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1.
A model of factors was developed in order to examine variables that might be associated with the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children. Using multiple linear regression analyses, the following variables were found to be significant predictors of a positive attitude toward mainstreaming: team-teaching, years of teaching experience (negative correlation), course in diagnosing learning and behavior problems, availability of resource teacher, previous special education teaching experience, number of courses taken in special education, number of students in classroom (25–27), and inservice program experience related to exceptional children. An examination of these predictors suggests that they may be used to select those regular educators who are likely candidates for implementing mainstreaming programs and that school systems can inhance their mainstreaming efforts by arranging the integration settings to conform with these predictors of positive attitude.  相似文献   

2.
The purpose of this study was to investigate attitudes toward mainstreaming issues of elementary classroom teachers undertaking an introductory course in special education. Subjects were also queried about how they felt P.L. 94‐142 was perceived by other interested groups and indicated their estimates of the manageability of students with special needs within the regular classroom. Findings support the need for comprehensive in‐service training programs designed to modify attitudes of regular teachers.  相似文献   

3.
As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.  相似文献   

4.
Attitudes toward mainstreaming of primary and post‐primary teachers, teachers in training, and non‐teachers in the Gippsland region of Victoria, Australia, were surveyed soon after release of the Report of the Ministerial Review of Educational Services for the Disabled which recommends that schools be organized on the basis that every child has the right to be educated in a regular classroom; under these provisions mainstreaming becomes mandatory. The analysis revealed that the most favourable attitudes toward mainstreaming were those of non‐teachers, and that a positive relationship between teacher attitudes and previous experience of handicapped persons was accompanied by reluctance to accept handicapped children into their classes.  相似文献   

5.
Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for all. This project proposes two main accessible initiatives: (1) real-time captioning and text-to-speech (TTS) services in the classroom and (2) accessible Web-learning platform out of the classroom with accessible digital resources. This paper presents the inclusive initiatives of APEINTA. Also an evaluation of the into-the-classroom initiative (real-time captioning and TTS services) is presented. This evaluation has been conducted during a regular undergraduate course at a university and during a seminar at an integration school for deaf children. Forty-five hearing students, 1 foreign student, 3 experts in captioning, usability and accessibility, and 20 students with hearing impairments evaluated these services in the classroom. Evaluation results show that these initiatives are adequate to be used in the classroom and that students are satisfied with them.  相似文献   

6.
Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with including students with hearing impairment in regular schools. Interviews, participant observations as well as field notes were the main instruments used in collecting data from the six teachers and six students with hearing impairments who participated in the research. Academic support, classroom placement and the way of working of the sign language interpreters were considered the major initiatives and challenges in the education of the students with hearing impairment in regular schools. It is apparent that adequate adjustments have not been made within the schools to meet the needs of the students with hearing impairments. This hence questions their actual inclusion in the regular school.  相似文献   

7.
More and more, special needs children are entering early childhood education programs. But the integration of special needs children into the regular classroom — and their acceptance by their nonhandicapped peers — continues to be a concern of both parents and teachers. Many of the proposed benefits of mainstreaming are based upon opportunities for interactions between special needs children and their nonhandicapped peers. What we know about enhancing the quality of these interactions has definite implications for teachers. After examining the research on social relations and social skills training programs for special needs children, we will discuss these implications.Cary A. Buzzelli is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham in Birmingham, Alabama. Nancy File is a doctoral student in the Department of Child Development and Family Studies at Purdue University in West Lafayette, Indiana.  相似文献   

8.
Of the growing number of training programs in mainstreaming competencies reported, only a few have used naturalistic observations to evaluate the impact of these interventions. The purpose of the present study was to evaluate the effectiveness of a preparation program in mainstreaming for regular teachers on attitudes, management styles and mainstreamed pupil behaviour. Thirty prospective teachers, including 15 trained in special education (the experimental group) and 15 controls were each observed interacting with a mainstreamed and matched comparison pupil. Findings revealed that (a) training was effective in modifying attitudes toward mainstreaming by experimental teachers; (b) mainstreamed pupils in control teacher classrooms displayed significantly less appropriate classroom behaviours than their comparison peers; and (c) experimental and control teachers did not differ significantly in the management techniques employed. Both groups, however, reacted differently toward mainstreamed pupils than toward their matched classmates. Implications for preparation programs for regular educators are discussed.  相似文献   

9.
Abstract

The focus of this study was to explore the opinions, knowledge and requirements of regular primary school teachers who taught in schools where children with hearing impairments were included. A questionnaire which covered the four aspects, was used to collect data on a sample of 104 regular school teachers. Results indicate that teachers who taught these children had more knowledge about hearing impairment than those who did not. The majority of teachers expressed a positive attitude towards inclusion and there was no difference in the opinions of teachers concerning inclusion. On seeking teachers' views on their requirements when helping children with hearing impairments, seminars and short courses, full-time in-service training, sign language and equipment were the four major factors suggested. The implementation of the results was discussed in relation to the INSET requirements of teachers and the education of the children with hearing impairments in included settings.  相似文献   

10.
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and young people with special educational needs, little is actually known about the relationship between what teachers think about such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

