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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
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
FullText Text:
  Availability: 0
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  Data: The Power of Teacher Beliefs in Effective Learning of Students with Disabilities in Inclusion Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Nisha+Acharya+Julien%22">Nisha Acharya Julien</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Leadership+and+Instruction%22"><i>Journal for Leadership and Instruction</i></searchLink>. 2025 24(1):32-36.
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  Data: 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
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  Data: 5
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink>
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  Data: 2475-6032<br />2475-6040
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2025
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  Data: EJ1481462
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 32
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
    Titles:
      – TitleFull: The Power of Teacher Beliefs in Effective Learning of Students with Disabilities in Inclusion Classrooms
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              M: 01
              Type: published
              Y: 2025
          Identifiers:
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              Value: 2475-6032
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              Value: 2475-6040
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              Value: 24
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