Newsletter - SC Business Education Associationscbea.org/documents/newsletters/Final Newsletter Fall...

Fall 2015

NewsletterGreetings, It is such an honor for me to serve as your SCBEA president. This is an exciting time to be a member of SCBEA! Membership in SCBEA allows you to connect with business educators at all levels from all over the state of SC. Being a member gives you access to an abundance of resources for your classroom. It is always encouraging to know that other educators are willing to share their successes with their colleagues. I also encourage you to join NBEA. NBEA is committed to the advancement of your professional interest and competence by providing programs and services that enhance professional growth and development. Increasing membership is crucial for any organization. Our board members work hard to make the association the best it can be. To continue our strong tradition, we must both retain long-time members and attract new members. This helps the organization maintain continuity while also gaining new ideas and perspectives. Consider sharing this newsletter with a colleague. Invite a colleague to check out our website. Provide a membership form. Finally, take a moment to reflect on how rejuvenating attending a conference geared specifically for your content area can be and decide to attend with a friend. Continue to check the website, www.scbea.org, as we update it with convention news. Make it a priority to recruit a new member for SCBEA. As you navigate through our website and read our newsletters, you will see that the 2015-2016 board members have been working diligently to put together a 2016 convention that will appeal to all business educators. Mark your calendar now to attend the 2016 SCBEA convention in Myrtle Beach February 3-7, 2016. This year’s convention theme is Waves of Opportunity – Oceans of Success. Ruthayn Burdette, President-Elect, and her committee are preparing an exciting program. Dr. Tena B. Crews, Professor in the College of Hospitality, Retail and Sport Management and Director of Online Learning and Development at USC, will be our opening Keynote speaker. Eva Rutiri, CTE teacher at West Ashley High School, will bring the Keynote address at our general closing session. Hyacinth Phillips, our Vice-President, will be processing registration this year. Make plans now to attend the SCBEA Convention in beautiful Myrtle Beach!

2015-2016

EXECUTIVE BOARD

President ....................................Sandra Smith [email protected]

President-Elect .................. Ruthayn Burdette [email protected]

Vice President ..................... Hyacinth Phillips [email protected]

Secretary .................................... Tami Stewart [email protected]

Treasurer ........................................ Anne Mace [email protected]

Editor ........................................... Tonya Owen [email protected]

Parliamentarian .............................. Rita Beard [email protected]

Past President ............................ Carolyn Diaz [email protected]

NBEA Representative ................ Ann Godfrey [email protected]

Adviser ..................................... Linda Skinner [email protected]

BOARD REPRESENTATIVES

4-Year College/University .......... Tena Crews

[email protected] Post-Secondary ......................... Kathy Locke

[email protected] Secondary ............................. Dennis Roberts

[email protected] Middle School ................. Michelle Isenhower

[email protected] Retiree Representative ............ Julie McCraw

[email protected] Member at Large .................... Lynda Oswald

[email protected] Member at Large ............................ Eva Rutiri

[email protected] Education Associate ................... Tony Dillon

[email protected]

COMMITTEE CHAIRMEN

Awards ..................................... Peggy Bozard Convention Site ......................... Carolyn Diaz Constitution/Handbook .......... Linda Skinner Finance .......................................... Anne Mace Legislative .................................... Tony Dillon Membership ............................... Ann Godfrey Nominating ................................ Carolyn Diaz Program ............................ Ruthayn Burdette Public Relations ........................ Tonya Owen Scholarship ............................. Lynda Oswald

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SCBEA Newsletter, Fall 2015

SBEA Convention

Kingsport, Tennessee

October 21-24, 2015

Make plans NOW to attend the SBEA Convention in Kingsport, Tennessee, as we Reach New

Heights in Business Education! The convention will be held at The MeadowView Marriott

Conference Resort & Convention Center. This beautiful property is surrounded by the Blue Ridge

Mountains on the Appalachian Parkway. October in Tennessee is the perfect time to travel to

SBEA to view the fall foliage and beautiful mountains. Please view the hotel’s Website. The

property is stunning with excellent reviews that others have given this hotel and convention

center.

Some of the area attractions include:

Reedy Creek Winery (Attached to Hotel‐Tours Available) Kingsport Historic and Antique District Historic Jonesborough Allandale Mansion Bristol Motor Speedway

Register at http://www.sbea.us/sbea‐online‐registration‐form/ and book your hotel

accommodations at the Meadowview Conference Resort and Convention Center to receive the

SBEA Rate (1‐423‐578‐6600). Dr. Moody E. Crews will be a keynote

speaker and other South Carolina educators will present at SBEA. Plan to

support them by attending their sessions. I look forward to seeing you in

Kingsport!


South Carolina

Education & Business Summit

The 2015 Education & Business Summit was held June 21 ‐ June 24 at the TD Convention Center in Greenville,

South Carolina. This year’s theme “Today’s Learners, Tomorrow’s Earners” provided three days of professional growth

that enabled educators to reenergize for the 2015‐16 school year. SCBEA planned four sessions for all business

educators during their Division Day in addition to other sessions planned by the EBS Program Committee. These

sessions were: Gaming in the Classroom, presented by Courtney Epting, South Carolina Economics; Oh, the Places

You'll Go with Free Online Tools!, presented by Rita Beard, Sumter School District CATE Director; SCDE Business

Education Update, presented by Anthony Dillon, State Department of Education; and SCBEA ‐‐ Why Join? The Benefits,

Leadership Opportunities, and Professional Development, presented by Sandra Smith, SCBEA President.

During the conference Dr. Tena B. Crews was named the SCACTE Post‐Secondary Teacher of the Year and

Rosemary Bianchi was named the Secondary Teacher of the Year. Dr. Crews has served SCBEA in numerous roles

including President, Adviser, and Board Member at Large. Rosemary served as SCBEA Editor, which included being the

webmaster and newsletter editor.

