Sheila Bennett
Biographic Data
| ID | 6689024 |
|---|---|
| NAME | Sheila Bennett |
| GIVEN NAMES | Sheila |
| FAMILY NAME | Bennett |
| SIGNATURE | BENNETT S |
| AFFILIATIONS | Brock University |
| ORCID | 0000-0002-0119-8595 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A work in progress
Legislatively and practically, school districts around the world have transitioned to more inclusive service delivery for students with disabilities. Despite consistent and meaningful changes across the spectrum of disability, students with Developmental Disabilities (DD) remain segregated in self-contained classrooms at a high rate. Within a Canadian context numbers vary: some provinces are fully inclusive and others continue to segregate studen…
Transitioning towards inclusion
The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to suppo…
Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education
Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of segregation to inclusive classrooms. Results demonstrate that elementary and female pre-service teac…
Teaching in inclusive classrooms
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher sel…
Teaching in inclusive classrooms
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher sel…
Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education
Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of segregation to inclusive classrooms. Results demonstrate that elementary and female pre-service teac…
Teaching in inclusive classrooms
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher sel…
Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education
Pre-service teachers (n = 1572) from five faculties of education in Ontario, Canada were surveyed at the beginning of their programme about their attitudes and self-efficacy beliefs regarding inclusive practices. These responses were compared to responses from Ontario in-service teachers (n = 739) prior to their district-wide shift from a model of segregation to inclusive classrooms. Results demonstrate that elementary and female pre-service teac…
Transitioning towards inclusion
The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to suppo…
A work in progress
Legislatively and practically, school districts around the world have transitioned to more inclusive service delivery for students with disabilities. Despite consistent and meaningful changes across the spectrum of disability, students with Developmental Disabilities (DD) remain segregated in self-contained classrooms at a high rate. Within a Canadian context numbers vary: some provinces are fully inclusive and others continue to segregate studen…
Collaborative Teaching and Inclusion (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Social Psychology (4 works) · Inclusion (mineral (3 works) · Social Psychology (3 works) · Special education (3 works) · Teacher Education and Leadership Studies (3 works) · Inclusion and Disability in Education and Sport (2 works)