487
Views
0
CrossRef citations to date
0
Altmetric
PK-12 Research: Inclusive Education

Professional Development Needs Reported by General Education Teachers at Inclusive Private Christian Schools

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon

References

  • Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123–133. https://www.jstor.org/stable/23879820
  • Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45(1), 4–13. https://doi.org/10.1177/1540796919878134
  • Buell, M. J., Hallam, R., Gamel-McCormick, M., & Scheer, S. (1999). A survey of general and special education teachers’ perceptions and inservice needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143–156. https://doi.org/10.1080/103491299100597
  • Carter, E. W., & Hughes, C. (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons with Severe Disabilities, 31(2), 174–185. https://doi.org/10.1177/154079690603100209
  • CAST. (2018). Universal design for learning guidelines (version 2.2). https://udlguidelines.cast.org
  • Clausen, A., Reyes, E. N., & Wakeman, S. (2020). High-leverage practices crosswalk (TIPS Series: Tip #8). University of Minnesota, TIES Center. https://publications.ici.umn.edu/ties/foundations-of-inclusion-tips/high-leverage-practices-crosswalk
  • Cookson, G., & Smith, S. J. (2011). Establishing special education programs: Experiences of Christian school principals. Journal of Research on Christian Education, 20(3), 239–253. https://doi.org/10.1080/10656219.2011.623653
  • Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research and Practice for Persons with Severe Disabilities, 32(1), 16–30. https://doi.org/10.2511/rpsd.32.1.16
  • DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61, 6–11. http://www.siprep.org/uploaded/ProfessionalDevelopment/Readings/PLC.pdf
  • Eigenbrood, R. (2010). IDEA requirements for children with disabilities in faith-based schools: Implications for practice. Journal of Religion, Disability, & Health, 14(4), 393–409. https://doi.org/10.1080/15228967.2010.517441
  • Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities, 27(3), 165–174. https://doi.org/10.3511/rpsd.27.3.165
  • Forlin, C. (2001). Inclusion: Identifying potential stressors for regular class teachers. Educational Research, 43(3), 235–245. https://doi.org/10.1080/00131880110081017
  • Gee, K., Gonzalez, M., & Cooper, C. (2020). Outcomes of inclusive versus separate placements: A matched pairs comparison study. Research and Practice for Persons with Severe Disabilities, 45(4), 223–240. https://doi.org/10.1177/1540796920943469
  • Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Abt Associates. https://files.eric.ed.gov/fulltext/ED596134.pdf
  • Hughes, C., Cosgriff, J. C., Agran, M., & Washington, B. H. (2013). Student self-determination: A preliminary investigation of the role of participation in inclusive settings. Education and Training in Autism and Developmental Disabilities, 48, 3–17. https://www.jstor.org/stable/23879882
  • Kurth, J. A., & Mastergeorge, A. M. (2010). Academic and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25, 8–14. https://eric.ed.gov/?id=EJ890580
  • Lane, J. M., & Jones, D. R. (2014). Special education professional development in Christian schools. The Journal of the Christian Institute on Disability, 3, 45–68. https://journal.joniandfriends.org/index.php/jcid/article/view/89
  • Lane, J. M. (2017). Special education staffing and service models in Christian schools. Journal of Research on Christian Education, 26(3), 225–236. https://doi.org/10.1080/10656219.2017.1384709
  • Lyons, J., Cappadocia, M. C., & Weiss, J. A. (2011). Brief report: Social characteristics of students with autism spectrum disorders across classroom settings. Journal on Developmental Disabilities, 17, 77–82. http://hdl.handle.net/10315/33012
  • McLeskey, J., Billingsley, B., & Ziegler, D. (2018). Using high-leverage practices in teacher preparation to reduce the research-to-practice gap in inclusive settings. Australasian Journal of Special and Inclusive Education, 42(01), 3–16. https://doi.org/10.1017/jsi.2018.3
  • McLeskey, J., Barringer, M.-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Preface.Intro1_.pdf
  • Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teaching and learning. Teaching and Teacher Education, 25(1), 89–100. https://doi.org/10.1016/j.tate.2008.07.003
  • National Council on Disability. (2018). The segregation of students with disabilities (IDEA Series). National Council on Disability. https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf
  • Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096. https://doi.org/10.1080/13603116.2016.1145267
  • Russo, C. J., Osborne, A. G. Jr., Massucci, J. D., & Cattaro, G. M. (2011). The legal rights of students with disabilities in Christian schools. Journal of Research on Christian Education, 20(3), 254–280. https://doi.org/10.1080/10656219.2011.626393
  • Ryndak, D. L., Taub, D., Jorgensen, C. M., Gonsier-Gerdin, J., Arndt, K., Sauer, J., Ruppar, A. L., Morningstar, M. E., & Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities, 39(1), 65–74. https://doi.org/10.1177/1540796914533942
  • Silva, M., Munk, D. D., & Bursuck, W. D. (2005). Grading adaptations for students with disabilities. Intervention in School and Clinic, 41(2), 87–98. https://doi.org/10.1177/10534512050410020901
  • Soukup, J. H., Wehmeyer, M. L., Bashinski, S. M., & Bovaird, J. A. (2007). Classroom variables and access to the general curriculum for students with disabilities. Exceptional Children, 74(1), 101–120. https://doi.org/10.1177/001440290707400106
  • Stegink, P. (2010). Disability to community: A journey to create inclusive Christian schools. Journal of Religion, Disability, & Health, 14(4), 368–381. https://doi.org/10.1080/15228967.2010.517434
  • Taub, D. A., McCord, J. A., & Ryndak, D. (2017). Opportunities to learn for students with extensive support needs: A context of research-support practices for all in general education classrooms. The Journal of Special Education, 5, 127–137. https://doi.org/10.1177/0022466917696263
  • TeachingWorks. (2020). High-leverage practices. University of Michigan, TeachingWorks. https://www.teachingworks.org/work-of-teaching/high-leverage-practices
  • The Holy Bible, New International Version®. (2001). Grand rapids. The Zondervan Corporation. (Original work published 1973).
  • United States Department of Education. (2022). 43rd Annual report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2021. https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.