rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: influence of special education on education support of ethnic students as perceived by administrators and teachers in selected public schools in education service center, region 20, Texas
  name:
    name part: Faldik, Nancy J.
    role:
      role term: creator
  name:
    name part: Callahan, Jamie L.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2011
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: The purpose of this study was to identify educators' beliefs indicating the most preferred support for students with disabilities in the general education classroom setting. This study examined professional educators' attitudes regarding four student supports (motivation, accommodations/modifications, academic improvements, and social issues) for students with disabilities in the inclusive classroom. In addition, the goals of this study included public school educators' attitudes toward the aforementioned four areas of support, specifically within three student ethnic groups (Hispanic, African American, and Whites). The final goal of the study was to compare the attitudes of each of the organizational roles (administrators, general education teachers, special education teachers, and others) regarding motivation, accommodations/modifications, academic improvements, and social issues of students with disabilities participating in general education inclusive classrooms. The findings from this research indicate: 1. Educators perceive accommodations/modifications to be the most beneficial support to offer all students with disabilities in the general education inclusive classroom. 2. Educators perceive accommodations/modifications to be the most beneficial support to offer all students with disabilities in the general education inclusive classroom, regardless of ethnic origin. The results of this study reveal no difference in educators' attitudes within the three student ethnic groups. 3. Administrators, general education teachers, and the organizational role of other professionals in the school believe the primary focus for student support in the inclusive classroom should be on incorporating appropriate accommodations/modifications. 4. Special education teachers perceive academic improvements (differentiated instruction) as their first preference of student support for children with disabilities in the inclusive classroom. The overall findings in this study clearly rev…
  note: by Nancy Jean Faldik.
  note: "Major Subject: Educational Human Resource Development"
  note: Title from author supplied metadata (automated record created 2011-11-01 09:04:20).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2011 http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9764
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major educational human resource development
  subject:
    topic: accommodations
  subject:
    topic: social issues
  subject:
    topic: motivation
  subject:
    topic: Individuals With Disabilities Education Act
  subject:
    topic: special education
  subject:
    topic: modifications
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9764
  record info:
    record content source: TXA
    record creation date: 111107
    record change date: 20151202144020.0
    record identifier: in00002729266