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Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates
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West, Jessica A.; West, Craig K. – Teacher Educator, 2016
The practice of inclusion as a response to the Individuals with Disabilities Education Act means that English teachers teach students who demonstrate a wide range of abilities in the same classroom. This qualitative study explored the developing attitudes toward differentiation of English education teacher candidates participating in a methods…
Descriptors: Preservice Teachers, Teacher Attitudes, Special Education, Beliefs
Invitational Inclusive Education: First Steps on a Journey to Develop Perspectives and Practices
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Hansen, Barbara A.; Morrow, Linda E. – Journal of Invitational Theory and Practice, 2012
This article invites all educators to consider the implementation of the tenets of Invitational Education (IE) as a firm foundation and precursor upon which can be built an Inclusive Education climate and mindset which encourages success for all students. This eighteen month study of two professors from Ohio's Muskingum University shares from…
Descriptors: Inclusion, Special Needs Students, Research and Development, Teacher Response
An Analysis of the Different Patterns of 1:1 Interactions between Educational Professionals and Their Students with Varying Abilities in Inclusive Classrooms
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Cameron, David Lansing; Cook, Bryan G.; Tankersley, Melody – International Journal of Inclusive Education, 2012
The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n = 13), severe disabilities (n = 13), and children without disabilities (n = 13) in inclusive classrooms. General educators, special educators, and…
Descriptors: Special Education Teachers, Middle Schools, Mild Disabilities, Comparative Analysis
Teachers' Perceptions on Special Education Preparation: A Descriptive Study
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Rosas, Clarissa E.; Winterman, Kathleen G. – Journal of the American Academy of Special Education Professionals, 2010
The purpose of this study was to analyze teachers' perceptions of their ability to instruct students with disabilities. A statewide survey was administered in Ohio to pre-service and in-service teachers regarding their perceptions of their teacher preparation programs and their respective ability to instruct students with special needs. Question…
Descriptors: Teacher Attitudes, Special Education, Higher Education, Special Needs Students