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ERIC Number: ED556510
Record Type: Non-Journal
Publication Date: 2013
Pages: 84
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-4696-6
ISSN: N/A
Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion
Myers, Mindy
ProQuest LLC, Ed.D. Dissertation, East Tennessee State University
The purpose of this study was to explore regular education teachers' perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee's First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed consisted of a survey design using a 4-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed using a single sample t-test with mid-point of the scale (2.5) as the value representing neutrality. All data were analyzed at the 0.05 level of significance. Findings indicated that participants' overall perceptions of inclusion were significantly positive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee