Voices of experience: General education teachers on teaching students with disabilities

International Journal of Inclusive Education

Volumn 15, Issue 6, 2011, Pages 627-648

  Berry, Ruth A W ^a  

^a DAEMEN COLLEGE   (United States)

Author keywords

curriculum; inclusive education; instruction; teacher development

Indexed keywords

EID: 79960762466     PISSN: 13603116     EISSN: 14645173     Source Type: Journal    
DOI: 10.1080/13603110903278035     Document Type: Article

References (65)

1. Abel, M.H., and J. Sewell. 1999. Stress and burnout in rural and urban secondary school teachers. Journal of Educational Research 92: 287-93.
2. Anderson, L., and B. Olsen. 2006. Investigating early career urban teachers' perspectives on and experiences in professional development. Journal of Teacher Education 57: 359-77.
3. Athanases, S.Z., and B. Achinstein. 2003. Focusing new teachers on individual and low performing students: The centrality of formative assessment in the mentor's repertoire of practice. Teachers College Record 105: 1486-520.
4. Baker, J.M., and N. Zigmond. 1995. The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. Journal of Special Education 29: 163-80.
5. Barber, N., and M. Turner. 2007. Even while they teach, newly-qualified teachers learn. British Journal of Special Education 34: 33-9.
6. Beloin, K., and M. Peterson. 2000. For richer or poorer: Building inclusive schools in poor urban and rural communities. International Journal of Disability, Development and Education 47: 15-24.
7. Bérci, M.E. 2006. The staircase of teacher development: A perspective on the process and consequences of the unity and integration of self. Teacher Development 10: 55-71.
8. Berry, R.A.W. 2008. Novice teachers' conceptions of fairness in inclusion classrooms. Teaching and Teacher Education 24: 1149-59.
9. Berry, R.A.W. 2010. Preservice and novice teachers' attitudes toward inclusion, instructional accommodations, and fairness: Three Profiles. The Teacher Educator 45: 75-95.
10. Biddle, S. 2006. Attitudes in education: Assessing how teachers' attitudes about inclusion of learning disabled students affects their use of accommodations. The Science Teacher 733: 52-6.
11. Boyer, W.A.R. 1997. Folklore or rural truth: Rural teachers have always practiced inclusion. Exceptionality 7: 61-3.
12. Brownell, M.T., and F. Pajares. 1999. Teacher efficacy and perceived success in mainstream-ing students with learning and behaviour problems. Teacher Education and Special Education 22: 154-64.
13. Brownell, M.T., E.A. Yeager, P.T. Sindelar, S. vanHover, and T. Riley. 2004. Teacher learning cohorts: A vehicle for supporting beginning teachers. Teacher Education and Special Education 27: 174-89.
14. Burke, K., and C. Sutherland. 2004. Attitudes toward inclusion: Knowledge vs. experience. Education 125: 163-72.
15. Burns, J.Z., and K. Schaefer. 2003. Informal learning: An exploratory study of unstructured learning experiences of T&I teachers enrolled in an alternative teacher education programme. Journal of Industrial Teacher Education 403: 6-24.
16. Conderman, G., and S. Johnston-Rodriguez. 2009. Beginning teachers' views of their collaborative roles. Preventing School Failure 53: 235-44.
17. Cook, B.G. 2002. Inclusive attitudes, strengths, and weaknesses of preservice general educators enrolled in a curriculum infusion teacher preparation programme. Teacher Education and Special Education 25: 262-77.
18. Cummings, C., A. Dyson, and A. Millward. 2003. Participation and democracy: What's inclusion got to do with it? In Inclusion, participation and democracy: What is the purpose?, ed. J. Allan, 49-66. Dordrecht: Kluwer Academic.
19. Curcic, S. 2009. Inclusion in PK-12: An international perspective. International Journal of Inclusive Education 31: 517-38.
20. Dixon, S. 2005. Inclusion-Not segregation or integration is where a student with special needs belongs. Journal of Educational Thought 39: 33-53.
21. Dyson, A. 1999. Inclusion and inclusions: Theories and discourses in inclusive education. In World Yearbook of Education 1999: Inclusive education, ed. H. Daniels and P. Garner, 36-53. London: Kogan Page.
22. Fern, E.F. 2001. Advanced focus group research. Thousand Oaks, CA: Sage.
23. Fisher, D., C. Sax, and K.A. Grove. 2000. The resilience of changes promoting inclusiveness in an urban elementary school. The Elementary School Journal 100: 213-27.
24. Fraenkel, J.R., and N.E. Wallen. 2008. How to design and evaluate research in education. 7th ed. Boston, MA: McGraw-Hill.
25. Fry, S.W., and C. Bryant. 2007. Using distance technology to sustain teacher education for student teachers in isolated areas: The technology supported induction network. Journal of Computing in Teacher Education 23: 63-9.
26. Graham, L.J., and R. Slee. 2008. An illusory interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory 40: 277-93.
27. Hardin, B. 2005. Physical education teachers' reflections on preparation for inclusion. The Physical Educator 62: 44-56.
28. Hur, J.W., and T.A. Brush. 2009. Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers? Journal of Research on Technology in Education 41: 279-303.
29. Idol, L. 2006. Toward inclusion of special education students in general education: A programme evaluation of eight schools. Remedial and Special Education 27: 77-94.
30. Kagan, D.M. 1992. Professional growth among preservice and beginning teachers. Review of Educational Research 62: 129-69.