Dr. Crews is a Professor of Integrated Information Technology at the University of South

Carolina. She also serves as the Director of Online Learning and Program Chair for the Bachelor of

Arts in Interdisciplinary Studies for the College of Hospitality, Retail and Sport Management. She

has taught for 30 years at various levels of education. She previously taught business education

and computer science courses at the secondary and technical school levels and served as a

Technology Coordinator at the elementary school level. She is an outstanding researcher and

author of the Fundamentals of Insurance, Investigating your Career and an upcoming new edition

of the Digital Media: Concepts and Applications book.

Rosemary Bianchi has been involved in education since 2009 as an Operation Reboot

Mentor at Georgia Institute of Technology and was also a teacher and Business/Computer Science

Program specialist in Georgia. She also taught at Wando High School and is currently the CTE

Program Manager for Lexington Technology Center. She has skills in a multitude of business areas

including Microsoft Office, Adobe Creative Suite, scripting and programming languages and is a

certified Adobe Education Trainer and is also CompTIA Strata Fundamentals certified.


National Business Education Association

Annual Convention

Chicago, Illinois

March 31‐ April 4, 2015

The 2015 NBEA Annual Convention was held in the exciting Windy City March 31‐April 4. Chicago Marriott

Downtown Magnificent Mile, located on Chicago’s famous Michigan Avenue, was the site for this year’s convention.

Chicago had something for everyone including incredible shopping on the Magnificent Mile, 5‐star dining venues, 40

museums, five regional Tony Award‐winning theaters, and other exciting opportunities.

The conference provided over 70 educational sessions and hands‐on technology

workshops to expand specific skills and introduce additional technology. In addition, keynote

speakers, the trade show, exhibitor sessions, and networking functions provided business

educators with an exceptional opportunity to learn new ideas and skills that can be utilized in

the classroom and workplace.

The 2015 Convention Program Committee worked hard to provide relevant educational sessions for business

educators at all levels. Some of the sessions included Flipping the Classroom, You Tube as a Teaching Tool, Google

Classroom, Professional Development with Twitter, 21st Century Soft Skills, Community

College Session, Entrepreneurship through School‐Based Businesses, Promoting Student

Engagement through Technology, Creativity & Collaboration, Economics of Sports Marketing,

Social Media in Business, Strategies for Teaching Middle School & Elementary Keyboarding,

App Development, Rubrics, Online Instructional Strategies, All Things Google, Teaching Tips

from New Teachers, and Financial Literacy.

Many South Carolina educators attended the conference including Dr. Susie VanHuss

who presented “Technology and Workforce Trends—Preparing Students for the 2020 Jobs.” Dr. Tena Crews chaired the

discussion of Business Education Research “An Exploratory Case Study of How Middle School Principals of Small Rural

Schools Address Cyberbullying and the Role of Business Educators in its Prevention.” Eva Rutiri, who teaches at West

Ashley High School, presented “Photoshop Boot Camp” technology session. Debbie Castles served on the registration

committee, and other teachers served as coordinators and liaisons for program sessions.


Teacher and FBLA Adviser Tammy Mathews of the Anderson 5 Career Campus pictured below with Student Jenna Boye Enjoying Chicago during FBLA Nationals!


South Carolina State President FUTURE BUSINESS LEADERS OF AMERICA

Manning High School

2155 Paxville Highway, Manning, SC 29102

[email protected]

@SCFBLAPRES_Bell

Dear South Carolina Business Education Association:

Greetings from the South Carolina chapter of the largest and oldest student business organization in the entire world! For sixty‐eight

years, South Carolina FBLA has prepared students for careers in business. Although business is our main focus, FBLA offers a wide

range of opportunities, including sharpening leadership skills, improving social and networking skills, scholarships, competitive

events and much more! Future Business Leaders of America is a life‐changing organization, and we are able to uphold our tradition

and standing as the premier student business organization because of associations like the SCBEA!

To continue our greatness, every year a theme is chosen as the guiding words and central focus for all activities and events planned!

This national theme for FBLA is “Connect,” and our state theme is “Ignite Your Inner Hero!” Our state theme is very unique. This year

with SC FBLA, we want our members and advisers to be a “Super Hero” for FBLA by going above and beyond the ordinary and

complete more service hours, make a step closer to becoming a great future business leader, and “make your mark” on our state

that will yield much success in each of your member’s endeavors! This year will be one to remember with a great theme, an

awesome state membership, and an overall positive state ready to lead in this membership year. I am sure you do not want to miss

the fun, right? Well, the good news is, you do not have to! When you visit the SC FBLA website, www.scfbla.org and the National

FBLA website, www.fbla‐pbl.org, I strongly encourage you to look into reactivating or chartering a new chapter! I look forward to

welcoming your local chapter into our great state chapter.

What makes South Carolina FBLA is member involvement at the local, state, and national level. At the local level, chapters are

involved in community service projects such as raising funds for the American Cancer Society, recruitment activities to increase their

chapters’ membership, and supporting state projects. There are numerous state programs and conferences that we offer. Our

primary service project is the Shriner’s Hospital for Children Build‐A‐Bear Project. As a state we donate over 250 bears each year!

Other state events that members are involved in are the competitive events program that allows members the opportunity to

compete at the district, state, and national level, the State President’s Council that assists our state officer team, a state fall rally,

and several other national programs that our members are involved in and represent our state well. There are numerous national

programs like the Business Achievement Awards, competitions among chapters including chapter challenges where successful

chapters can be recognized on the national level, scholarships, and more! Each year SC FBLA proudly joins the National FBLA

Organization by raising funds for the March of Dimes, our national service partner. The national FBLA is proud to announce that we

have donated over $500,000 this year, which totals an astonishing amount of nearly $17 million given to this charity in the last 40+

years! Whether it is on the local, state, or national level, all FBLA members can “Ignite Your Inner Hero” and “Connect” in this

amazing organization, the Future Business Leaders of America!

