Teachers' Attitudes Towards Inclusion for Students with Disabilities (SWD) by Tara Stewart https://padlet.com/ts110647/u9mx86tjdspu E-Poster en-us 2018-07-22 16:17:32 UTC 2018-08-21 23:21:33 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Balance.png Concept Map ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/270793249 2018-07-22 16:21:44 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/270793249 Research Questions: ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/270793315 1) What factors contribute to teacher’s attitudes towards students with disabilities in inclusion classrooms?
2) How do teachers' attitudes towards students with disabilities impact their academic, social and emotional growth?

]]> 2018-07-22 16:24:09 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/270793315 Purpose for Research ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/270793366  The purpose of this research is to identify the factors that contribute or shape teachers' attitudes towards students with disabilities in an effort to bring implicit biases to the consciousness and create organizational change.  In addition,  understanding the academic, social and emotional implications of biases towards SWD will assist in creating programs that better train educators and administrators. ]]> 2018-07-22 16:26:31 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/270793366 Gaps in Literature ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/272134257 In conducting this literature review, several questions/themes seemed to be either limited in explanation or unexplored. Larger and more diverse sample sizes need to be targeted in order to get a more complete picture on the implications of biases. Additionally, there is little information regarding the role of disability level/type in the formation of teachers' attitudes. Further research is also needed regarding how the interactions of teacher and student ethnicity might affect teachers' attitudes towards students with disabilities.       ]]> 2018-08-07 00:15:01 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/272134257 ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/272134792 Fostering Relationships!!]]> 2018-08-07 00:20:22 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/272134792 ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/272135420 2018-08-07 00:26:24 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/272135420 ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/272136269 Definition of Terms:
Special Education - specially designed instruction to meet the individual needs of an exceptional child.
Individualized Education Plan (IEP)- a written individualized education plan with specific legal mandates.
Least Restrictive Environment (LRE)- an educational setting for students with disabilities that minimizes their exclusion from students without disabilities.
Inclusion- process by which students with disabilities are placed in age-appropriate general education classrooms to receive quality instruction aligned with their IEP, interventions and/or accommodations.
Attitudes- a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events, or symbols. 
]]> 2018-08-07 00:34:43 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/272136269 Introduction ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/273206037 Implicit or even worse, explicit biases toward inclusion for students with disabilities can be detrimental to students’ academic, emotional, and social achievement.  Students with disabilities are often subjected to negative attitudes, stereotypes and biases that can impact inclusion.  These students are vulnerable to becoming marginalized and socially isolated from the larger society due to the stigmas attached to having a disability.  This is disconcerting being that teachers are the primary source by which students are referred for special education services and have the power to advocate for inclusion or self-contained.  The number of students’ aged 3-21 receiving special education services was at an all time high of 6.7 million for the 2015-16 school year (National Center for Education Statistics, 2018).  Furthermore, the percentage of students receiving services who spent half or a third of the day in an inclusion setting declined (NCES, 2018).  Despite legislative efforts to ensure students are educated in the least restrictive environment (LRE), SWD are continuously stigmatized and segregated from their nondisabled peers.   ]]> 2018-08-15 07:43:09 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/273206037 Problem Statement ts110647 https://padlet.com/ts110647/u9mx86tjdspu/wish/273206569 Students with disabilities are often subjected to negative attitudes, stereotypes and biases that can impact inclusion.  These students are vulnerable to becoming marginalized and socially isolated from the larger society due to the stigmas attached to having a disability.  Implicit or even worse, explicit biases toward inclusion for students with disabilities can be detrimental to students’ academic, emotional, and social achievement. These biases can also lead to an overrepresentation of particular subgroups (e.g. African American males with Emotional Behavioral Disorder) receiving exclusionary special education services.  ]]> 2018-08-15 07:47:43 UTC https://padlet.com/ts110647/u9mx86tjdspu/wish/273206569