Sit in my seat’
Perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms
Bibliographic Data
| ID | 12579353 |
|---|---|
| Authors | David J Connor (0000-0002-2886-8149, Department of Special Education, Hunter College, City University of New York, corresponding author), Wendy Cavendish (0000-0003-2229-2246, University of Miami) |
| Year | 2018 |
| Volume | 24 |
| Issue | 3 |
| Pages | 288-309 |
| Publication date | 2018-04-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1459888 |
| OpenAlex | W2801009714 |
| Language | EN |
| Citations received | 11 |
| References cited | 30 |
In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through interviews of 40 high school students with LD in 3 schools. We share our findings about specific teacher characteristics and pedagogical skills that influence student perceptions of effective and ineffective teachers. From these findings, we provide a descriptive summary of what students identify as teacher characteristics and pedagogical skills that help them learn best. Finally, we discuss the implications of our findings as related to theory, research, practice, and policy
Developmental psychology · Inclusion (mineral · Learning disability · Mainstreaming · Mathematics education · Pedagogy · Sociology · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Psychology · Teacher Education and Leadership Studies
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Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers
Parental perspectives on the management of online learning and school readjustment for children with SEN during the Covid-19 pandemic
Student perceptions of project-based learning in inclusive high school language arts
What makes a good school? Perspectives of students at inclusive secondary schools in Germany
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices
Meritocracy and material consequences at the intersection of race, class, and disability for pre-service PE teachers
The importance of social supports in education
High School Students' Experiences With Scaffolding in Project‐Based Learning
Basics of qualitative research
The dreamkeepers
The Irregular School
The Coding Manual for Qualitative Researchers
The School I'd Like
Disability Studies and the Inclusive Classroom
Note to Educators
The danger of subverting students’ views in schools
Disability studies and inclusive education — implications for theory, research, and practice
A community of practice as an inclusive model to support children with social, emotional and behavioural difficulties in school contexts
Preparing teachers for inclusive classrooms
| Citations per year | 1.57 |
|---|---|
| Citation span | 2019 - 2025 (7) |
| Highly cited | No |