This year I look forward to a great year working with the SCBEA. Please feel free to contact me at any time via e‐mail. Also, please

“Get Social” with our state chapter by following and liking our Twitter, Instagram, and Facebook accounts to ensure that we

communicate well together in our partnership. Thanks for your support of South Carolina FBLA, and I look forward to working with

you all in the future!

Best wishes,

Quadri Bell 2015‐16 SC FBLA State President


The National Leadership Conference was a success! Innovative leadership programs, inspiring speakers, and “hyped”

sessions were some of the main highlights of this great conference. Of course, the terrific and amazing South Carolina

FBLA delegation was well represented with over 230 members, advisers, and guests registered from our state! There

were many exciting moments at the conference, including our state meetings, regional recognition session and

campaign rally, and the overall awesome and unforgettable experience of an NLC! Congratulations to all our national

winners, thanks to all those who competed, and we look forward to seeing you all at the National Fall Leadership

Conference in November in historic and beautiful North Charleston! South Carolina FBLA members and advisers, “Ignite

Your Inner Hero!”

Congratulations to our national winners!

Individual Winners

1st Place: Kierra Grayson, Battery Creek High School, Client Service

2nd Place: Jamar McCain, Strom Thurmond Career Center, Job Interview

5th Place: Grace McClain, North Augusta High School, Word Processing

5th Place: Jacqueline Phillips, North Augusta High School, Future Business Leader

Chapter Winners

1st Place: Ebenezer Middle School, Go Green Project

9th Place: North Augusta High School, Community Service Project

Kierra Jamar Grace Jacqueline


SCBEA Membership

WHY JOIN PROFESSIONAL ORGANIZATIONS AND ATTEND CONVENTIONS?

Hopefully, many of you are registered or will register for the SBEA 2015 Annual Convention which is quickly

approaching! This year’s convention will take place October 21 – 24, 2015 at the MeadowView Marriott, Kingsport, TN.

Mark your calendars now and register for the 2016 SCBEA Convention February 3‐7, 2016. Our convention will be held

at the Hilton located in Kingston Plantation on 10000 Beach Club Drive in Myrtle Beach. This year’s convention theme is

Waves of Opportunity – Oceans of Success. Ruthayn Burdette, President‐Elect, and her committee are preparing an

exciting program. Dr. Tena B. Crews, Professor in the College of Hospitality, Retail and Sport Management and Director

of Online Learning and Development at USC, will be one of our General Session Keynote speakers. Eva Rutiri, CTE

teacher at West Ashley High School and the 2011 Charleston County Teacher of the Year, will also bring a keynote

address at a General Session. Hyacinth Phillips, our Vice‐President, will be processing registration this year. Make plans

now to attend the SCBEA Convention in beautiful Myrtle Beach!

These conventions are excellent opportunities to engage and connect with Business Education Educators in our state

and region. A few reasons why you should join and attend professional conventions are:

One – You

Learn something new

You can only learn so much from reading industry experts’ blogs, whitepapers, books, etc. You can learn a lot more from

watching and interacting with those experts face to face. Attending a convention where experts are speaking will allow

you to ask them all the burning questions you have. You can also ask for advice and possibly make a connection you can

take advantage of in the future. You never know, attending a convention might help you on your way to becoming an

expert yourself.

Get inspired

I know that for me, watching others I admire in their element and doing what they love can inspire me to take action

myself. Hearing what convention speakers have done to make their classrooms/programs so successful can motivate

you to take their lead and follow in their footsteps. It could be that they inspire you to add something new to your

classroom or change the way you do things. Whatever it is, meeting others who have been/are successful in your field

should inspire and motivate you to reach the same level of success.

Have fun

Attending a convention or seminar is a great opportunity to have a bit of fun without feeling guilty for missing work.

Two – Your Program Area

Stay up to date with trends in your field

Knowing what the latest news and trends are in your program is key to ensuring you stay ahead of the curve and don’t

fall behind the pack. Conventions usually introduce a new trend that has recently come on the scene, placing you ahead

of everyone else.

Bring value back to your program


Think of attending a convention as an investment. You pay money for a ticket, get something in return, which, given

time, will provide a great ROI for your program. The skills and knowledge you learn at a convention can be invaluable to

your program and can make you invaluable to your school.

Three – The People

Networking opportunities

Conventions present the ideal opportunity to meet lots of like‐minded people who share similar interests. The people

you make connections with could also prove resourceful in the future.

Meet industry experts

This is your chance to meet those people that you have admired for years. Those who have had vast success in Business

Education and whom you want to learn from first hand.

Meet new people

It is probable that the other attendees at a convention are not that dissimilar from you. Conventions provide an

environment that allows you to easily chat with new people, as they offer numerous opportunities to speak to other

attendees. You already have something in common, deciding to attend the same convention, as well as an interest in the

convention agenda.

There are really three main reasons why you would attend a convention, seminar or event: for you, for your program

and for your students. Whatever your reason, you are guaranteed to find some benefit in your attendance.

Your Turn

What was the last conference, convention, seminar or event you attended?

What did you gain from attending it?

What else would you add to the list of reasons for attending an educational convention or event?

Take all of this into consideration when you approach your administration asking to attend SBEA, SCBEA and NBEA

Conventions. You will gain so much more than the cost of the event. Tennessee will be beautiful in October and the

venue is gorgeous. The program can be viewed at www.sbea.us. Several folks from South Carolina are participating in

the program already. Take this opportunity to share ideas with teachers in the 12 southern states. Also visit

www.scbea.org to register for the SCBEA convention in Myrtle Beach February 3‐7, 2016.

