Inclusion Is A Benefit For Teachers Essay

Inclusion Is A Benefit For Teachers Essay

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As a new educator this research allows teachers to analyze why inclusion is a benefit for teachers. One of the benefits is a higher salary. The public schools system requires that teachers meet certification standards established by their states. These standards usually include specialized coursework, a college degree, and supervised practicum or student teaching. (Odom, Charles A. Peck, Marci Hanson, Paula J. Beckman, Ann P. Kaiser, Joan Lieber, William H. Brown, Eva M. Horn, Ilene S. Schwartz 1995). Another benefit proclaimed by Creative Educators at Work, confirmed that teachers appreciate the diversity of the human family. Being part of an inclusion classroom, help teachers recognized that all students have strengths. They acquire different ways of perceiving challenges, and as a result of being on a multidisciplinary team, teachers can create an awareness of the importance of direct individualized instruction. Another benefit is that they enhance accountability skills, and they combat monotony Raschke Ph.D, Bronson, Ed.S., 1999). According to Jane M Leatherman, some research studies have investigated on different areas such as support services, adequate resources, administrators support, trained personnel and teachers’ positive attitudes toward inclusion. Leatherman also mentioned that there is a limited research on how teachers’ perceive their classrooms and the factors influencing inclusion. On the contextual information that exist as a background of the problem, and the significance of the research is that the qualitative methods allowed the teachers to reflect on their own experiences and they expressed the factors of success on their individual situation (Leatherman 2007).
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...professional development, university course work and experience of the teachers. Eighty –one respondents were included in the study from twelve primary and four secondary schools ranging from urban, suburban, and rural areas. The authors found that teachers who had been implementing inclusive programs for multiple years held significantly higher attitudes when compared to their counterparts (Avramidis, Bayliss, & Burden, 2000). Likewise, higher levels of professional development affected attitudes in a positive direction. This training also boosted teacher confidence levels in meetings IEP requirements. Within the training sub-section, the authors found that external training had surveyed indicated a need for support, training and material resources as areas of need for including students with special needs into their classrooms (Avramidis, Bayliss, & Burden, 2000).

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