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• W22683721 abstract "The schools across the nation are moving toward the inclusion of students with disabilities in the regular classroom, including those who have severe physical challenges. The supporters of the inclusion movement draw their impetus from the Least Restrictive Environment (LRE) provision of Individuals with Disabilities Education Act (PL 105-17), formerly known as Education for All Handicapped Children Act of 1975 (PL 94-142). The LRE provision requires schools to educate students with disabilities with their non-disabled peers to the maximum extent possible. It strongly promotes their placement in the regular education classroom. However, the LRE provision does not mandate that all students with disabilities, regardless of the nature and severity of their limitations, be placed in the regular classroom (Kirk, Gallagher, & Anastasiow, 2000). Despite the very obvious intent of the LRE, students with all types and levels of disabilities are being placed in the regular classroom. Supporters of regular education initiative (Stainback & Stainback, 1984; Will, 1986; Reynolds, Wang, & Wallberg, 1987) believe that inclusion is a civil right. Although there is not sufficient empirical evidence to conclude that the needs of all children can be met in the regular classroom, they demand a merger of special and regular education. Despite the current legislative presumption and popular support for inclusive education, there is evidence that suggests that regular education teachers do not believe that they are fully prepared for the inclusion of students with disabilities (Singh, 2001). Many of the special education teachers are not prepared to teach students with physical disabilities (Best, Heller, & Arora, 2001). The present study was designed to address the pressing need for a current knowledge base. It aimed to collect data on the professional readiness of regular education teachers for the inclusion of students with physical disabilities in their classrooms. The study specifically addressed the following research questions: 1. Do regular education teachers feel competent and adequately prepared for the inclusion of students with physical disabilities in their classrooms? 2. Do regular education teachers have adequate knowledge about assistive and adaptive equipment? 3. Do regular education teachers have adequate knowledge about the environmental adaptations needed by students with physical disabilities? 4. Do regular education teachers have adequate knowledge about the disability specific characteristics and health care needs of students with physical disabilities? 5. Do regular education teachers have adequate knowledge about the social needs of students who have physical disabilities? 6. On the average, how many clock hours of in-service training do regular education teachers receive to integrate students with physical disabilities in their classrooms? Research Methods This section describes the setting, the sample, instrumentation, and data collection procedures. Setting The present study was conducted at a private university in Western New York. The university offers graduate and undergraduate programs in teacher education. These programs prepare students for elementary, secondary, and cross-categorical special education certification. About 1,000 students were enrolled in the School of Education at the time of this study. Approximately 99% of the students in the School of Education were White. Sample The sample for this study comprised of 50 (N=50) regular education teachers. These teachers were enrolled in the various Graduate Teacher Education Programs at the university. Regular education teachers who were enrolled in the graduate special education program were not included in the study. The sample consisted primarily of White female teachers. …" @default.
• W22683721 created "2016-06-24" @default.
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• W22683721 date "2002-12-22" @default.
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• W22683721 title "Regular Educators and Students with Physical Disabilities" @default.
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