If you have not joined SCBEA, please complete the SCBEA Membership Form and send your check to Ann Godfrey,

SCBEA Membership Director, as soon as possible.


SCBEA Membership (as of October 5, 2015) (* denotes NBEA membership, + denotes SCACTE membership)

Achziger, Tammy

Avery, Ginger

Bailey, Mary*

Barron, Amanda*+

Beard, Rita*+

Berry, Bonita+

Boland, Marcelle+

Boland, Ray+

Bosman, Janice*

Bowman, Donna*

Bowman, Sylvia

Boykin, Angela

Bozard, Peggy*+

Bradley, Judy

Brown, Karen

Brown, LuAnn+

Brown, Menka*

Brown, Wycillia+

Burdette, Ruthayn*+

Burns, Hattie+

Caldwell, Eric+

Campbell‐Gartrell,

Denise

Candy, Lori+

Coaxum, Michelle

Crews, Tena*+

Daniels, Frances+

Davis, Lillie+

Diaz, Carolyn*+

Dillon, Tony*+

Farris, Rob

Folks, Julia*

Godfrey, Ann*+

Greenberg, Rae Ellen+

Gressette, Dawn+

Guerry, Jane+

Haile, Tammy+

Harley, Felicia

Harrington, Gail+

Hill, Ginger+

Houck, Michael+

Hudson, Ann*+

Isenhower, Michelle*+

Jackson, Angela

Jackson, Patricia+

Jay, Niya

Kalk, David+

Kelly, Rose*

Langley, Antionette

Lannan, Charissa*+

Lee, Tana+

Littles, Margaret+

Locke, Kathy*+

Mace, Anne*+

Magliolo, Stella+

Mathews, Tammy*

McCraw, Julie*

McFarlan, Latonya+

McKnight, Quintina

Mitchell, Vanessa+

Monteith, Maurine

Moreno, Cyrenna+

Motts, M. B.

Myers, Teresea+

Oswald, Lynda*+

Owen, Tonya*+

Phillips, Hyacinth*

Rachels, Carol*

Reed, Joan+

Reed‐Perrineau, Karen+

Richard, Brian+

Richardson, Naylene+

Roach, Mary Beth+

Rosefield, Brian*

Roycroft, Cheryl+

Rutiri, Eva*

Skinner, Linda*+

Smith, Matt*

Smith, Paul

Smith, Sandra*+

Stoddard, Christie

VanEtten, Beth*

Vrede, Elton

Watson, Hiltra+

Weaver, Christine*

Welch, Amy+

Wider, Beyonka+

Wiley‐Thompson,

Melissa*+

Williamson,

MarySusan+

Wood, Meghan+


SOUTH CAROLINA BUSINESS EDUCATION ASSOCIATION

PROFESSIONAL MEMBERSHIP FORM

(July 1, 2015 to June 30, 2016)

□ New Member □ Renewal Please Print or Type: Name: ________________________________________________________________________ Last First Middle

Business(School) Address: School Name:______________________________________________________________________________

Address:___________________________________________________________________________________

City/State/ZIP:______________________________________________________________________________

Telephone Number:__________________________________________________________________________

E-Mail Address:_____________________________________________________________________________

Home Address: Address:____________________________________________________________________________________

City/State/Zip:_______________________________________________________________________________

Home Phone: ________________________________ Cell Phone: ___________________________________

Home E-Mail:_______________________________________________________________________________

Membership Type: □ SCBEA Professional $ 20 □ SCBEA Student Member $ 5

□ SCBEA Retired Member $ 5

□ NBEA/SBEA Professional $ 85** (This membership is separate from SCBEA Membership)

□ NBEA/SBEA/ISBE Professional $ 115** (International Society for Business Education. This

membership is separate from SCBEA membership)

□ NBEA/ISBE/Delta Pi Epsilon $ 175** (This membership is separate from SCBEA Membership) □ ACTE $ 80** (This membership is separate from SCBEA Membership)

□ SCACTE $ 65** (This membership is separate from SCBEA Membership)

________ Total enclosed. Make checks payable to SCBEA. SCBEA Employer ID Code: 30-0331289

□ I am interested in serving SCBEA in some leadership role.

□ My name may be listed on the SCBEA Web site as a member.

Return completed form with payment to: Mrs. Ann Godfrey Phone: 864.489.8087 (Home) SCBEA Membership Chair 864.425.3782 (Cell) 124 Morgan Cross Road E-Mail: [email protected] Gaffney, SC 29341-3811


OFFICIAL SOUTH CAROLINA BUSINESS EDUCATION ASSOCIATION

AWARDS PROGRAM NOMINATION FORM

Please check the box for the award category in which the candidate is nominated.

OUTSTANDING LEADERSHIP AWARD Currently engaged in business education as a business educator (secondary, post-secondary, business teacher educator, or administration/supervision)

SUPERVISION

Primarily engaged in administration and super-vision of business education programs at the state and/or local level

POST-SECONDARY TEACHER OF THE YEAR

Currently teaching at the post-secondary level other than a senior college teacher

COLLEGIATE

Currently teaching at the college/university level as a senior college teacher

SECONDARY TEACHER OF THE YEAR

Currently teaching at the secondary level

NEW TEACHER OF THE YEAR

Business educator in his/her first, second, or third year of teaching

MIDDLE SCHOOL TEACHER OF THE YEAR

Currently teaching at the middle school/junior high school level

Nomination Form must be postmarked no later than November 20, 2015. Please return the completed form by email. Please key or print all information. Date _______________________________________________________________________

Nominee’s Name __________________________ E-mail _____________________________

Street Address _______________________________________________________________

—————————————————————————————————————————– City State ZIP Code

Telephone: Office/School ________________________ Home _________________________

Present Position of Nominee ____________________________________________________

Nominator's Name ________________________ E-mail ______________________________

Street Address _______________________________________________________________

____________________________________________________________________________ City State ZIP Code

Telephone: Office/School ________________________ Home ________________________

The nominee must be a member of NBEA/SBEA and SCBEA at time of nomination. Nominations must be made by an SCBEA member.

