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“I get by with a little help from my friends"

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
“I get by with a little help from my friends"
SubTitle
a survey of teachers' perceptions of adminstative support and their attitudes toward inclusion in New Jersey
TitleInfo (ID = T-2); (type = alternative)
Title
Survey of teachers' perceptions of adminstative support and their attitudes toward inclusion in New Jersey
Identifier (displayLabel = ); (invalid = )
ETD_1847
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051753
Language (objectPart = )
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
School Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Mainstreaming in education--New Jersey
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Children with disabilities--Education--New Jersey
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Teachers--New Jersey--Attitudes
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
Teachers of children with disabilities--New Jersey--Attitudes
Abstract
Prior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts’ program initiatives to achieve this end: teachers’ attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
123 p.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references (p. 112-123)
Note (type = statement of responsibility)
by Yael Rachel Shemesh
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Shemesh
NamePart (type = given)
Yael Rachel
NamePart (type = date)
1982
Role
RoleTerm (authority = RULIB); (type = )
author
DisplayForm
Yael Rachel Shemesh
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Schneider
NamePart (type = given)
Kenneth
Role
RoleTerm (authority = RULIB); (type = )
chair
Affiliation
Advisory Committee
DisplayForm
Kenneth Schneider
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Seares-Monica
NamePart (type = given)
Lucinda
Role
RoleTerm (authority = RULIB); (type = )
internal member
Affiliation
Advisory Committee
DisplayForm
Lucinda M. Seares-Monica
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB); (type = )
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB); (type = )
school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2009
DateOther (qualifier = exact); (type = degree)
2009-05
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3FQ9WT9
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Shemesh
GivenName
Yael
Role
Copyright holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
Label
Place
DateTime
Detail
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Yael Shemesh
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

ContentModel
ETD
MimeType (TYPE = file)
application/pdf
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
348160
Checksum (METHOD = SHA1)
8b0544131384db6fe9cec6659bbde1b91ffbd40c
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