Dissertationen zum Thema „Training of Teachers of exceptional children“
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1
Becker, Theresa. „Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms“. Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
2
Lewis, Daniel. „The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning“. Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.
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This is a case study of eight teachers who have transferred from mainstream schools to special schools. It uses their reflections on the transition process gained through a series of interviews and tasks that illuminate their perceptions of their change process. These reflections are then analysed using a model that differentiates between the professional practice of the teacher, the school’s culture and Community of Practice and the wider educational system consisting of, for example, Teaching Standards, performance management and Ofsted inspections. It looks to answer some of the questions raised by the Salt Review (2010) about the quality of the supply of teachers into special schools. It addresses the issue of whether specialist skills are required for teaching in special schools and proposes a way to understand the key difference between the demands placed upon teachers in each if the two different sectors by looking in detail at the teachers’ understandings of their teaching practices. It finally proposes an induction model that can be individualised for the teacher which will support the transition process for them. It is located within a qualitative research approach and assumes the social construction of a shared cultural reality.
3
Lewis, Elaine. „Teaching twice exceptional children: Gifted with learning difficulties: Professional development and provision in a Montessori school“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/504.
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This study seeks to investigate the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. A review of the literature on the Montessori method of education and on provision for gifted children, shows considerable philosophical and practical overlap in these two fields. However, it appears that this theoretical overlap is not necessarily realised in practice. Furthermore, although considerable research has been conducted on the characteristics, identification and classroom provision for the gifted, very little has been undertaken on the actual provision for gifted children in Montessori schools or gifted children with learning difficulties in writing. Research indicates that appropriate teacher development is an important component of provision for the gifted. Within an action research context, all twelve teachers at a school participated in professional development on the gifted. They were provided with current information about attitudes toward the gifted, theories and models relating to giftedness, as well as curricular and instructional modifications for gifted primary children. The teachers' perceptions about the gifted were examined, by the administration of an attitude scale and through an interview process, before the professional development and again after they had the opportunity and support to implement program modifications. To obtain a more detailed understanding of what was happening in classrooms, observation sessions were conducted. Data was also collected from parent feedback, informal observations, document searches and the researcher's reflective journal. The research found that the teachers indicated, overall, positive attitudes toward the gifted. However, contrary to evidence in the literature which suggested positive attitudinal changes in teachers after professional development, the teachers' attitudes towards the gifted remained the same, overall, throughout the study. Despite this lack of measurable attitudinal change, the teachers enacted practical, behavioural modifications to their gifted students' programs after professional development. Positive outcomes for teachers and gifted students were generally obtained. Nevertheless, teachers expressed reservations about the effectiveness of their interventions for the gifted, particularly those with learning difficulties, with reference to these students' ability to 'work independently'. Implications that arise from this research relate to issues influencing the identification and provision for gifted students with learning difficulties. Additional implications were presented for school administration, teacher development, methodological issues and the need for further research.
4
Bauers, Anne M. „Becoming literate : teachers and children talking about writing in the early years“. Thesis, University of East Anglia, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334332.
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5
Edwards, Carla Ward. „The Effects of Modeling, Roleplaying and Feedback on the Performance of Teachers of Children with Autism“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279282/.
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Teachers providing treatment to children with autism are responsible for implementing numerous procedures. Teacher training has not been addressed extensively in the literature. This study employed a multiple baseline design to evaluate the effects of a training package incorporating modeling, roleplaying and feedback on teacher performance. Results indicated that the teacher implemented correct teaching episodes following training. Changes in teacher performance were only observed when the training package was applied to each setting and skill area. As a result of changes in teacher behavior, the child demonstrated an increase in the number of desired responses. Results are discussed in the context of generalization, training package components, cost-benefit of single-subject designs, and limitations of the study.
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McBride, Bonnie J. „Promoting instructional interactions : effects of training preschool teachers to use a discrete trial instructional format during classroom activities /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7701.
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7
Neves, Cardoso Carlos Manuel. „The schooling of African-origin children in Portugal : an analysis of primary school teachers' views“. Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309987.
