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General education teachers' knowledge of, training in, attitudes toward, and self-efficacy in implementing inclusive practices

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TitleInfo
Title
General education teachers' knowledge of, training in, attitudes toward, and self-efficacy in implementing inclusive practices
Name (type = personal)
NamePart (type = family)
Morgan
NamePart (type = given)
Emily S.
NamePart (type = date)
1993-
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Emily S. Morgan
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Shernoff
NamePart (type = given)
Elisa S.
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Elisa S. Shernoff
Affiliation
Advisory Committee
Role
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chair
Name (type = personal)
NamePart (type = family)
Schneider
NamePart (type = given)
Kenneth C.
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Kenneth C. Schneider
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Advisory Committee
Role
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internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
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school
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Text
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theses
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2019
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2019-08
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
There are approximately 6.6 million students with Individualized Education Plans (IEPs) being educated in the US (USDOE, NCES, 2017). Approximately 95% of, or 6.3 million, students with IEPs are enrolled in at least one general education class, and 62% of, or 4.1 million, students with IEPs are in general education for 80% or more of their school day (USDOE, NCES, 2016). However, general education teachers may not receive training in inclusive practices and special education (Buford & Casey, 2012). Consequently, general education teachers may also have inadequate knowledge about special education laws, negative attitudes toward inclusion, and low self-efficacy around implementing inclusive practices (Avramidis, Bayliss, & Burden, 2000; Lancaster & Bain, 2007; Lancaster & Bain, 2010; Leyser, Zeiger, & Romi, 2011; O’Connor, Yasik, & Horner, 2016; Schimmel & Militello, 2007). The purpose of this study was to examine general education teachers’ training in special education and inclusive practices, knowledge of special education laws, attitudes toward inclusion, and self-efficacy in implementing inclusive practices. The author hypothesized that training in inclusive practices and special education, knowledge of special education laws, and attitudes toward inclusion would predict self-efficacy in implementing inclusive practices. General education teachers were anonymously surveyed online about each of these areas. Participants were gathered through opportunity and snowball sampling. The final sample consisted of 93 general education teachers. Data were analyzed using descriptive statistics, linear regression, and multiple regression. Results indicated that only attitudes toward inclusion was a significant predictor for self-efficacy in implementing inclusive practices.
Subject (authority = local)
Topic
Inclusive practices
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Individualized education programs
Subject (authority = ETD-LCSH)
Topic
Special education
Subject (authority = ETD-LCSH)
Topic
Teachers -- Training of
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Rutgers University Electronic Theses and Dissertations
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ETD_10139
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1 online resource (vi, 85 pages)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
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Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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Identifier (type = doi)
doi:10.7282/t3-6dqy-pr15
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Morgan
GivenName
Emily
MiddleName
S.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-07-25 11:58:42
AssociatedEntity
Name
Emily S. Morgan
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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Type
License
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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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Type
Embargo
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-08-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2020-08-30
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after August 30th, 2020.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2019-07-25T11:53:27
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2019-07-25T11:53:27
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