Inclusion and School Change: Teacher Perceptions Regarding Curricular and Instructional Adaptations

By J. McLeskey, Nancy L. Waldron. 2002

127 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/5c47120be362a67fd7570b1e941603f68d8ededd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Barrett
2. M. Keen
3. R. Berry
4. Eman Gaad
5. Nancy L. Waldron
6. J. McLeskey
7. Janet R. DeSimone
8. Rene S. Parmar

In Education

1. J. McLeskey
2. Nancy L. Waldron
3. Janet R. DeSimone
4. Rene S. Parmar
5. R. Berry
6. E. Barrett
7. M. Keen
8. Eman Gaad

In Safety Research

1. Janet R. DeSimone
2. Rene S. Parmar
3. R. Berry
4. J. McLeskey
5. Nancy L. Waldron
6. Eman Gaad
7. C. Forlin
8. Wei Gao

Citations in the corpus

• Cross‐cultural perspectives on the effect of cultural attitudes towards inclusion for children with intellectual disabilities (2004, background): “Interestingly, recent research addressing teacher adaptations for diverse student needs in inclusive settings has found that teachers vary significantly in their ability or willingness to make adaptations (McLeskey and Waldron 2002).”
• The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context (2008, background): “In addition, extra time is required to modify programmes and curriculum materials, and this has been found to be an issue if staff members are not allocated sufficient non-contact time to develop materials and engage with support staff (Alghazo & Gaad, 2004; McLeskey & Waldron, 2002).”
• ENHANCING PRESERVICE TEACHERS' SENSE OF EFFICACY AND ATTITUDES TOWARD SCHOOL DIVERSITY THROUGH PREPARATION: A CASE OF ONE U.S. INCLUSIVE TEACHER EDUCATION PROGRAM (2011, background): “Oftentimes, U.S. classroom teachers have both unfavorable attitudes towards and little confidence in teaching students with special needs in regular settings (Frankel, 2004; McLeskey & Waldron, 2002; Sadler, 2005).”
• Middle School Mathematics Teachers’ Beliefs about Inclusion of Students with Learning Disabilities (2006, result): “The results support the findings of Brownell and Pajares (1999), McLeskey and Waldron (2002), and Miller and Savage (1995), who cite collegiality as a key component in the success of inclusion programs.”
• PRESERVICE AND EARLY CAREER TEACHERS' ATTITUDES TOWARD INCLUSION, INSTRUCTIONAL ACCOMMODATIONS, AND FAIRNESS: THREE PROFILES (2010, background): “Regardless of attitude or level of experience, teachers need and want information about specific disability characteristics and related instructional and behavior management techniques (Kamens, Loprete, & Slostad, 2003; McLeskey & Waldron, 2002).”
• Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “…new or revised materials, different teaching approaches, different roles and responsibilities for teachers, changed organizational structures for delivering instruction, and the alteration of teacher beliefs and understandings about their work (Fullan, 2007; McLeskey & Waldron, 2000, 2002b, 2006).”