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8
Boatman, Vikki. „An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc6149/.
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The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs.
Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted.
Statistically significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses.
Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.
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Mahon, Tammy A. „Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.
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One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).Department of Special Education
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Day, Deanna Lea. „"A taste of teaching": Preservice teachers and children engage in literature circles“. Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280166.
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The purpose of this qualitative teacher research study was to explore the characteristics of literature circles with preservice teachers and children. Drawing on Vygotsky's (1978) sociocultural theory and Rosenblatt's (1938) transactional theory, this study focuses on the talk of preservice teachers in literature circles with children and the perceptions of preservice teachers about these literature circles. The study was conducted in a fourth grade classroom and a university children's literature course in the southwestern United States over one academic year. Thirty children and 27-28 preservice teachers participated in three to five literature circles each semester. A total of 47 literature circles were tape recorded, transcribed and analyzed. Other sources of data included a teaching journal, free writes from participants and interviews with some preservice teachers. The methods of analysis included coding, visual markers and constant comparison. These literature circles were investigated through a detailed description of the data. There were certain characteristics to organizing the discussions such as selecting books, developing the discussion strategies, planning the circles, producing free writes and reflecting on the experience. This study focuses on how the talk of preservice teachers in literature circles with children evolved over time. The results indicate that the preservice teachers initiated and facilitated discussion, asked and answered questions, dominated discussion, listened, supported and explored children's talk, and shared personal connections and responses as a reader. In addition, the study explores preservice teachers' perceptions of literature circles with children. Three major themes were found: The preservice teachers learned about children in the literature circles, how to do circles and the value these circles for children. Finally, the findings illustrate how the literature experience with preservice teachers influenced the children. According to the data, the children had significant relationships with young adults, managed the literature circles, considered different perspectives in the discussions, gained confidence in their ability to talk, gained perspectives on college and acquired personal advocates. This study shows the importance of partnerships between universities and elementary schools. The preservice teachers were given opportunities to experience reading, writing, learning and teaching with children. The college students were able to observe children learning and to reflect on these experiences.
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Pereira, Charmaine. „Teachers in day nurseries : observations of children's behaviour and the nature of talk by teachers and nursery nurses to children“. Thesis, n.p, 1988. http://ethos.bl.uk/.
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Acosta, Ana Gabriela. „The Successes and Challenges of an Early Childhood Program Serving Children in Exceptional Circumstances| A Qualitative Case Study with Teachers, Administrators, and Parents“. Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977969.
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The purpose of this case study was to explore the successes and challenges faced by a private, faith-based preschool in Los Angeles County in providing quality care and education to homeless children and their families. The study included interviews with parents, teachers, and administrator/staff to gather their perspectives as well as examined program structure through field observations and analysis of relevant documents. The National Association for the Education of Young Children’s quality standards were used to examine the quality of the program. Findings showed that the relationships among all stakeholders involved in the preschool program were crucial to the success of this preschool. The study’s findings highlighted some challenges in the following areas: support for teachers, sustained teacher training and development, strong administrative program structure, and funding. The findings bear important implications, both at the program and policy-level, for early childhood education programs serving children in exceptional circumstances, and specifically homeless children and their families.
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Wallace, Jason D. „Behavioral analysis of interactions between teachers and children with selective mutism“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000414.
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Chio, Fong-i. „Evaluation of social skills training for mild grade mentally handicapped children“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.
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Hlabangwane, Grace Tintswalo. „Central auditory processing disorders training and knowledge of urban Black mainstream primary school teachers in Soweto /“. Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-07222005-161640.
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Vickerman, Philip Brian. „The training of physical education teachers for the inculusion of children with special educational needs“. Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/389/.
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The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT) providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers). The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice, and consumer levels. The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice. The study concludes by identifying key themes, and issues related to ensuring inclusive PE for children with SEN operates, within a coherent, systematic and joined up framework that ensures inclusive policies impact in practice.
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Qureshi, Saneeya. „An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills“. Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7619/.