MAIL THE FORM TO: Julie McCraw 134 Mabry Road Spartanburg, SC 29307 [email protected]

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February 3 – February 7, 2016 General Information (Please Print)

Name:

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Running Head: INCLUSION IN THE GENERAL EDUCATION CLASSROOM

Inclusion in the General Education Classroom: Teacher Perceptions and Effects on Students

Author: Nicole Laviola

Bachelor of Arts in Interdisciplinary Studies (BAIS) Degree Program

University of South Carolina

Submitted as a requirement of IDST 497 – Spring 2015 – Dr. Tena B. Crews


Abstract

A key issue within the teaching profession is the inclusion of special education students into the general

education classroom. Although, many teachers agree inclusion can be beneficial, there are often feelings of an

incapability to teach students with diverse needs. Teachers often do not have the proper pre‐service training or

administrative support to deal with the inclusion of students with disabilities, leading to preconceived negative attitudes

and concerns for themselves, and students with and without disabilities. Therefore, strategies to help teachers

overcome negative attitudes and concerns, while ensuring students are reaching appropriate educational goals, are

essential to classroom success and the prevention of teacher burnout.

Literature Review

Ensuring all students receive an appropriate education is imperative, including all students with and without

disabilities. After the 1975 Individuals with Disabilities Education Act (IDEA), disabled students were guaranteed access

to participate in mainstream schools in order to receive the same education as general education students. Although,

this is a great opportunity, many teachers have felt the added pressures of educating students with disabilities, making

inclusion a prominent issue in the teaching profession.

Most teachers agree inclusion can be a positive educational placement, but have feelings of an inability to meet

the types of demands required. Teachers often have preconceived feelings about educating students with disabilities

before receiving a teaching position. In a survey‐based research study, Hemmings and Woodcock (2011) noted pre‐

service teachers were questioned on personal views on inclusion and readiness to teach within inclusive classrooms.

“Many new teachers expressed apprehension in regards to abilities in teaching students with diverse needs in

mainstream classrooms and apportion blame on preparation” (Hemmings & Woodcock, 2011, p. 3). Due to specific skills

and knowledge needed to teach in inclusive classrooms, pre‐service teachers “need to have an early and continuous

hands‐on exposure to students with diverse needs” (Hemmings & Woodcock, 2011, p. 5). However, a vast amount of

teachers have not received thorough training. This inadequate training has led to negative attitudes and concerns about

inclusion.


Avramidis and Norwich (2002) argued that “teacher’s beliefs and attitudes are critical in ensuring the success of

inclusive practices since teachers’ acceptance of the policy of inclusion is likely to affect their commitment to

implementing it” (p. 130). Fuchs (2010) noted that teachers reported a need for accommodations and instructional

strategies to meet the needs of students with disabilities. “Teachers also reported a need for administrative support and

collegiality among general and special educators” (Fuchs, 2010, p. 31). Teachers already face consistent stressors

throughout the school day without students with disabilities. Teachers are challenged to keep an appropriate pace, offer

a variety of learning strategies, promote individualized attention, meet learning goals, and prepare for state testing. All

of these challenges can be stressful for teachers. Wang (2009) indicated “while inclusion is beneficial for developing the

competencies and skills of both students and teachers alike, implementing a program of inclusion will most likely put

teachers under considerable pressure” (p. 156) to meet the needs of all students.

Another concern of teachers is how inclusion affects general education students. Many teachers believe

inclusion often leads to simplifying classroom instruction. Not only may the instruction be simplified, but other

requirements involve changes in organization and curriculum, as well as modifications in assessment,” (Walker &

Ovington, 1999). In order to meet the needs of special education students, additional time spent with such students is

often required. This allowance may take away instructional time from general education students.

Class pace is also a concern for teachers. Teachers may feel pressured to ensure all students progress as rapidly

as possible through academic curriculum required for advancement (Antoinette, 2002). Therefore, if each student has a

different learning curve, full potential may not be reached. Class pace is vital to alleviate the issue of general education

students feeling unchallenged or bored. General education students may also be harmed by disruptive behaviors from

students with disabilities. “For students with severe disabilities, even the most basic aspect of the general education

classroom may serve as triggers for problem behavior,” (Antoinette, 2002, p. 2050) leading to interference in the

learning process.

Issue/Problem Statement

A major issue general education teacher’s face is the inclusion of students with disabilities, both mild and

severe, into the general education classroom. Antoinette (2002) provided a quote by Wong that provides an overview of

the Individuals with Disabilities Education Act. “The Individuals with Disabilities Education Act (IDEA) affords disabled


students the right to be educated alongside non‐disabled students,” (Antoinette, 2002, p. 2039), and the No Child Left

Behind (NCLB) Act grants students with disabilities access to regular education curriculum meaning “teachers are

required to educate a broad range of learners in the general education setting” (Fuchs, 2010, p. 30). With the increasing

amount of students with disabilities entering the general education classroom, teachers are facing a variety of stressors,

including concerns about inadequate pre‐service preparation or training, and little to no support from administration.

Due to these concerns, teachers often hold negative attitudes towards teaching students with disabilities.

“A teacher who believes inclusion is unfair to typically achieving students may act in subtle (or not so subtle)

ways that negatively affect students with disabilities in the classroom” (LaBarbera, 2015, p. 2). However, general

education students are also a primary concern. Teachers must ensure an appropriate class pace is upheld to avoid

students feeling unchallenged or bored, and disruptions by special needs students do not become an interference to the

learning process. It is essential for general education teachers to find effective strategies and develop the necessary

tools to ensure all students in the classroom succeed. Therefore, the problem analyzed in this manuscript is teacher

perceptions of and attitudes and concerns regarding inclusion and strategies to reduce the negativity and concerns.

