Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Werts, M. G.
Right arrow Articles by Salisbury, C. L.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Werts, M. G.
Right arrow Articles by Salisbury, C. L.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Supports and Resources Associated with Inclusive Schooling: Perceptions of Elementary School Teachers about Need and Availability

Margaret Gessler Werts

Allegheny-Singer Research Institute Pittsburgh, PA

Mark Wolery

Allegheny-Singer Research Institute Pittsburgh, PA

Erin D. Snyder

Allegheny-Singer Research Institute Pittsburgh, PA

Nicola K. Caldwell

Allegheny-Singer Research Institute Pittsburgh, PA

Christine L. Salisbury

Allegheny-Singer Research Institute Pittsburgh, PA

A mail survey of elementary education teachers was conducted to identify their perceptions of the necessity and availability of various resources and supports for including students with disabilities in their classrooms. Of the 2,100 questionnaires mailed to kindergarten through Grade 6 teachers, 1,430 (68.1%) were returned in usable form with at least 64% from each grade level and at least 65% returned from each geographic region of the United States. Based on the respondents' ratings, they were divided into three groups: teachers with no students who had disabilities, teachers with students whom they rated as lower in areas of disability, and teachers with students whom they rated as higher in areas of disability. The results indicated that (a) the three groups of teachers did not differ in the level of reported availability of resources/supports, (b) both groups of teachers with children who had disabilities reported greater need for than availability of most resources and supports, (c) larger percentages of teachers with students rated as high in disability areas reported needing the resources/supports than the teachers with students who were rated as lower in disability areas, and (d) greater discrepancies between the levels of need and availability occurred for the teachers with high- and low-rated students. The implications of these findings for inclusive schooling are discussed.

The Journal of Special Education, Vol. 30, No. 2, 187-203 (1996)
DOI: 10.1177/002246699603000204
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
C. Y. Tillery, M. G. Werts, R. Roark, and S. Harris
Perceptions of Paraeducators on Job Retention
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2003; 26(2): 118 - 127.
[Abstract] [PDF]