This student would be included in the education environment

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Running head: Understanding Low Expectations Understanding Low expectations of the special education teachers for their students 1 Understanding Low Expectations 2 Problem Statement According to Gartner, it’s believed that many students go to school with high expectations of success (46). Many of them enter classrooms with their ambitions and goals high on their shoulders ready to triumph over any obstacles on their road to success. However, teachers have low expectations for some students, especially those students with special needs. Separating students in groups according to their abilities is one thing that’s commonly available in many learning institutions in the world, probably due to the capacity of every student to respond to a particular situation. Tomlinson says, “The logic behind separating students by what educators perceive to be their ability is that it enables teachers to provide students with the kind of instruction they need” (Tomlinson, p. 345). In addition, low expectations of the teachers for their special needs students can affect the students in their classroom and in life negatively. Students might even think that they are inadequate in their capacity to perform in the classroom in comparison to their classmates. Therefore, low expectations can ruin the classroom, more so when the students do not perform well in tests. This is why I set to research on the low expectations of special education teachers for their special needs students. It’s necessary for teachers to make positive assumptions about students and to make sure that those assumptions are based on consistent data. Thus, it’s important to provide a classroom environment that ensures that even the disadvantaged students have a chance to stretch their skills and show what they know (Ford, p. 123). Significance of the study Innumerable studies have been conducted to explore the characteristics of students with disabilities and behavioral disorders, as well as the views of teachers regarding incorporating these students in the general education classroom. However, a more comprehensive research Understanding Low Expectations 3 must be done to relate instructors’ attitudes towardstudents’ low expectations of themselves. The study is crucial because the teachers’ opinion towards students affects the relationships built and assistance provided in the classroom. The revealed information would help the general instructors to identify their attitudes toward the incorporation of particular students, which will precisely result in more effective and efficient inclusion of the students (Campbell et al., 2001). The outcomes of the survey are important because if general education tutors have an adverse attitude towards incorporating and are unwilling to have students with disabilities in their classrooms, then they may fail to provide the necessary support that would create a helpful learning environment to the students. Research Purpose This study aims to compare the willingness of the instructors to have the students with disabilities and behavioral disorders in the general education classroom. The purpose of this study is to answer the question: Do general education tutors have varying attitudes toward including learners with low expectations for the first hope for their teachers? Other goals included: • To examine whether the classroom differences exhibited by different students in a class is as a result of the biased expectations on students by their teachers • To explore the relationship between varying teacher expectations for students Research Questions The research consisted of 6 questions that assessed the teacher's opinion about the importance of including students with special needs, and the notion of how their attitudes affect Understanding Low Expectations 4 the inclusion process. The tutors were asked to rate their level of agreement using the following statements: 1. It would be academically beneficial for these students to be in general learning setting. 2. This student would be included in the education environment. 3. The student would be joyfully accepted by other students in the class. 4. I would feel proud teaching these students in my classroom. 5. I would be able to adjust my lesson to meet the needs of the students. The teachers were then asked to give brief account on the following questions: 1. How do the teachers feel proud teaching these students in his/her classroom? 2. How can teachers adjust their lesson plans to meet the needs of the students? 3. How do teachers handle the diversity of children’s skills and abilities? These questions covered the thought processes of teachers interacting with students with special needs. References Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability,28(4), 369379. Ford, D. Y. (1998). The Underrepresentation of Minority Students in Gifted Education. The Journal of Special Education,32(1), 4-14. Understanding Low Expectations Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly,15(2), 147-166. Gartner, A., & Lipsky, D. K. (1987). Beyond Special Education: Toward a Quality System for All Students. Harvard Educational Review,57(4), 367-396. 5
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Running Head: UNDERSTANDING LOW EXPECTATIONS

Understanding Low Expectations
Name
Institutional Affiliation

1

UNDERSTANDING LOW EXPECTATIONS

2

Problem Statement
It is believed that many students go to school with high expectations of success,
(Gartner, 2016). Many of them enter classrooms with their ambitions and goals high on their
shoulders ready to triumph over any obstacles on their road to success. However, teachers have
low expectations for some students, especially those students with special needs.
Separating students in groups according to their abilities is one thing that is common in
many learning institutions in the world, because it provides a means in which group discussions
can be carried out amongst the students. Tomlinson says, “The argument behind separating the
students by what educators perceive to be their ability is to enable teachers to provide students
with the right kind of instruction they need” (Tomlinson, 2016): 345.However, low expectations
of the teachers for their special needs students can affect the students in their classroom and in
life negatively. Students might even think that they are inadequate in their capacity to perform in
the classroom in comparison to their classmates. This is why I set to research on the low
expectations of special education teachers for their special needs students.
It is necessary for teachers to make positive assumptions about students and to make sure
that those assumptions are based on consistent data. Thus, it is significant to provide an
environment that ensures even the disadvantaged students have a chance to enhance their skills.
(Ford, 1998): 123.
Significance of the study
Innumerable studies have been conducted to explore the characteristics of students with
disabilities and behavioral disorders as well as the views of the teachers regarding incorporating
these ...


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