دورية أكاديمية
The Relationship between Teachers' Inclusion-Related Knowledge, Skills, and Attitudes and Student Outcomes: A Review of Recent Literature
| العنوان: | The Relationship between Teachers' Inclusion-Related Knowledge, Skills, and Attitudes and Student Outcomes: A Review of Recent Literature |
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| اللغة: | English |
| المؤلفون: | Robinson, Daniel B., Young, David |
| المصدر: | Exceptionality Education International. 2019 29(2):18-41. |
| الإتاحة: | Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eeiTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| الواصفات: | Inclusion Knowledge Level Teaching Skills Teacher Attitudes Students with Disabilities Intellectual Disability Learning Disabilities Autism Pervasive Developmental Disorders Mental Disorders Academically Gifted Well Being Daily Living Skills Social Development Academic Achievement Adjustment (to Environment) Mental Health Intervention Technology Uses in Education |
| تدمد: | 1918-5227 |
| مستخلص: | In this article, we report on a scoping review of empirical literature addressing the relationship between teachers' inclusion-related knowledge, skills, and attitudes and student outcomes. Using six common electronic databases for education (ProQuest, JSTOR, SAGE Journals Online, ScienceDirect, PsycINFO, PsycARTICLES), we searched for peer-reviewed, English-language publications between 1 January 2008 and 1 January 2018 (a 10-year period). A total of 25 articles met the search criteria for this scoping review and were consequently subject to a more detailed examination. This more detailed examination focused upon five student variables (intellectual disabilities [IDs], learning disabilities [LDs], autism spectrum disorder [ASD], other mental health disorders, and giftedness) and five possible student outcomes (social well-being, functional or life skills, academic achievement, post-secondary transitions, and exceptionality-related outcomes). These 25 articles include eight systematic or scoping reviews, two that report on experimental studies, nine that report on quasi-experimental studies, and six that report on correlational-descriptive research studies. A summary account of these 25 articles is offered, as is a list of related implications, for both practice and inquiry. Some of the most significant implications are related to the limited body of evidence related to a number of variables; these include teachers' attitudes and resultant student outcomes, giftedness, and post-secondary transitions. Additionally, these implications also offer cautionary considerations related to teachers delivering mental health-related programs and utilizing technology-related interventions for students with ASD. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| الوصول الحر: | https://ir.lib.uwo.ca/eei/vol29/iss2/2Test/ |
| رقم الانضمام: | EJ1229198 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1918-5227 |
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