators at the elementary, middle, and high school…
Descriptors: Inclusion, Pervasive Developmental Disorders, Autism, Focus Groups
Klehm, Mary – Teacher Education and Special Education, 2014
Many students with disabilities (SWD) are not meeting proficiency, and achievement scores disaggregated by disability status show that SWD are often not meeting progress targets established by states. A survey was developed to collect data from 218 general and special educators to analyze trends in teachers' attitudes and practices that may…
Descriptors: Teacher Attitudes, Special Education Teachers, Attitudes toward Disabilities, Teaching Methods
McKenzie, Robert G. – Teacher Education and Special Education, 2009
The degree to which special educators serve in a meaningful collaborative capacity in inclusive classrooms has come under scrutiny, and hence, the quality of collaboration training afforded requires examination.This article describes the results of a survey conducted with 53 undergraduate pre-service special education training programs…
Descriptors: Education Majors, Public Schools, General Education, Cooperation
van Garderen, Delinda – Teacher Education and Special Education, 2008
A random sample of middle school special education teachers from various classroom settings completed a survey asking them about what instructional practices and materials they used to teach students with disabilities how to solve word problems, how much time they allocated to problem solving instruction, and what type of problems they gave their…
Descriptors: Teacher Characteristics, Transfer of Training, Problem Solving, Special Education Teachers
Scheeler, Mary Catherine; McAfee, James K.; Ruhl, Kathy L.; Lee, David L. – Teacher Education and Special Education, 2006
In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term…
Descriptors: Preservice Teachers, Student Behavior, Disabilities, Special Education Teachers
