KNIGHTDALE, N.C. (PRWEB) February 23, 2013
Seasoned educator and respectable role-model, Dr. Otelia Royster, publishes her research study, titled: Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators. The purpose of this study was to determine the impact of a professional-development intervention on the knowledge base of selected regular education middle school teachers relative to best practices in an inclusion setting and their perceptions toward teaching inclusive classes.
Royster’s research revealed that regular educators lacked the training to teach students with disabilities in inclusive classrooms. This resulted to their perception that students with mild to moderate disabilities should not be in the general education classrooms, which were consistent with the findings of studies investigating the perceptions of other regular educators. They appeared to have a low sense of personal efficacy for working with special education students. This signaled the need for an intervention.
The intervention was the Inclusion Professional Development Model (IPDM). Descriptive statistics were calculated, and inferential-statistical model was the t - test. Two questions evolved from the problem, the cross-referenced existing literature on inclusion, and the intervention proposed:
1.) Will the teachers’ knowledge of best practices in inclusive classrooms increase from pretest to posttest as measured by the Inclusion Knowledge Test (IKT)?
2.) Were teachers’ perceptions on inclusive classrooms changed from pre-implementation to post-implementation as measured by the scores on the Teachers’ Attitude Toward Inclusion Survey (TATIS)?
Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators is a well-researched study that deserves to be sincerely considered and supported, regularly revisited and re-evaluated for the benefit of both educators and learners.
“Effective changes do not come without a cost. Consistent monitoring and support requires open communication, and responsive action. It is critical to clearly define the responsibilities of regular and special educators, and to commit time and resources for continued professional development. In a time of increasing accountability and ever-changing priorities, educators must continue to be an advocate for positive change. Finally, the inclusion of students with disabilities is a matter of law,” Royster concludes.
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About the Author
Dr. Otelia Royster is an educator, scholar, and leader. Over the past 28 years she has served as a role-model for students and colleagues. She prides herself on being a successful African American, a daughter, a sister, a mother, and a professional Inclusion Curriculum Language Arts Instructor. She focused on the individual, precisely on the importance of making a difference in oneself. Royster was born in North Carolina, and grew up in Airlie, a rural area of Littleton. She spent summers working to help her parents. She graduated from high school then became married. In 1978, she was employed with Halifax County Board of Education. She attended Shaw University and earned her BA in 1990. After graduating, she attended North Carolina Central University and Nova Southeastern University, achieving honors for her M.Ed., M.A., and Ed.D. in 2011.
Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators * by Dr. Otelia A. Royster
Publication Date: December 19, 2012
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