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The research reported in this thesis examines the impact that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs are central to supporting children’s inclusion and achievement, the research centres around three research questions: whether SENCOs are able to motivate teachers to take the initiative in addressing the needs of children with SEN in their classrooms; whether SENCOs enhance teachers’ abilities to become effective teachers of children with SEN; and how the impact of SENCOs is currently being assessed within primary schools. The project was conducted within an interpretivist framework, and applied a mixed methods approach consisting of two phases: an exploratory questionnaire survey of 223 (responses n=42) primary school SENCOs from the ‘National Award for SEN Coordination’ Course; and semi-structured interviews of 18 SENCOs and 18 teachers, including head teachers. Document scrutiny of school SEN policies and other related documentation was also undertaken. Data triangulation aimed at ensuring the trustworthiness of data was accomplished through a multi-pronged methodological approach. The research was conducted in accordance with an Ethical Code informed by the British Educational Research Association (BERA) and University of Northampton guidelines. Results indicated that SENCOs have a complex role, impacting upon teachers’ practices by utilising a wide range of skills, knowledge and expertise across different contexts. This is influenced by whether or not they are members of their School Leadership Teams. Further, SENCOs’ time management is a constant concern in balancing competing priorities and demands, which include liaising with external agencies and keeping up to date with legislative changes which impact the requirements of the role. There is evidence that the degree to which SENCOs have a positive impact on teachers’ inclusive skills varies, as the SENCO-teacher dynamic is influenced by SENCOs’ training and skills and the dissemination to teachers; SENCOs’ and teachers’ professional identity; SENCO-teacher engagement and perceptions of inclusion; and the interventions and provision made for children with SEN. Implications for further possible research that were identified included the use of contact and non-contact time by SENCOs, the impact of the mandatory SENCO training and also the role of the SEN Governor as a crucial advocate for SEN at management level.
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Burke, Sharon L. „Training teachers to manage students with Asperger's syndrome in an inclusive classroom setting /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18299.pdf.
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Stratford, Robert John. „Pupil mobility in the primary school : the problems for teachers and pupils of children changing school frequently“. Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277606.
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Watkins, Amanda. „A reflective investigation into special needs education teachers' professional learning through research into their own practice“. Thesis, University of Northampton, 2006. http://nectar.northampton.ac.uk/2803/.
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The focus of this research study is upon the possible benefits research can offer special needs education (SNE) teachers. The project has been based upon a ‘study of a study’ with a piece of small-scale personal research - an observational study of the play of children with severe learning difficulties — being used as the starting point for examining the opportunities for learning about professional practice research can present teachers working in SNE. This project has linked two professional interests: a desire to systematically investigate a teaching and learning issue whilst reflecting upon the process of conducting that investigation. This reflection upon the process of conducting research was both personal and also involved asking other researchers — teacher researchers and professional researchers who support teacher researchers — about their experiences of conducting research. The project has involved using a reflective diary on personal research as well as semi-structured interviews with teacher researchers and professional researchers as a means of collecting data about the possible benefits of teacher research. The analysis of this data then led to the generation of a series of hypotheses and recommendations about possible future SNE teachers’ research. It is hoped this small-scale research project will be of interest to other teachers who are either engaged in or considering becoming involved in research, as well as the school managers, professional researchers and policy makers who support these teacher researchers in different aspects of their professional learning and development
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Small, Stacey. „Attention-deficit/hyperactivity disorder : general education elementary school teachers' knowledge, training, and ratings of acceptability of interventions“. [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000084.
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Heung, Vivian Woon King. „Problem-Based Learning for Training Teachers of Students with Behavioral Disorders in Hong Kong“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278904/.
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This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It represents an effort to improve the predominately lecture focussed approach adopted in many preparation programs. Data on the training needs of Hong Kong teachers were also acquired and 31 knowledge/skills areas related to teaching students with E/BD were identified. Subjects viewed the PBL approach as dynamic, interesting and incentive driven. It develops skills involved in group learning, self-directed learning, use of information resources and problem-solving. Most important, teachers felt they were supported to explore the practical problems they personally encountered in the classroom and actions they could take to resolve them. Difficulties in using PBL included a lack of resources and the tendencies of most Chinese students to accept rather than challenge others' ideas.
