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Record identifier : 566400
Personal Name - Primary Intelectual Responsibility : Spence, Connie Gibson
Title and statement of responsibility : Parent and educator perceptions of the effect of a blended general education and special education co-teaching environment on the development of preschool children [Thesis]
Publication, Distribution,Etc. : Texas Woman's University, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Texas Woman's University
Summary or Abstract : This study compared perceptions of parents and educators of general education and special education students enrolled in a blended/co-taught prekindergarten program. Ninety-seven participants from one public preschool district in the north Texas metropolitan area completed a brief Likert survey. The data were analyzed using a chi-square of independence. Within each group, the responses of each of the 23 survey items were examined and compared to each other. Significant relationships were revealed on four of the survey items. Overall, data revealed the majority (86.8 ) of parents and educators of general and special education students agreed or strongly agreed that general and special education students' social-emotional, oral language, and academic skills were met in the blended co-taught program. Results of this study support other authors' findings that the majority of parents and educators of preschool students with and without disabilities perceive the blended, inclusive programs as positive. In this study, 8.1 of parents of general education students did not agree to enroll their student in a blended, co-taught classroom for the next school year. This finding parallels numerous other studies with data analysis revealing that parents of general education students may not perceive the blended co-taught program to be the most beneficial for their child. Some of the reasons could be attributed to parents perceiving fewer services and not believing they had a thorough understanding of the blended program..
Information of biblio record : TL
 
 
 
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