Solution Development

A major problem general education teacher’s face is inclusion, which leads to negative attitudes and concerns.

Concerns include not having adequate training or preparation, little to no support, lack of time to prepare, and providing

individualized attention to ensure all students are reaching appropriate learning goals. These concerns many times

elevate the level of negative attitudes as well.

The most obvious solution for changing negative attitudes and lessening the concerns of teachers would be for

universities to offer a more thorough pre‐service training program to allow prospective teachers to work with special

education students before entering the field to change perceptions, and administration offering more support for

teachers. Unfortunately, these solutions are not always available to all teachers. Instead, teachers must find strategies

to change negative attitudes and reduce stress within the classroom and to ensure inclusion is not affecting any student

negatively.

One solution, as indicated by LaBarbera (2015), is the use of Willard’s (2002) concept of Vision, Intention, and

Means (VIM) to improve the inclusive classroom atmosphere and academic outcomes. Willard (2002) suggests


“educators in inclusive settings purposefully develop a clear vision of transformed teaching practices, fully intend to

bring about the change, and advantage of the means to facilitate a change in the educational practice of the class”

(LaBarbera, 2015, p. 5). Vision implies teachers need to first have an idea of what personal teaching methods and overall

classroom atmosphere would be like if negative opinions were removed. “The absence of vision for effectively educating

students with exceptionalities might explain why inclusive classrooms have been less than successful and barriers must

be removed such as dissatisfaction with prior training or negative attitudes” (LaBarbera, 2015, p. 9).

Intention deals with making a conscious effort to make changes and to gain more knowledge. “It is necessary to

conduct research, learn beneficial strategies for students who struggle, and start using them in the classroom”

(LaBarbera, 2015, p. 10). Means involves taking the appropriate steps to change inclusive teaching for the better. Means

“involves instrumentalities by which inclusionary teaching can be transformed – the means by which one can become

the kind of teacher who is equipped to instruct students with exceptionalities in inclusive settings” (LaBarbera, 2015, p.

10). Receiving training and developing learning strategies are examples of implementing the means. Another possible

solution is collaboration.

Villa and Thousand (2003) argued collaboration as a key variable in the success of inclusion. According the an

Intelligence Communication Collaboration Study (1999) collaboration can be defined as “interaction among two or more

individuals encompassing a variety of behaviors including communication, information sharing, coordination,

cooperation, problem solving, and negotiation” (p. 1‐2). Traditionally, general education and special education teachers

taught separately. However, “no one person could have all the expertise required to meet the needs of all students in a

classroom” (Villa & Thousand, 2003). By allowing general and special education teachers to teach together as one,

teaching and learning may be strengthened. Both sides offer their own skills and training, and should “work together as

equal partners in interactive relationships, while involved in all aspects of planning, teaching, and assessment” (Ripley,

1997, p. 2).

A third solution is incorporating peer‐tutoring into the classroom. Peer‐tutoring is “an educational practice in

which one student instructs another students in material in which the first is an expert and the second a novice” (Tiwari,

2014, p. 11), such as a general education student tutoring a special education student. Peer‐tutoring can be beneficial

for a variety of reasons. Teachers have fewer burdens placed on them for ensuring individualized attention because


students are receiving the attention from a peer. Teachers can also lessen personal concerns for students being

negatively affected by inclusion. Tiwari (2014) indicated not only do those being tutored receive individualized attention

and instruction, as well as gain companionship, but tutors increase personal understanding of subject areas while

developing leadership skills and boosting confidence. Stress levels among teachers may be reduced because of

additional time to focus on preceding lessons and concerns may also be alleviated as knowing students are learning

appropriate material.

As with any solution to a problem, a cost must occur. The costs of time and training are the most prevalent in

the aforementioned solutions. Because general education teachers typically do not receive special education training,

the use of accommodations and modification for special education students are unfamiliar. “A critical part of teaching

and assessing students with disabilities is providing them with accommodations that support learning and their ability to

show what they know and can do” (Luke & Schwartz, 2007). Accommodations and Modifications for special education

students can also carry a hefty expense. The Special Education Expenditures Program (SEEP) conducted a study in 2005

showing the cost of educating a special needs student. The cost was indicated to be between $10,558 and $20,000,

whereas educating a student without special education services is around $6,556 (Mainstreaming, 2012).

VIM’s only cost is time and commitment. It takes a significant amount of time for the teacher to develop a

vision, the intent to carry out the vision, and a plan to follow through with the means. The costs of collaboration include

training, time, preparation, and practice. Albeit well worth it, teachers often remark on the difficulty of collaboration

(Miller & Burden, 2007; Friend, 2000). “Teachers need specific training in knowing how to work, communicate, and

collaborate with other adults” (McCormick, et al., 2001, p. 130). According to Thousand and Villa (2003), “schools must

provide necessary training through a variety of vehicles including in‐service opportunities, coursework, and professional

support groups” (Villa & Thousand, 2003). Collaboration’s biggest cost is time – time to be spent planning, developing,

and evaluating. Planning is not only a requirement of teachers, but of districts and building as well. Ripley (1997)

indicates districts should ensure resources are made available including money and assistance, and building principals

should “facilitate collaboration efforts by instructing personnel” (p. 3). “Time away from the classroom for consultation,

professional conferences, and training, is vital to the success of collaborative practices” (Ripley, 2007). The cost of peer‐

tutoring is time as well. Teachers must spend time evaluating students to choose which students would be appropriate


tutors and which students could benefit from being tutees. The teacher must also evaluate whether or not the tutoring

is leading to success for all individuals.