11.
The effectiveness of resource programs is of critical importance for the mainstreaming of handicapped children. Efficacy studies have demonstrated the value of such programs in increasing academic achievement. The Israeli resource room (therapeutic class) defines the teacher's role as providing varied support services, promoting both mental health and academic achievement. The aim of the present study was to specify significant variables in the efficacy of the Israeli therapeutic class. Children improved in academic and behavioral areas; age, sex or causes of referral were not significantly associated with levels of improvement. The effect of the program on hyperactive children was limited. Levels of cooperation with the regular teacher, however, did differentiate significantly between improvement levels, endorsing the role of the regular teacher as an agent of change and promoter of goodwill for handicapped children attending regular classes.  相似文献   

12.
SCHOOL psychologists serving primary and secondary schools in New South Wales were surveyed to ascertain their attitudes towards the main‐streaming of children with a wide range of disabilities. They were also asked to identify the resources required to meet the needs of these children in regular classrooms and to indicate their perceived role in the process of mainstreaming. Results indicated that school psychologists appeared to have a fairly optimistic perspective with regard to mainstreaming when compared with teachers. Comparisons of factor analyses of attitudes also suggested that school psychologists tended to group disability characteristics more in terms of traditional handicapping categories than with regard to the educational demands made upon teachers. While children with learning and behavioural difficulties represented psychologists’ largest case load, they did not always feel they had the skills to assist this group and were even less confident about other categories of disability. School psychologists also saw their roles with regard to mainstreaming as consultative rather than interventionist and attached little importance to knowledge of classroom techniques to facilitate the mainstreaming of children with disabilities. Implications of these data for the training and practice of school psychology were subsequently discussed.  相似文献   

13.
从厦门市思明区普通小学中随机抽取11所学校,对班上有随班就读学生的教师共70人进行问卷调查与访谈。结果表明,教师对随班就读的态度总体上是正向与积极的,但这种正向与积极的态度尚处于形成过程的初级阶段。绝大部分教师面对随班就读教学,都能主动选用策略,协助特殊学生学习,但他们更多选用的是使用容易、方便、偏重情意层面的教学策略,而对那些既费时又需要专门技巧的教学策略,教师用得少。教师需求的服务支持包括创造教师参加专业知识培训机会、提供校内专业支持与管理、增加经费投入和减轻教师工作量。  相似文献   

14.
培智学校教师对残疾儿童随班就读的态度研究   总被引：3，自引：3，他引：0  
本研究对培智学校教师随班就读的态度调查结果进行了分析.结果表明,从总体上讲,教师对残疾儿童随班就读的态度是积极的,但存在一定程度的不够理解或偏见,甚至有拒绝、隔离的倾向.不同的年龄阶段存在着差异性,总体上而言,40岁以下的年龄组,更倾向于支持随班就读.不同职称的教师态度在个别分测验的结果上也存在差异.学历、性别、参加培训与否与他们的态度关系不大.  相似文献   

15.
In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored.  相似文献   

16.
Current debate on educational reform and on delivery of special education services has neglected the area of prevention. In a highly stressed service delivery system, preventive services demand consideration as a viable alternative to current service delivery models. While not replacing remedial programs, prevention would greatly expand the scope of services offered and lower stress on remedial programs. In turn, remedial programs could address children with more extreme needs instead of being the only alternative available to regular classroom placement.  相似文献   

17.
The present study sought to identify training needs of prospective teachers in the area of mainstreaming, and to determine whether special and regular education student teachers perceive a need for training in a common core of competencies. Subjects were 400 teachers in training who had finished their teaching practicum. Responses to a 53‐item competency questionnaire revealed that both groups indicated a need for additional training in several similar areas, including communication, classroom management, evaluation, and professional knowledge, needs also identified in the literature for practising teachers. Special education student teachers, however, expressed the need for more extensive training in a range of specific skills in these competency clusters. Implications of these Findings for teacher preparation programs are discussed.  相似文献   

18.
Comparatively little research has focussed on the experiences of disabled children in rural communities where mainstreaming may be a matter of necessity, thus providing examples of “natural experiments” in mainstreaming. A pilot study is described in which case studies are presented of five children with disabilities who attended regular schools in isolated rural communities in Queensland; a number of factors are suggested which may be associated with the outcomes of mainstreaming for these children. Several key issues in rural mainstreaming are offered as bases for hypotheses to be examined in future research programs.  相似文献   

19.
Early intervention for children with specific language impairment by teachers with experience in supporting their needs is critical to language acquisition. In Western Australia this small number of children are catered for in designated settings with specialised teachers. The length of time that these children are able to access intensive instruction may be shortening and therefore the potential effect on their learning is crucial. Teachers from five Language Development Centres were asked to respond to a range of issues associated with these children's ability to cope with the proposed early re-entry into the mainstream classroom. A total of 120 responses were received from teachers, speech therapists and educational assistants who highlighted the specialist skill set required to teach students with specific language impairments. Discussion focuses on the perceived ability of mainstream teachers to provide appropriate support for children with specific language impairments in the early years.  相似文献   

20.
At a time when the need for quality programs for preschool children has never been greater, directors and teachers of very young children have witnessed a rapid decrease in food support, classroom assistance, and training. While financial austerity for social programs is likely to continue well into the 80s, better utilization of existing volunteer resources can have a positive impact upon services for children. Perhaps the most untapped yet most powerful volunteer resource for improving programs for young children today is the elderly.James L. Hoot is currently Assistant Professor of Early Childhood Education at North Texas State University. He has been actively involved in intergenerational research, has published widely, and has made numerous presentations concerning involvement of the elderly in child care programs.  相似文献   

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