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Osantowski, Teddy Brodie Bowen Mack L. „Effects of inservice training on teachers' knowledge and applied skills related to identification of learning disabilities“. Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323740.
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Thesis (Ed. D.)--Illinois State University, 1993.Title from title page screen, viewed February 16, 2006. Dissertation Committee: Mack L. Bowen (chair), Lanny E. Morreau, William C. Rau, Paula J. Smith, Kenneth H. Strand. Includes bibliographical references (leaves 92-100) and abstract. Also available in print.
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Maness, Brandie D. „Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3384.
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With the incidence of prenatal drug exposure increasing, it is important that preschool teachers are prepared and confident in serving the needs of children affected by this exposure. Teachers need more training and education to prepare them for working with children with prenatal drug exposure.
The purpose of this sequential mixed-methods study was to explore the perceptions, training, and shared experiences of preschool teachers when working with 4- and 5-year-old preschool children who have experienced prenatal drug exposure. The researcher invited 77 preschool teachers in northeast Tennessee working in either Head Start or Tennessee Voluntary Pre-K Initiative programs to complete an initial quantitative survey – of which 53 participated. Of the survey participants, 34 reported they might have worked with a child with prenatal drug exposure. Six of those teachers who said they had experience with children with prenatal drug exposure participated in a follow up semi-structured interview with the researcher.
The findings revealed that preschool teachers were favorable toward children with prenatal drug exposure regarding the children’s ability to learn. Preschool teachers were already using many effective interventions (e.g., working one-on-one with the child, offering flexible seating options, repetition of information) that they may have used with other children with special needs, but they were eager for more information about the best way to work with these children. School leaders and those in teacher preparation programs would be excellent advocates in spreading knowledge and translating medical knowledge into resources more applicable to the teaching and childcare profession. It is important that the information become more accessible to all teachers and stakeholders in education.
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Law, Sin-yee Angelina, und 羅羨儀. „Effects of training on attitude of student-teachers towards integration“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195568X.
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Jefferson, Gretchen L. „An evaluation of the generalized effects of training teachers of young children to use functional assessment in combination with behavioral consultation to remediate problematic classroom behaviors /“. view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018375.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-139). Also available for download via the World Wide Web; free to University of Oregon users.
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Shearer, Carin R. „Effects of Telepractice for Training Autism Teachers to Contrive Motivating Operations“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505179/.
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The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants design, four autism teachers in public schools received intervention support through an online module along with video models as well as direct performance feedback from autism specialists via video-conferencing. The primary dependent variable was the percentage of correct responses from the instructional procedures of task analysis, and the secondary measure was the subsequent rate of student mands. Data were analyzed both visually (i.e., through the study of behavioral patterns) and statistically (i.e., analysis of effect size). Results indicate that telepractice increased accuracy of both teacher and student target responses.
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Rush, Linda. „An exploration into how effective upper Key Stage 2 teachers manage to intervence with more able children in the classroom setting“. Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250245.
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Aschemeier, Amy R. „The roles of paraprofessionals in physical education“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.
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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.School of Physical Education
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Davis, Christine Anne. „Effects of in-service training on teachers' knowledge and practices regarding identifying and making a focus of concern students exhibiting internalizing problems /“. view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147839//.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-144). Also available for download via the World Wide Web; free to University of Oregon users.
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Alix, Sarah. „An inquiry into the perceptions and experiences of primary trainee teachers of looked after children, and the implications for training and continuing professional development“. Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11028.