31. Kamens, M.W., S.J. Loprete, and F.A. Slostad. 2003. Inclusive classrooms: What practicing teachers want to know. Action in Teacher Education 251: 20-6.
32. Klingner, J.K., M.E. Arguelles, M.T. Hughes, and S. Vaughn. 2001. Examining the school-wide 'spread' of research-based practices. Learning Disability Quarterly 24: 221-34.
33. Landrum, T.J., M. Tankersley, and J.M. Kauffman. 2003. What is special about special education for students with emotional or behavioural disorders? Journal of Special Education 37: 148-56.
34. Lee-Tarver, A. 2006. Are individualized education plans a good thing? A survey of teachers' perceptions of the utility of IEPs in regular education settings. Journal of Instructional Psychology 33: 263-72.
35. Lipsky, D.K. 2005. Are we there yet? Learning Disability Quarterly 28: 156-8.
36. Lopes, J.A., I. Monteiro, V. Sil, R.B. Rutherford, and M.M. Quinn. 2004. Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children 27: 394-419.
37. Maheady, L. 1997. Preparing teachers for instructing multiple ability groups. Teacher Education and Special Education 20: 322-39.
38. Mamlin, N., and K.R. Harris. 1998. Elementary teachers' referral to special education in light of inclusion and prereferral: 'Every child is here to learn but some of these children are in real trouble'. Journal of Educational Psychology 90: 385-96.
39. McLeskey, J., N.L. Waldron, T.H. So, K. Swanson, and T. Loveland. 2001. Perspectives of teachers toward inclusive school programmes. Teacher Education and Special Education 24: 108-15.
40. Mock, D.R., and J.M. Kauffman. 2002. Preparing teachers for full inclusion: Is it possible? The Teacher Educator 37: 202-15.
41. Pather, S. 2007. Demystifying inclusion: Implications for sustainable inclusive practice. International Journal of Inclusive Education 11: 627-43.
42. Polloway, E.A., and W.D. Bursuck. 1996. Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention in School and Clinic 31: 133-44.
43. Reid, D.K., and J.W. Valle. 2004. The discursive practice of learning disability: Implications for instruction and parent-school relations. Journal of Learning Disabilities 37: 466-81.
44. Rheams, T.A., and S.K. Bain. 2005. Social interaction interventions in an inclusive era: Attitudes of teachers in early childhood self-contained and inclusive settings. Psychology in the Schools 42: 53-63.
45. Riverin, S., and E. Stacey. 2008. Sustaining an online community of practice: A case study. Journal of Distance Education 22: 43-58.
46. Rose, R. 2001. Primary school teacher perceptions of the conditions required to include pupils with special educational needs. Educational Review 53: 147-56.
47. Salend, S.J., and L.M. Garrick. 1999. The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education 20: 114-26.
48. Scruggs, T.E., and M.A. Mastropieri. 1996. Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children 63: 59-74.
49. Sheehy, G. 2008. Using a wiki in a community of practice to strengthen K-12 education. TechTrends 52: 55-60.
50. Sindelar, P.T., D.K. Shearer, D. Yendol-Hoppey, and T.W. Liebert. 2006. The sustainability of inclusive school reform. Exceptional Children 72: 317-31.
51. Singh, D.K. 2002. Regular educators and students with physical disabilities. Education 123: 236-45.
52. Skrtic, T.M. 1995. The functionalist view of special education and disability: Deconstructing the conventional knowledge tradition. In Disability and democracy: Reconstructing special education for postmodernity, ed. T.M. Skrtic, 65-103. New York: Teachers College Press.
53. Slee, R. 2006. Limits to and possibilities for educational reform. International Journal of Inclusive Education 10: 109-19.
54. Smith, M.K., and K.E. Smith. 2000. 'I believe in inclusion, but': Regular education early childhood teachers' perceptions of successful inclusion. Journal of Research in Childhood Education 14: 161-80.
55. Smith, R., and P. Leonard. 2005. Collaboration for inclusion: Practitioner perspectives. Equity & Excellence in Education 38: 269-79.
56. Talmor, R., S. Reiter, and N. Feigin. 2005. Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education 20: 215-29.
57. Titone, C. 2005. The philosophy of inclusion: Roadblocks and remedies for the teacher and the teacher educator. Journal of Educational Thought 39: 7-32.
58. Vaughn, S., and S. Linan-Thompson. 2003. What is special about special education for students with learning disabilities? Journal of Special Education 37: 140-7.
59. Vaughn, S., J.S. Schumm, and J. Sinagub. 1996. Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.
60. Watnick, B., and A. Sacks. 2006. A snapshot of teacher perceptions on full inclusion in an international urban community: Miami-Dade County, Florida. Journal of the International Association of Special Education 7: 67-74.
61. Weisel, A., and H. Tur-Kaspa. 2002. Effects of labels and personal contact on teachers' attitudes towards students with special needs. Exceptionality 10: 1-10.
62. Wenger, E.C., and W.M. Snyder. 2000. Communities of practice: The organizational frontier. Harvard Business Review 78, no. 1: 139-45.
63. Winzer, M.A. 1998. The inclusion movement and teacher change: What are the limits? McGill Journal of Education 33: 229-51.
64. Zambelli, F., and R. Bonni. 2004. Beliefs of teachers in Italian schools concerning the inclusion of disabled students: A Q-sort analysis. European Journal of Special Needs Education 19: 351-66.
65. Zigmond, N. 2003. Where should students with disabilities receive special education services? Is one place better than another? Journal of Special Education 37: 193-9.