Measuring whether or not a solution is successful is vital in overcoming a problem. For VIM “the degree of

success in efforts will depend upon the degree to which this general pattern is conformed” (LaBarbera, 2015, p. 4). For

any kind of transition to occur, Willard (2002) argued believers must implement the appropriate vision, intention, and

means. Once teachers choose to take appropriate steps to improve the inclusionary class, positive attitudes will emerge

and stress should be reduced. After putting in the initial effort associated with teacher collaboration, positive outcomes

will develop. Improvements in collaboration have been attributed to more teaching time and attention, and more

opportunities to individual assistance (Ripley, 2007; Walther‐Thomas, Bryant, & Land, 1996). Teachers also noted

professional growth and a greater motivation for teaching when being involved in successful collaborative efforts

(Ripley, 2007). Students with disabilities became more motivated and all students gained new appreciation for individual

skills and accomplishments when collaboration was employed (Ripley 2007). As previously stated, the success of peer‐

tutoring can be measured in the progress of students. Peer‐tutoring also relieves the teacher of added stress and

pressure by allowing for additional time for positive feedback and evaluation.

Although the chance for success when implementing the aforementioned solutions is high, there is a chance the

issue could go unsolved leading to repercussions. The repercussions for not working toward reducing negative feelings

and concerns include teachers holding onto negative attitudes, bearing stress, and feeling concern for students, leading

to burnout and eventually teacher turnover. Freudenberger (1974) defined burnout as a state of fatigue and emptiness

of physical and mental power; a state of being worn out. “In a number of studies concerning teacher burnout, the latter

[emptiness of physical and mental power] is identified as a result from ongoing stress” (Talmor, Reiter, & Feigin, 2005, p.

217).

Talmor et al. (2005) also indicated the more positive the attitude of the teacher towards students with

disabilities, the less likely burnout will occur. Therefore, if teachers maintain negative attitudes and continue to suffer

from stress, burnout will likely occur. Teacher turnover can be seen as both a cost and a repercussion. Turnover is when

a teacher leaves the profession causing schools to put in money for recruiting, hiring, and training replacements (Barnes

et al., 2007, p. 4). In a small school district the cost of a teacher who left the district was around $4,366 per teacher who


left. In a very large district such as Chicago Public, turnover is estimated to be 86 million per year (Barnes et al., 2007, p.

5).

Due to the risks of teacher’s maintaining negative attitudes towards inclusive teaching and the concern for lack

of training and support, as well as the concern for student achievement, it is pertinent for teachers to find appropriate

and manageable solutions to overcome these feelings and avoid the risk of burnout. It should be the goal of each district

to ensure teachers have the proper training, time for collaboration, and assistance to provide to peer‐mentors.

Conclusion

The teaching field is a demanding career with teachers constantly facing stressors within the classroom. With

the 1975 Individuals with Disabilities Education Act granting students with disabilities access to general education

curriculum, teachers are experiencing more pressure, especially with the lack of training and administrative support, to

ensure all students reach necessary learning goals. The aforementioned strategies will not only benefit teachers in

changing preconceived attitudes and reducing stress and concerns, but will also change the classroom atmosphere while

encouraging educational success and preventing teacher burnout.

Implications

Today, inclusion in the general education classroom is inevitable. However, with teachers not receiving thorough

pre‐service training on how to work in an inclusive classroom, negative attitudes and concerns are often present.

Teachers must develop strategies that will not only decrease personal stress, but will create a more positive classroom

atmosphere, with students becoming more motivated, positive, and confident. Without positive attitudes towards

teaching students with disabilities, the implication would be a decrease in success for both the teacher and the students.

Another implication includes possible teacher burnout due to reoccurring stress and lack of power to go on teaching.

Without the aforementioned solutions, the teaching career field would be impacted by teacher turnover and general

and special education students not reaching full potential.

References

Antoinette, M. (2002). Examining how the inclusion of disabled students into the general classroom may affect non‐

disabled classmates. Fordham Urban Law Journal, 30(6), 2039‐2060.


Avramidis, E. & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature.

European Journal of Special Needs Education, 17(2), 129‐147.

Barnes, G., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five school district: A pilot study. National

Commission on Teaching America’s Future, 4‐97. Retrieved from http://files.eric.ed.gov/fulltext/ED497176.pdf

Fuchs, W. (2010). Examining teachers’ perceived barriers associated with inclusion. SRATE Journal, 19(1), 30‐35.

Hemmings, B., & Woodcock, S. (2011). Pre‐service teachers’ views of inclusive education: A content analysis.

Australasian Journal of Special Education, 35(2), 103‐116.

LaBarbera, R. (2015). Transforming teaching in inclusive settings: An educator looks at VIM. A Journal of the

International Christian Community for Teacher Education, 10(1), 1‐14.

Luke, S. & Schwartz, A. (2007). Assessment and accommodations. Evidence for Education, 2(1).

Mainstreaming Special Education in the Classroom. (2012, October 25). Retrieved April 25, 2015, from

http://education.cu‐portland.edu/blog/special‐ed/mainstreaming‐special‐education‐in‐the‐classroom/

McCormick, L., Noonan, M.J., Ogata, V., & Heck, R. (2001). Co‐teacher relationship and program quality: Implications for

preparing teachers for inclusive preschool settings. Education and Training in Mental Retardation, 36, 119‐132.

Miller, M., & Burden, R. (2007). Teacher‐teacher collaboration. Electronic Journal for Inclusive Education, 2(1), 1‐14.

Ripley, S. (1997). Collaboration between general and special education teachers. ERIC Clearinghouse on Teaching and

Teacher Education. ED409317. Retrieved from http://files.eric.ed.gov/fulltext/ED409317.pdf

Santamaria, L. J., & Thousand, J. S. (2004). Collaboration, co‐teaching, and differentiated instruction. International

Journal of Whole Schooling, 1(1), 1‐37.