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This thesis examines the perspectives and experiences of primary Initial Teacher Education (ITE) trainee teachers, of working with Looked After Children (LAC), and the implications for training and Continuing Professional Development (CPD). The thesis is within the interpretivist paradigm, using a Grounded Theory Methodological approach. The research was carried out in one post-1992 English university, with trainee teachers on a three year undergraduate BA (Honours) Education teacher training route, and a one-year Post Graduate Certificate in Education (PGCE) route. Feedback was sought from wider organisations and professionals working directly with LAC. LAC continue to underperform academically in comparison to their peers, and for decades have been let down by systems and support, with many entering the criminal justice system at an early age. This study examines trainee teachers’ perspectives to conclude how specific training can support teachers and in turn impact on LAC. The thesis draws out four main themes from the trainees: the negative impact of previous experience on trainee values and beliefs towards LAC as they enter ITE; the positive and negative perceptions and experiences of trainees in relation to collaborative working; the negative perceptions and experiences of trainees in relation to the behaviour and learning needs of LAC; and trainees’ and mentors’ lack of knowledge in relation to LAC. The study concludes that trainees and mentors have a lack of knowledge and skills on how to support LAC in five key areas; policy and legislation, challenging negative perceptions, emotional well-being and supportive strategies, administrative knowledge, and collaborative working. A training model to support ITE and CPD is developed, gaining feedback from key organisations and professionals working with LAC.
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Morrison, Mary. „An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT)“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5311/.
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This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.
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Sibley, Betty J. Wheeler Pamela H. Stearns Keith E. „The effects of an inservice training program on the attitudes of regular educators toward mainstreamed students with disabilities“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603522.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 5, 2006. Dissertation Committee: Pamela H. Wheeler, Keith E. Stearns (co-chairs), Jeffrey B. Hecht, Ming Gon-Lian, R. Kay Moss. Includes bibliographical references (leaves 65-74) and abstract. Also available in print.
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Lau, Vi-vian. „The impact of training in inclusive education on the attitudes of Singapore preschool teachers towards children with disabilities /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19109.pdf.
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Beitel, Caitlin E. „Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children“. UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/14.
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There is much research conducted on training teachers to use the evidence-based teaching strategies known as system of least prompts. However, there is little research conducted on using a modified system of least prompt. This study examined the fidelity of implementation by two early childhood teachers using a modified system of least prompts with preschool aged children. A multiple-probe design across participants was used to determine the effect of fidelity of implementation of a modified system of least prompts strategy on the level of on-task student engagement. The results showed that early childhood teachers could implement the modified teaching strategy with fidelity while also increasing the level of on-task engagement.
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Chio, Fong-i., und 招鳳儀. „Evaluation of social skills training for mild grade mentally handicapped children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961526.
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Makhavhu, Thanyani Selinah. „The implimantation [i.e. Implementation] of inclusive education : a support program for teachers“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50161.
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Thesis (MEd)--Stellenbosch University, 2004.ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.
AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer. 'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht, Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding het om nuwe uitdagings aan te spreek nie. Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering van inklusiewe onderwys in hierdie gebied. Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse, hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die implimentering van inklusiewe onderwys kan vergemaklik.
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Sawyer, Rebecca Jo Moore. „Teacher Training: An Examination of Skill Acquisition, Generalization, and Increases in Child Appropriate Behavior“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2606/.
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The effects of a training package (modeling, role-playing, and feedback) were evaluated using a multiple baseline across skill areas. Two trainers taught two teachers to use basic intervention skills that included components of both discrete trial teaching (DTT) and the Natural Language Paradigm (NLP). Training occurred in the context of one task. Generalization was assessed with two untrained tasks. Teachers' responses in the target task increased following training, as did appropriate responding from the child. Some generalization of the teaching skills occurred. Teachers were instructed to generalize acquired skills as a possible method to promote generalization. The results of these findings and implications for training of ABA providers are discussed.
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Schooley, Kathryne Balch. „Shaping: From art to science“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4803/.
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This study evaluated the effectiveness of a procedure for teaching a caregiver to shape vocal language in a young child with autism. A multiple baseline design was employed to assess caregiver use of shaping procedures, child vocal language progress, and the social validity of the procedures. Following baseline and introductory sessions, the coach and caregiver reviewed video from the previous session and the coach gave descriptive feedback to the caregiver about her performance. Following the review of the videotaped segment, procedures to increase skills were selected and practiced. Rates of responsive opportunity arrangement, model presentation, responsive model delivery, and responsive event delivery, as well as the child's rate of requests, vocalizations, diversity of vocalizations, and social validity were measured. Data suggested that the procedures effectively taught the skill of shaping to a caregiver, which in turn seemed to produce increases in the child's vocal responding.
