Support for classroom teachers involved in mainstreaming students with severe handicaps
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Support for classroom teachers involved in mainstreaming students with severe handicaps

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Published by Saskatchewan School Trustees Association in Regina, SK .
Written in English


  • Mainstreaming in education -- Saskatchewan.,
  • Inclusive education -- Saskatchewan.,
  • Teachers of handicapped children -- Saskatchewan.

Book details:

Edition Notes

Statementby Linda Stanviloff.
SeriesSSTA Research Centre report -- #96-10, S.S.T.A. Research Center report -- no. 96-10
ContributionsSaskatchewan School Trustees" Association.
LC ClassificationsLC1203.C2 S73 1996
The Physical Object
Paginationii, 56 p. ;
Number of Pages56
ID Numbers
Open LibraryOL17207058M

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ARTICLE: Support for Classroom Teachers Involved in Mainstreaming Students with Severe report presents a summary of the literature in the area of mainstreaming students with severe handicaps, specifically in the area of offering support to the classroom teacher. This cross-sectional quantitative study was designed and carried out for exploring the teachers’ perspectives on the mainstreaming of autistic students in .   Mainstreaming: Autism in the Classroom “Education is important for all children, of course, but for those with disabilities or special needs, it can mean the difference between a socially fulfilling, intellectually stimulating, and economically productive life and a future with few of these qualities”(Aron). The bestselling resource from the most trusted name in special education gets a top-to-bottom update in this new third edition. Revised to reflect the realities of today's K classrooms, this book gives teachers all the latest research-based, practical strategies for fully including students with sensory impairments and cognitive and physical by:

  Stanviloff, L. (). Support for Classroom Teachers Involved in Mainstreaming Students with Severe Handicaps. SSTA Research Centre Report # The Columbia Encyclopedia, Sixth Edition. (). Columbia University Press. Mainstreaming, in the context of education, is the practice of placing students with special education services in a general education classroom during specific time periods based on their skills. To clarify, this means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education . Mainstreaming is an educational method that includes many different kinds of learners in the same classroom, instead of separating students according to their learning abilities. The term mainstreaming was first used in the s and describes classrooms where students with disabilities and students who do not have disabilities are together. 26 The Journal of Human Resource and Adult Learning, Vol. 9, Num. 1, June Regular Classroom Teachers’ Attitudes towards Including Students with Disabilities in the Regular Classroom in the United Arab Emirates Samir J. Dukmak, PhD., Assistant ProfessorCited by:

The aim of this study was to explore regular teachers' perceptions and experiences of supports and obstacles to communicative interactions for students with multiple and severe disabilities (MSD). Five teachers of students with MSD participated in two in-depth interviews. Interview transcripts were analysed using content analysis. Transcripts were coded into categories, Cited by: 8. Teachers’ self-efficacy beliefs were expected to partly explain teachers’ capacity. Results show that teachers feel fairly adequate in meeting students’ needs. They discern four sources of help or hindrance to which teachers attribute their success, including the teacher him/herself, student characteristics and school/working by: 3.   Mainstreaming kids with disabilities to regular classrooms Disability is any form of impairment that makes a person not to function normally, hence requiring support from other member of the society. These disabilities may be innate or may be caused by the environment. Disabled kids like any other kids are entitled to the right to education . The experiences of teacher aides who support students with disabilities and learning difficulties: A phenomenological study by Patricia E. Bourke BA, Grad. Dip. Teach, Grad. Dip. Rel. Ed, MA A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Education Queensland University of Technology File Size: KB.