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Teachers' Unpreparedness to Accommodate Student Needs

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Title: Teachers' Unpreparedness to Accommodate Student Needs
Language: English
Authors: Chu, Man-Wai (ORCID 0000-0001-9655-7791), Craig, Heather L., Yeworiew, Lake B., Xu, Yue
Source: Canadian Journal of School Psychology. Sep 2020 35(3):210-224.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Grade 4
Intermediate Grades
Descriptors: Foreign Countries, Special Education, Inclusion, Readiness, Individualized Instruction, Academic Accommodations (Disabilities), Students with Disabilities, Faculty Development, Special Needs Students, Teacher Surveys, Elementary Secondary Education, Educational Resources, School Psychology
Geographic Terms: Canada
Assessment and Survey Identifiers: Teaching and Learning International Survey (NCES), Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study
DOI: 10.1177/0829573520916610
ISSN: 0829-5735
Abstract: Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p < 0.05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1259208
Database: ERIC
FullText Text:
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  Data: Teachers&#39; Unpreparedness to Accommodate Student Needs
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers (F[1, 5.2] = 526.60, p &lt; 0.05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.
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  Data: 2020
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  Data: EJ1259208
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1259208
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      – Type: doi
        Value: 10.1177/0829573520916610
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 210
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Resources
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      – SubjectFull: School Psychology
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      – SubjectFull: Canada
        Type: general
      – SubjectFull: Teaching and Learning International Survey (NCES)
        Type: general
      – SubjectFull: Trends in International Mathematics and Science Study
        Type: general
      – SubjectFull: Progress in International Reading Literacy Study
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      – TitleFull: Teachers' Unpreparedness to Accommodate Student Needs
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