The Effects of a Sensibility Training Approach on the Attitudes of General Education Teachers Towards the Inclusion of Students with Special Needs - PowerPoint PPT Presentation

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The Effects of a Sensibility Training Approach on the Attitudes of General Education Teachers Towards the Inclusion of Students with Special Needs

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Determine the effect of a sensibility training approach on the ... 'Reinforcing but sometimes tiring' 'Effective in sensibilization of students and teachers' ... – PowerPoint PPT presentation

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Title: The Effects of a Sensibility Training Approach on the Attitudes of General Education Teachers Towards the Inclusion of Students with Special Needs


1
The Effects of a Sensibility Training Approach on
the Attitudes of General Education Teachers
Towards the Inclusion of Students with Special
Needs
  • By
  • Luz M. Torres, Ed. D.
  • University of Puerto Rico
  • Faculty of Education

2
Difficulties of Students with Special Needs
(Vaughn, 1994)
  • Frustration
  • Lack of problem solving skills
  • Feeling of unacceptance from the school community
  • Low self concept
  • Little motivation

3
Purpose of the Study
  • Determine the effect of a sensibility training
    approach on the attitudes of general education
    teachers towards the inclusion of students with
    low vision and other special needs

4
Procedures
  • Pilot study to test the training approach
  • Construction and validation of the instrument
    (Fishbeins Reasoned Action Theory)
  • Study

5
Fishbeins Theory of Reasoned Action (1980)
  • Semantical differential scale
  • Determinants of human behavior
  • Assumption
  • -Different beliefs determine behavior
    decisions in the people as much as the
    beliefs of the peer group.
  • Factors
  • -Personal nature (affective feeling)
  • -Social influence (subjective norm)

6
Content Validation (Lynn, 1996)
  • Internal validity - .96(alpha coefficient of item
    analysis)
  • Random sample of high school teachers from the
    San Juan Educational Region
  • Randomly assigned to two groups
  • -Experimental group 24
  • -Control group 25

7
The Study
  • Two Consecutive days for six hour sessions each
    day
  • -Correct limitations of traditional
  • approaches
  • -Based on the principle that every learning
  • experience must be oriented to the domain
  • of skill development in order to motivate
  • action
  • -New approaches - active research instead of
    passive listening to conferences

8
Sensitivity Training
  • Personal Development
  • Professional Development
  • Technical Development

9
Statistical Analysis
  • MONOVA Test (SPPS-x)
  • -Established differences between the two groups
    in three variables measured simultaneously for
    the four inclusion behaviors studied
  • Attitude and subjective norm was
  • positive as predicted in Fishbeins
  • theory

10
The Longitudinal Study
  • The attitude questionnaire was administered on a
    second occasion to the experimental group one
    year after the initial treatment
  • -19 out of 24 individuals from the initial group
    participated (79)
  • -Open questions were added
  • -Test of dependent samples
  • Intention to act and attitude increased
    positively
  • Subjective norm was not statistically different

11
Important Findings
  • Most important findings
  • -Answers to open questions support
  • statistical results
  • -Answers to open questions help clarify
  • the respondents feelings related to
  • inclusion of students with low vision
  • and other special needs

12
Remarks
  • I feel happy because I had support
  • Im more confident and sensible now
  • Some teachers feel it is too much work but these
    students need help and an opportunity
  • Im here to help them
  • The opinion of others does not affect me because
    I feel prepared to help if needed
  • Im more patient now

13
Activities developed to satisfy student needs
  • Individualized help
  • Adapted materials
  • Reorganization of the working areas
  • Special assignments
  • Reinforcement of special abilities
  • Participation in community activities
  • Peer tutoring
  • Cooperative work
  • Others

14
Activities to provide appropriate social
environment
  • Group therapy to improve social relations
  • Group dynamics
  • Group discussions
  • Talent shows
  • Continuous reinforcement and motivation
  • Parent interviews
  • Others

15
Help and resources used
  • Special education teacher
  • General program students
  • Social worker
  • Counselor
  • Visual aids
  • Teacher aid

16
Subjects evaluation of the experience
  • Beautiful
  • Empowering
  • A learning experience
  • Very reinforcing
  • A challenge
  • Stimulating to become a better teacher
  • Reinforcing but sometimes tiring
  • Effective in sensibilization of students and
    teachers

17
Recommendations
  • Promote practical experiences as a training
    strategy
  • Promote team work
  • Enhance instruction through demonstrations and
    field work
  • Increase sensibility to student needs
  • Promote student participation in planning their
    own learning experiences
  • Provide for socialization activities

18
Recommendations
  • Plan for dynamic and enthusiastic instruction
  • Use theory to explain experience and practice
  • Use introspection for self analysis and evaluation
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