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Byer, Daniel G. „The impact of Hatha yoga training on teachers' outcome ratings of coping and self-regulation behaviors in inner-city at-risk preschoolers a pilot study /“. Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0173.
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Small, Stacey M. A. „Attention-Deficit/Hyperactivity Disorder: General Education Elementary School Teachers' Knowledge, Training, and Ratings of Acceptability of Interventions“. Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1479.
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Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions.
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Smith, David Michael. „Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3115/.
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The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.
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Hudson, Kate Joanne. „Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?“ Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/601086.
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The focus of this enquiry was to enable student teachers to engage with children’s views to construct meaningful classroom learning experiences. The underpinning assumption was that learning is socially constructed. Issues addressed were: what pupils thought helped/hindered their learning in classrooms, how heeding children’s views of barriers to/facilitators of their learning can be used by student teachers for lesson evaluation, planning and reflective practice, to what extent children’s views can support student teachers’ understanding of children’s learning and the development of their pedagogical practices (this includes both curriculum planning and teaching), the development and learning of initial teacher education students as student teachers engaged in reflective practice. The research comprises two case studies; pilot and subsequent larger-scale project. It incorporated action research designed as iterative spirals of research, evaluation and development in classrooms where the student teachers were teaching children. New learning accumulated in one cycle was intended to be taken into the next. Bespoke pedagogical tools were used to create dialogic spaces and also as research data collection techniques. They scaffolded inter and intra- personal exchanges to enable student teachers to understand children’s learning from a socio-cultural perspective. These tools mediated children’s reflection on their learning and then feedback to the student teacher about what they had learnt; how they had learnt it and what would enable them to learn better. The results indicated: enhanced student teachers’ understanding of how children learn as they adapted their practice in response to children’s views, enhanced learning by the children owing to their exchanges on the interpersonal plane, with peers in the dialogic space created by the bespoke pedagogical tools, mentors require development to support student teachers to engage meaningfully with children’s learning. Outcomes cannot easily be generalised from case studies. This study found: children can express learning needs when appropriate scaffolds enable them to articulate abstract concepts, when student teachers respond to children talking about learning they can develop their practice. Implications for Initial Teacher Education are that it should: highlight the importance of children’s voice to support student teachers in developing their pedagogy, model ways in which teachers can create dialogic spaces for children’s interthinking, consider what development mentors require to support student teachers’ understanding of children’s learning in classrooms. Mediating the construction of dialogue with the Thinking Fish provided a way into both the process of interthinking for children, and also student teachers’ understanding of such interthinking as expressed through their dialogue in the focus groups. Thus the Thinking Fish may be considered to be the vicarious presence of the teacher. This may be a useful approach for teachers and student teachers to adopt as the experience for the participants in this study was meaningful and replicable in future practice, using real classroom activity as research data.
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Coburn, Rolland G. „A mentoring model for training teachers of Sunday School children at First Fundamental Bible Church of Monterey Park, California“. Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Doukanari, Maria. „Cypriot elementary school teachers' knowledge, attitudes and in-service training (INSET) regarding children with Attention Deficit Hyperactivity Disorder (ADHD)“. Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8620/.
