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- W2162308036 abstract "While the trend toward a more inclusive education is growing, little information exists regarding teachers’ perceptions of within-class instructional adaptations. This article examines how teachers perceive such adaptations in terms of feasibility, effectiveness and desirability of implementation. Kindergarten (n = 16), elementary (n = 34), secondary (n = 26), and high school (n = 13) teachers rated the feasibility, effectiveness and desirability of 29 items on the Escala de Adaptaciones de la Ensenanza (ESAE-Form G) on a Likert-type scale. Results show that instructional adaptations have a moderate teachers’ acceptance and that although a majority of the teachers believe they are feasible and effective, only a minority perceive them as desirable. No statistically significant differences were found between kindergarten, elementary, and secondary teacher ratings. However some differences surfaced when comparing high school vs compulsary grades. Findings are discussed in light of needs for professional practice changes and sustantive reform in teacher training programs for diversity." @default.
- W2162308036 created "2016-06-24" @default.
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- W2162308036 date "2003-07-01" @default.
- W2162308036 modified "2023-09-24" @default.
- W2162308036 title "INCLUSIÓN Y CAMBIOS EN EL AULA VÍA ADAPTACIONES INSTRUCTIVAS" @default.
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