Search results for: McGhie-Richmond Donna
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The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers
The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.
Updated: May. 25, 2010
The authors argue that effective inclusionary practices and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability and about their roles and responsibilities in working with students with special education needs. The authors provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of epistemological beliefs
Updated: May. 27, 2009