Factors Related To Middle School Teachers Self Efficacy In Inclusion Classrooms

Many middle school students with learning disabilities obtain their education in general education classrooms. These classroom settings are referred to as inclusion classrooms. We must not only consider that the student population is becoming increasingly more diverse, but we must also consider that the educators who teach in these type of classrooms are diverse as well. Teacher qualifications, training, and education that educators receive before and after entering a classroom can be quite varied and really important when considering the work that needs to be done to ensure successful inclusion classrooms. Within an inclusion classroom, success requires a collaborative instructional effort between special educators, general educators, and para-educators. The purpose of this research is to highlight teacher diversity in qualifications and training and identify factors that make teachers feel more or less confident in inclusion classrooms. This research explains key components of teaching - classroom management, instructional strategies, and student engagement - and the similarities and differences found between teachers in inclusion classrooms. This research is very important to all involved in the teaching and learning in inclusion classrooms, to include aspiring teachers, new teachers, experienced teachers, paraprofessionals, educational specialists, professional development and training staff, instructors for teachers, administrators, and policy makers. KEY SEARCH TERMS: administration, alternative teaching, attitudes, attrition, behaviors, bias, Bonferroni's Post Hoc Test, burnout, classroom management, co-teaching models, collaboration, confounding variable, content review, curriculum, disabilities, educational goals, educators, efficacy, Elementary and Secondary Education Act (ESEA), general education, Gibson and Dembo Teacher Efficacy Scale, inclusion classroom models, Individual with Disabilities Education Improvement Act (IDEA), instructional content, instructional management, instructional model, instructional models, instructional practices, instructional strategies, lack of motivation, lead/support model, learning disabilities, Levene's Test of Equality of Error, models, motivation, No Child Left Behind (NCLB), para-educator, para-professionals, parallel teaching, pre-service, professional development & training, retention, role models, self-efficacy, socialization, special education services, station teaching, stress, student behaviors, student engagement, teacher experience, teacher qualifications, teacher self-efficacy, teacher training, Teachers' Sense of Efficacy Scale (TSES), team teaching model, vicarious experiences, years of experience

Societal views on the human rights of persons with disabilities have significantly changed over the last four decades. However, while achieving equality, autonomy, nondiscrimination, participation, and inclusion should be a priority, abuses and violations of rights often occur in the most immediate environments of people with intellectual disability. This book is intended to provide greater visibility to people with intellectual disability, as full subjects of rights and improve their quality of life from a perspective of human rights, citizenship, and contextual analysis. We discuss the role of context, the provision of inclusive environments, and the improved health status at promoting quality of life-related personal outcomes and enhancing quality of life and equality for people with intellectual disability.

In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.

Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.

Written by a diverse group of educators, this textbook provides both cutting-edge descriptions of critical issues relating to curriculum and instruction of students with severe disabilities, and hands-on practical examples of inclusive education at various grade levels. This book presents information that is a generation ahead of previous textbooks written about teaching people with severe disabilities. Its organization and content allows the book to be used as a methods text and general resource on research-based best practices. Its focus is on how to effectively include students with severe disabilities into general education classrooms and beyond. Topics discussed include: Collaboration Family-centered practices Access to the general education curriculum Working with paraprofessionals Cultivating social relationships Systematic instruction Positive behavior supports, communication Sensory/motor skills. Examples of how to infuse these areas of effective teaching into real world contexts are provided in chapters written by experts on preschool, elementary school, middle school, high school, and transition services.

Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.