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Background - ADHD is one of the most common and controversial lifelong disorders. It is a heterogeneous disorder (hyperactivity, impulsivity and inattention) with multiple presentations and levels of severity. The prevalence of school-age children with ADHD is approximately 5.0%. Considering the pivotal role of elementary school teachers in the diagnostic and intervention procedure, holding positive attitudes and having a clear understanding of the disorder is of critical importance. Aims - The present study had as a purpose to broaden and add to the research base on ADHD by investigating Cypriot elementary school teachers’ knowledge of the disorder and their attitudes towards the instruction of children with ADHD. The study also aimed to explore teachers’ prior INSET experiences and their expectations and recommendations for future INSET. Design and method - An explanatory mixed methods design of two sequential phases was used. In the first phase, primarily quantitative data were collected through questionnaires (n = 191) while in the second phase qualitative data were obtained through semi-structured interviews (n = 23) and focus groups (n = 4). Results - On average, Cypriot elementary school teachers correctly responded to 43.3% of the 35 knowledge items. Substantial knowledge gaps and misconceptions were found in all three subscales (symptoms/diagnosis, treatment, general information). The majority of teachers did not have absolute attitudes regarding children with ADHD. Characteristics such as the nature of ADHD-related behaviours and the severity informed their feelings, beliefs and predispositions to act in certain ways. Although 65.9% had taught at least one student with ADHD during their teaching career, only 15.0% reported experience with relevant formal INSET. The lack of INSET and consequently the limited knowledge in managing ADHD-related behaviours was the most commonly reported reason for interviewees’ disagreement with the presence of children with ADHD in mainstream classrooms and their negative predisposition to undertake their education. Conclusion - Considering the overall findings, it could be argued that with the provision of extensive INSET and support, teachers’ knowledge of ADHD has potential to increase while their attitudes towards the instruction of this group of children are likely to become more favourable. Based on the identified knowledge gaps, the rationale behind teacher attitudes and the recommendations for future INSET, several practical implications are provided for the administrators of the MoEC and policy-makers.
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Hendricks, Dawn R. „A Descriptive Study of Special Education Teachers Serving Students with Autism: Knowledge, Practices Employed, and Training Needs“. Available to VCU users online at:, 2007. http://hdl.handle.net/10156/1973.
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Van, Staden Shauwn Quinton. „Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms“. Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.
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Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.
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Lau, Wing-chi Margaret, und 劉永慈. „Kindergarten teachers' rating of children's social competence and strategies they use to guide appropriate behavior“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959520.
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Brewer, Heather Jean Mary. „Teachers' perspectives on training to teach class music to children in the age range 7 to 11 years in England“. Thesis, Goldsmiths College (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414900.
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Fernandes, Franco Magda Paula. „Teachers' views of the inclusion of children with "problemas mentais" (mental problems) in the educational system of the autonomous region of Madeira“. Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/815/.
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In Madeira Island the Educational System has endured significant changes. The concept of education has changed in the past years as well as the need to help parents understand the new changes. This new concept of school brought a new universe into the classrooms. Teachers, students and the community in general must learn to deal with the diversity of students who now share their educational journey in the same school environment. This new challenge obliges parents, teachers, headmasters and the school community to accept, respect and provide the needed conditions for an effective education for all students. This research has explored whether inclusion of students with mental problems is working effectively, from the perspective of the teachers, in the high schools located in Madeira. The study was developed to identify the gaps in the teaching/learning process for students with mental problems studying in regular high schools. A survey method was adopted for this study in which a questionnaire was developed to explore teachers' attitudes and beliefs around the education of students with mental problems studying in regular high schools. Three illustrative scenarios were selected to show different realities that may occur among these students. Teachers read the three case scenarios and related them to their own experiences as educators. Teachers' reflections upon the problems gave the researcher the opportunity to analyze how these problems are solved or ignored by educators. The questionnaire was validated and ethical permission gained from the University. Five hundred questionnaires were distributed to teachers working in different high schools in Madeira, 300 questionnaires were returned at the end of the field work. Analysis of the responses identified a significant view that teachers were concerned about inclusion, but did not engage actively to implement government policy in this area. In particular teachers with more than 10 years experience were significantly less prepared and willing to engage with this inclusive approach. The majority of teachers reported a lack of resources, inappropriate curriculum and insufficient specialist staff as excuses for not engaging in inclusive education. The guidelines laid out in the educational policy have been put to the test. This study showed that, according to the opinions of teachers, none of the requirements have been met by the 35 schools surveyed in this study. The distance between theory and practice has always been long and in the case of inclusive education, giant steps need to be taken to narrow the gap between the theory in policy and reality in the school.