The purposes of this study were¡G¡]1¡^to explore regular teachers¡¦ attitudes toward inclusion,¡]2¡^to investigate the desired of administrative supports, and¡]3¡^to obtain regular teachers¡¦ classroom adaptations for students with disabilities. The research method depended on questionnaires. Subjects of this study were 286 junior high school regular teachers in Kaohsiung County. Data were analyzed and discussed by mean, standard deviation, t-test, and One-Way ANOVA. According to study results, the following conclusions were reached¡G 1.Regular teachers had nearly neutral attitudes toward inclusive education. Results of the data revealed that gender, years of teaching, administrative position, and teaching subject were significantly related to cognition of inclusion. 2.Most of the regular teachers expressed the desired of administrative supports. Views toward the need of administrative supports were different according to teachers¡¦ genders, teaching experiences, and teaching subjects. 3.Regular teachers seldom made classroom adaptations to accommodate students¡¦ special needs. These adaptations were made significantly different depended on teachers¡¦ different years of teaching, different special educational backgrounds, and different class types.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Audrey McCray Sorrells. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. S.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains 48 p. Includes vita. Includes bibliographical references (p. 32-40).

Thesis (M.A. Ed.)--Georgia State University, 2009. / Title from file title page. Melody Milbrandt, committee chair; Melanie Davenport, Kevin Hsieh, committee members. Description based on contents viewed Feb. 22, 2010. Includes bibliographical references (p. 73-78).

The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of SEN students in the inclusive classrooms. 4 classes of Form 1 students were randomly assigned to either control groups (n=65) or experimental groups (n=58). The social cognition training on perspective-taking skills and empathy can help to initiate working relationship but failed to enhance the social interaction of the students in play. The results did not demonstrate any changes obtained on other measures of perceptions or behaviors. On the other hand, the study results revealed that there were no significant differences on peer acceptance between SEN and non SEN students in the pre-intervention and post-intervention stages. These findings were consistent with the previous studies when the non SEN students in these studies could not identify who are their SEN classmates, which may suggest that they could not hold stereotypical views on their SEN counterparts. Results also showed that empathy mediated the effects of perspective-taking ability on peer acceptance on play-with criterion. The implication of understanding on the peer acceptance of SEN students in an inclusive classroom and suggestions for appropriate intervention were discussed. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

This study focused on the attitudes of educators in a special needs school towards the implementation of inclusive education since educators attitudes' are essential in the success of the implementation of inclusive education. The purpose of this study was to investigate the attitudes of educators in one specific school towards the implementation of inclusive education and to further explore selected factors that have influenced these attitudes. Education in South Africa is in the process of major transformation, and the successful implementation of this policy may be threatened if educators in special needs schools have a negative attitude towards the policy, as the role of the special needs educator will change to a more collaborative one to support and empower colleagues. In South Africa learners with disabilities are placed in special schools depending on their level of disability. This study indicated that approximately 97% of educators, in this study, indicated that all educators are not qualified to educate learners with special needs. A combination of the medical, social and psychological models were used to underpin the research. Inclusive education is moving away from the medical model to a human right - social model. A survey research was used that consisted of a questionnaire that was specifically designed for this study. The data was analysed, qualitatively and quantitatively. The result of this study indicated that educators in this school have predominantly negative attitudes towards the implementation of inclusive education, although a lot of positive feelings did emerge. This study recommends that inclusive education be implemented in consultation with educators who are directly involved in the process. The findings of this study may be used with some caution, since the research is only covering the attitudes of educators of one special needs school and therefore a general relation of attitudes cannot be made. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

Den här systematiska litteraturstudien syftar till att behandla inkludering av autistiska elever i skolan. Studien avhandlar och sammanställer resultat från sju olika internationella forskare och appliceras sedan på den svenska skolan. Syftet är att ge svar på forskningsfrågorna 1)Hur kan man i skolan inkludera barn som har diagnos inom det autistiska spektrat? 2) Kan samarbete med hemmet öka dessa barns inkludering? I studien kan man tydligt urskilja att samarbete mellan lärare och annan personal är essentiellt, samt att man behöver ha lärare som är utbildade inom det autistiska spektrat. Dessutom är det viktigt att ha resurser till rätt utrustning och att det finns en tydlig strategi för undervisningen. Slutligen är det av vikt att familjen är engagerad och att de ger stöd. Resultatet diskuteras sedan i diskussionskapitlet och slutsatser dras.

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Thesis (M.A.)--Royal Roads University, Canada, 2003. / Includes bibliographical references (leaves 99-104).

Thesis (Ed. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.