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- W60544424 abstract "This study explored Spanish regular education teachers' perceptions of instructional adaptations in inclusive classrooms, noting the feasibility and effectiveness of implementation. The study focused on how teachers at different grade levels would respond to such adaptations. A group of 79 teachers from urban K-12 schools rated the feasibility and effectiveness of 29 items on the Teaching Adaptation Scale. Results indicated that teachers had a relatively moderate acceptance of instructional accommodations in their classrooms. They considered most of the adaptations somewhat feasible and effective, although they rated some as clearly less acceptable (providing ongoing feedback and adapting evaluations). The strategies they considered more effective were also viewed as having greater possibility for application. There were statistically significant differences between grade groupings, with kindergarten, elementary, secondary, and high school teachers providing different patterns of responses. (Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. 1 Instructional Adaptations in Inclusive Classrooms in Spain: Feasibility and Effectiveness of Implementation PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY GI'S-kit A. CeItedono_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Cristina M. Cardona University of Alicante Spain U.S. DEPARTMENT OF EDUCATION Oft ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Maria-Cristina Cardona. School of Education. Department of Health Psychology. Campus San Vicente del Raspeig. Social Science Building. P. 0. Box 99, 03080 Alicante, Spain. Tel.: 965-903960. Fax: 965-903990. E-mail: cristina.cardona@ua.es 2 BEST COPY AVAELABILIE Instructional Adaptations in Inclusive Classrooms in Spain 2 Abstract This study explored regular education teachers' perceptions of instructional adaptations in inclusive classrooms and its feasibility and effectiveness of implementation. Of particular interest was to know how teachers of different grade levels would respond to such adaptations. Kindergarten (n = 13), elementary (n = 30), secondary (n = 24), and high school (n =This study explored regular education teachers' perceptions of instructional adaptations in inclusive classrooms and its feasibility and effectiveness of implementation. Of particular interest was to know how teachers of different grade levels would respond to such adaptations. Kindergarten (n = 13), elementary (n = 30), secondary (n = 24), and high school (n = 12) teachers rated the feasibility and effectiveness of 29 items on the Escala de Adaptaciones de la Ensefianza (ESAE-Form G) on a Likert-type teacher acceptance of scale. Results indicated a moderate instructional classrooms. Additionally, accommodations statistically in their significant differences between grade grouping (high school vs compulsary grades) surfaced. Findings are discussed in light of needs of professional practice changes and sustantive reform and/or improvement on teachers' curriculum preparation programs." @default.
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- W60544424 title "Instructional Adaptations in Inclusive Classrooms in Spain: Feasibility and Effectiveness of Implementation." @default.
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