Talmor, R., Reiter, S., & Feigin, N. (2005) Factors relating to regular education teacher burnout in inclusive education.

European Journal of Special Needs Education, 20(2), 215‐229.

Tiwari, M. (2014). Peer tutoring: A step forward towards inclusion. Educationia Confab, 3(7), 10‐17.

Villa, R., & Thousand, J. (2003). Making inclusive education work. Educational Leadership, 6(2), 19‐23.

Walker, K., & Ovington, J. (1999). Inclusion and its effects on students. Electronic Journal for Inclusive Education, 1(2), 1‐

12.

Walther‐Thomas, C. S., Bryant, M., & Land, S. (1996). Planning for effective co‐teaching: The key to successful inclusion.

Remedial and Special Education, 17(4), 255‐264. EJ 527 660

Wang, H. L. (2009). Should all students with special education needs be included in mainstream education provision: A

critical analysis. International Education Studies, 2(4), 154‐161.


KeyboardCoversDonna Bowman – Chapin Middle School

I started teaching in 2002 and one of my classes that year was Keyboarding. After a few days, I realized I needed to find a

way for the students to stop looking down at their hands. At this time, I didn’t even know skins for keyboards existed. I

had a Calloway House Catalog and saw some cardboard Keyboard box covers. I ordered a class set and I found them to

be very effective. I still had to keep close tabs on the students to make sure they were not looking under the box, but

after a couple of weeks, they became used to the box and most quit looking at their hands and realized they didn’t need

to look at their hands to type the proper keys.

In 2002, I was at a high school and it was the last year that high school offered keyboarding. The next year all

Keyboarding classes were taught at the middle school. Fast forward to 2013 and I found myself moving to a middle

school to teach Keyboarding and Computer Applications. This school had skins for the keyboards, but it bothered me

that the students still would look down at their hands. I improvised for a while and used paper box tops to cover their

keyboards. I just cut out one of the long sides and they fit over the keyboards perfectly. It’s one solution if you don’t

have the funds to purchase keyboard boxes. Eventually, I went to Calloway House online and ordered a set of the

cardboard boxes. I put them on top of the keyboards with the skins. I think this set up of having the skins and the boxes

was the best way to discourage students from looking at their hands. I would suggest using both if you have the

resources.

In the fall of 2015, our middle school moved to a brand new facility. When the new computers arrived, our old keyboard

skins would not fit the new keyboards, so I used the cardboard boxes. However, they had not done well in the move and

they were starting to fall apart and need repair. I had spoken to another middle school Keyboarding teacher about what

she used in her classroom and she told me she had plastic keyboard boxes. I immediately started looking online and

found several companies that sold these plastic keyboard boxes. They are much more expensive than the cardboard

boxes and they range in price from about $10 to $25 each. The cardboard boxes from Calloway house are under $3

each.

The boxes arrived in about a week. I really like them because they are slightly smaller than the cardboard boxes and our

new desks are a little smaller than our previous desks. The plastic ones are also stackable and almost non‐destructible.

Once the students get used to the box covers, they forget they are there and many comment on how they don’t even

think about looking at their hands any more. I have even had students from my first Keyboarding class back in 2002 tell

me how fast they type because they learned with those boxes over their keyboards. If you need a solution for students

looking at their hands, I would definitely try some type of box cover.

Here are a few sites I found where you can purchase keyboard box covers.

Calloway House https://callowayhouse.com/computer‐keyboard‐covers‐set‐of‐12/

Plastic Perfection www.plasticperfection.com

B.E. Publishing http://www.bepublishing.com/no‐peek‐keyboard‐covers.html

Edukey www.edukeyco.com


FBISOSCyberSafetyProgramforGrades3‐8Donna Bowman – Chapin Middle School

The Federal Bureau of Investigation (FBI) has an online Web site for grades 3‐8. The Web site teaches students about

various Internet Safety topics including texting, social networking, e‐mail, online gaming, chat, music downloading, web

surfing, and more. These topics are a part of the lives of all children these days and cyber safety is a major concern.

The FBI Safe Online Surfing (SOS) program was developed to help teachers educate students in cyber safety. The FBI

developed the program with the National Center for Missing & Exploited Children and they consulted teachers and

schools during the development process.

The actual site consists of six grade specific “islands”. The students click on the island of their grade level and find seven

or eight games, activities and videos. Each activity highlights various areas of cyber safety. After the students finish all

the lessons, there is final test they can take to measure their knowledge of cyber safety.

The scores of all the students in a school are sent to the FBI SOS Web site where students can track the average score of

their school on a leaderboard. At the end of every month the FBI presents three national awards based on the scores

and the number of students in the school that participated in the program that month. The awards go to the schools

with the highest average score that have 5‐50 participants, 51‐100 participants, and 100+ participants. Each school gets

a trophy or certificate and, if possible, a visit from a local FBI representative.

Teachers need to sign up for the program if they want their students to be tested after completing the lessons and be

eligible for a national prize. The curriculum and assessment are ready made. After a teacher sets up the number of

students in her class the students can start the program immediately. When they finish, the teacher provides them an

access code to use to take the final test.

Personally, I have had all my business education students in sixth, seventh, and eighth grades complete the program

over the last three years. Sometimes the same students do the program from year to year. Since the lessons are varied

and grade specific they do not find the program monotonous or boring. My school, Chapin Middle School, has won the

national award in the 51‐100 and 100+ categories a total of four different times. We even had a representative from the

FBI come to one of our school‐wide assemblies to present the award to us.

It takes students about 1 – 1.5 days to complete the program and the test. I found the younger students take longer and

of course it depends on the length of the class. Students learn many important concepts and become much more aware

of the possible dangers in cyber space and how to recognize and avoid these dangers. I would highly recommend this

program to any teachers who teach grades 3‐8.

You can find the FBI SOS program at https://sos.fbi.gov/


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