Since the implementation of Individuals with Disabilites Education Act of 2004, which was created to devolp a better access of public education for students with disabilites, school districts across the nation and other geographical areas have tried to represent it in the classroom. Research has been done to understand the factors in which the transition to inclusion of students with disabilites, which is part of IDEA, have plagued the progress. It appears there may be three common factors; school leaders attitudes, training, and teachers accepting not only the resposiabiliy all the students and their disabilites, and working together and planning with another professional. IDEA effects the United States and its territories, however, other
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The first phase of this design includes; 125- credit plan of study. The overarching core content areas within the rigorous plan of study divided into three main areas; Collaboration/ Inclusive Practices, Instructional Responsibilites, and Inclusive Practices (Anderson, Smith, Olsen, & Algozzine, 2015).
The concept of this model is to train those entering the teacher field the needed exposure to these areas. The second phrase then would be to have faculty focus on training the idenifying high qualified school teacher for observation practice. The main focus in this phase consits of clinical experinces and working with the community partners (Anderson, Smith, Olsen, & Algozzine, 2015). The results of this model was determined on two open – ended questions. Do you believe your chioce to complete the dual major instead of special education or only elementary educationonly was a good …show more content…
The findings stated; attiuties are crucial in the success of educating students with disabilites in a regular education classroom, preservice programs should accentuate and converge on enriching teachers attitudes towards inclusion. What do Bahamian teacher preceive as the factors that influence their attitudes towards inclusive education? The results show, resources, manpower, attitude, discrimanation, equal learning opportuniies, and the modes of support prevented the sucessful introduction of inclusive education. What are Bahamian teachers’ recommendations for promoting best practices for inclusive education at the high school level? The results showed that information sharing workshops, time management for planning, adequate resources, reduced class size, and training for school administrors will help promote inclusive education. Very little research has been done on the Bahamas inclusive education in the past. In this study, the Bahamas teachers had a generally positive attitude towards inclusive
The first phase of this design includes; 125- credit plan of study. The overarching core content areas within the rigorous plan of study divided into three main areas; Collaboration/ Inclusive Practices, Instructional Responsibilites, and Inclusive Practices (Anderson, Smith, Olsen, & Algozzine, 2015).
The concept of this model is to train those entering the teacher field the needed exposure to these areas. The second phrase then would be to have faculty focus on training the idenifying high qualified school teacher for observation practice. The main focus in this phase consits of clinical experinces and working with the community partners (Anderson, Smith, Olsen, & Algozzine, 2015). The results of this model was determined on two open – ended questions. Do you believe your chioce to complete the dual major instead of special education or only elementary educationonly was a good …show more content…
The findings stated; attiuties are crucial in the success of educating students with disabilites in a regular education classroom, preservice programs should accentuate and converge on enriching teachers attitudes towards inclusion. What do Bahamian teacher preceive as the factors that influence their attitudes towards inclusive education? The results show, resources, manpower, attitude, discrimanation, equal learning opportuniies, and the modes of support prevented the sucessful introduction of inclusive education. What are Bahamian teachers’ recommendations for promoting best practices for inclusive education at the high school level? The results showed that information sharing workshops, time management for planning, adequate resources, reduced class size, and training for school administrors will help promote inclusive education. Very little research has been done on the Bahamas inclusive education in the past. In this study, the Bahamas teachers had a generally positive attitude towards inclusive