ERIC Number: ED477878
Record Type: RIE
Publication Date: 2003-Mar
Reference Count: N/A
Classroom Teachers' Views on Inclusion. Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) Brief.
King, M. Bruce; Youngs, Peter
This brief discusses the outcomes of a study that examined the views of 32 secondary education teachers in four secondary schools on the inclusion of students with disabilities in their classrooms. Analyses of the interview data indicate that the general education teachers were committed to inclusion and that they did make instructional accommodations for students with disabilities. Many teachers, but not all, tried to maintain the curriculum and hold high expectations while providing these accommodations. Teachers at three of the schools emphasized teaching and learning of high intellectual quality and they believed this focus was appropriate for their students with disabilities. At two of these schools, classroom teachers felt they received important help from special education teachers and used students' Individualized Education Programs to guide instruction and assessment. Special education teachers were believed to be particularly helpful in team teaching situations within inclusive classrooms and in assisting with accommodations and modeling instructional strategies. At the fourth school, teachers had a favorable view of inclusion and found it helped their teaching in a general sense. Personalized Learning Plans helped teachers focus on relationships with students and their effective development; however, these teachers did not emphasize complex or intellectually demanding instruction. (Contains 16 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Academic Standards, Classroom Techniques, Disabilities, Educational Quality, Inclusive Schools, Individualized Education Programs, Regular and Special Education Relationship, Secondary Education, Special Education Teachers, Teacher Attitudes, Teacher Expectations of Students, Team Teaching
RISER, University of Wisconsin-Madison, 1025 West Johnson St., Suite 461, Madison, WI 53706. Tel: 608-263-0630; Fax: 608-265-0538; Web site: http://www.wcer.wisc.edu/riser. For full text: http://www.wcer.wisc.edu/riser/briefs.html.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Wisconsin Center for Education Research, Madison.
Authoring Institution: Wisconsin Univ., Madison.
Note: For RISER Brief number 6, see ED 469 848.