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General Education Teachers' Goals and Expectations for Their Included Students with Mild and Severe Disabilities
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Cameron, David Lansing; Cook, Bryan G. – Education and Training in Autism and Developmental Disabilities, 2013
The purpose of this study was to examine general education teachers' goals and expectations for their included students with mild and severe disabilities. Participants were seven inclusive classroom teachers who were interviewed about their goals and expectations regarding one of their included students with a mild disability and one of their…
Descriptors: Mild Disabilities, Severe Disabilities, General Education, Teacher Expectations of Students
An Analysis of the Different Patterns of 1:1 Interactions between Educational Professionals and Their Students with Varying Abilities in Inclusive Classrooms
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Cameron, David Lansing; Cook, Bryan G.; Tankersley, Melody – International Journal of Inclusive Education, 2012
The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n = 13), severe disabilities (n = 13), and children without disabilities (n = 13) in inclusive classrooms. General educators, special educators, and…
Descriptors: Special Education Teachers, Middle Schools, Mild Disabilities, Comparative Analysis
Attitudes of Principals and Special Education Teachers toward the Inclusion of Students with Mild Disabilities: Critical Differences of Opinion.
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Cook, Bryan G.; Semmel, Melvyn I.; Gerber, Michael M. – Remedial and Special Education, 1999
Attitudes of 49 principals and 64 special-education teachers regarding the inclusion of students with mild disabilities were investigated. Participants disagreed most strongly on whether achievement increases when students are included, that inclusive placements are the most appropriate, and that resources must be protected regardless of setting.…
Descriptors: Elementary Secondary Education, Inclusive Schools, Mild Disabilities, Principals
A Comparison of Teachers' Attitudes toward Their Included Students with Mild and Severe Disabilities.
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Cook, Bryan G. – Journal of Special Education, 2001
Seventy inclusive classroom teachers nominated students for whom they felt particular attitudes of attachment, concern, indifference, and rejection. Students with either severe or obvious disabilities were significantly overrepresented in the indifference category; whereas students with mild or hidden disabilities were overrepresented in the…
Descriptors: Disproportionate Representation, Elementary Secondary Education, Inclusive Schools, Mild Disabilities
Inclusive Teachers' Attitudes toward Their Students with Disabilities: A Replication and Extension.
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Cook, Bryan G. – Elementary School Journal, 2004
This investigation replicated and extended previous research regarding the attitudes of inclusive teachers toward their students with disabilities. Participating teachers included 46 inclusive teachers (grades K-5) from 16 elementary schools in 7 Northeast Ohio school districts. Teachers nominated 3 students in 4 attitudinal categories:…
Descriptors: Mild Disabilities, Attitudes toward Disabilities, Inclusive Schools, Teacher Attitudes
Peer Acceptance of Integrated Students with Disabilities as a Function of Severity of Disability and Classroom Composition. A Preliminary Report.
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Cook, Bryan G.; Semmel, Melvyn I. – 1997
This study investigated the peer acceptance of integrated students with disabilities as a function of severity of disability and amount of overall student variance in the class. The study involved 14 classrooms and 285 students. Of the 44 students with disabilities, 30 had been classified as mildly disabled and 14 as severely disabled. A…
Descriptors: Disabilities, Diversity (Student), Elementary Education, Heterogeneous Grouping
Special Educators' Views of Community-based Job Training and Inclusion as Indicators of Job Competencies for Students with Mild and Moderate Disabilities.
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Cook, Bryan G. – Career Development for Exceptional Individuals, 2002
Pre- and in-service special education teachers (n=173) rated the job competencies of hypothetical high school students with mild and moderate disabilities. Teachers rated students described as having a behavioral disorder lower in social coping skills than students described as having mild mental retardation. The type of transition-related school…
Descriptors: Behavior Disorders, Career Education, Community Based Instruction (Disabilities), Competency Based Education