The Power of Teacher Beliefs in Effective Learning of Students with Disabilities in Inclusion Classrooms
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| Title: | The Power of Teacher Beliefs in Effective Learning of Students with Disabilities in Inclusion Classrooms |
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| Language: | English |
| Authors: | Nisha Acharya Julien |
| Source: | Journal for Leadership and Instruction. 2025 24(1):32-36. |
| Availability: | SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Teacher Attitudes, Middle School Teachers, Beliefs, Students with Disabilities, Inclusion, Regular and Special Education Relationship, Student Development, Social Development, Academic Achievement, Urban Schools, Preservice Teacher Education |
| ISSN: | 2475-6032 2475-6040 |
| Abstract: | The purpose of this article is to address the importance of beliefs middle school general education teachers hold and how those beliefs have an impact on students they are teaching, especially SWDs within the inclusion classroom. This article considers the following: (a) defining inclusion classrooms; (b) how are teachers beliefs constructed; (c) how do these constructed beliefs impact student learning; and (d) future recommendations to disrupt internal systemic issues failing to consistently and effectively address learner diversity within urban middle school environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481462 |
| Database: | ERIC |
| Abstract: | The purpose of this article is to address the importance of beliefs middle school general education teachers hold and how those beliefs have an impact on students they are teaching, especially SWDs within the inclusion classroom. This article considers the following: (a) defining inclusion classrooms; (b) how are teachers beliefs constructed; (c) how do these constructed beliefs impact student learning; and (d) future recommendations to disrupt internal systemic issues failing to consistently and effectively address learner diversity within urban middle school environments. |
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| ISSN: | 2475-6032 2475-6040 |
