Teachers’ beliefs about students with special needs and inclusion

Mary Theresa Kiely; Mary T. Brownell; Alexandra A. Lauterbach; Amber E. Benedict

doi:10.4324/9780203108437-38

Teachers’ beliefs about students with special needs and inclusion

Mary Theresa Kiely, Mary T. Brownell, Alexandra A. Lauterbach, Amber E. Benedict

Research output: Chapter in Book/Report/Conference proceeding › Chapter

21 Scopus citations

Abstract

The majority of students with special needs or disabilities (SWDs) spend most of their school days in general education classrooms (U.S. Department of Education, 2012). Successful inclusion of SWDs in general education classrooms is dependent, therefore, on both general and special education teachers’ knowledge, skills, and collaboration (Brownell et al., 2012). Teachers, however, may hold different beliefs about how to support included students. SWDs may require more and different kinds of support than other students (Fuchs, Fuchs, & Compton, 2012); whether they get this support often depends on the individual teacher and, likely, the teacher’s beliefs (Jordan, Glenn, & McGhie-Richmond, 2010).

Original language	English (US)
Title of host publication	International Handbook of Research on Teachers' Beliefs
Publisher	Taylor and Francis
Pages	475-491
Number of pages	17
ISBN (Electronic)	9781136265839
ISBN (Print)	9780415539227
DOIs	https://doi.org/10.4324/9780203108437-38
State	Published - Jan 1 2014
Externally published	Yes

ASJC Scopus subject areas

General Social Sciences
General Psychology

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abstract = "The majority of students with special needs or disabilities (SWDs) spend most of their school days in general education classrooms (U.S. Department of Education, 2012). Successful inclusion of SWDs in general education classrooms is dependent, therefore, on both general and special education teachers{\textquoteright} knowledge, skills, and collaboration (Brownell et al., 2012). Teachers, however, may hold different beliefs about how to support included students. SWDs may require more and different kinds of support than other students (Fuchs, Fuchs, & Compton, 2012); whether they get this support often depends on the individual teacher and, likely, the teacher{\textquoteright}s beliefs (Jordan, Glenn, & McGhie-Richmond, 2010).",

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AB - The majority of students with special needs or disabilities (SWDs) spend most of their school days in general education classrooms (U.S. Department of Education, 2012). Successful inclusion of SWDs in general education classrooms is dependent, therefore, on both general and special education teachers’ knowledge, skills, and collaboration (Brownell et al., 2012). Teachers, however, may hold different beliefs about how to support included students. SWDs may require more and different kinds of support than other students (Fuchs, Fuchs, & Compton, 2012); whether they get this support often depends on the individual teacher and, likely, the teacher’s beliefs (Jordan, Glenn, & McGhie-Richmond, 2010).

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Teachers’ beliefs about students with special needs and inclusion

Abstract

ASJC Scopus subject areas

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