Are school administrators and teachers\u27 attitudes toward inclusion influence by the change process?

The purpose of this research study was to examine the relationship between the change process for inclusive teaching practices and the attitudes of educators toward inclusion of students with disabilities in the general educational setting. This research study was based upon the theoretical construct of Rogers\u27 (2003) Diffusion of Innovations, which identifies the specific process in which any innovation is introduced within a social organization. A descriptive correlational design was used to examine the quantitative data collected from teachers and administrators from school districts. Teachers and administrators completed the Opinions Relative to the Integration of Students with Disabilities (ORl; Antonak & Larrivee, 1995) and the Change Process Survey (CPS; Keaster, 2007). The ORl assessed the educators\u27 attitudes toward the inclusion of students with disabilities in the general classroom across four constructs. In addition, the CPS measured participants\u27 responses to the change process in regards to the implementation of inclusion within the schools. The sample consisted of 96 educators (83 teachers and 13 administrators) from 7 schools within a geographical region of south central Kentucky. The data were analyzed by descriptive statistics, and inferential analysis consisting of both parametric and nonparametric methodologies: t-test for independent samples, Mann-Whitney U test, and ANOVA. The results indicated a statistically significant positive correlation between the change process constructs and the educators\u27 attitudes toward the inclusive innovation. However, teachers\u27 attitudes varied significantly as compared to administrators\u27 perceptions of teachers\u27 attitudes, as teachers indicated the need for further training on inclusion in order for the program to be successful. This research contributes to the education field by highlighting the necessity for both teacher preparation programs and school districts to infuse their programs with training on topics of special education, particularly on the inclusive teaching practices for students with disabilities. The results also point out the importance of attention to all parts of the change process when any innovation is introduced in educational settings

MICAL2 enhances branched actin network disassembly by oxidizing Arp3B-containing Arp2/3 complexes

International audienceThe mechanisms regulating the disassembly of branched actin networks formed by the Arp2/3 complex still remain to be fully elucidated. In addition, the impact of Arp3 isoforms on the properties of Arp2/3 are also unexplored. We now demonstrate that Arp3 and Arp3B isocomplexes promote actin assembly equally efficiently but generate branched actin networks with different disassembly rates. Arp3B dissociates significantly faster than Arp3 from the network, and its depletion increases actin stability. This difference is due to the oxidation of Arp3B, but not Arp3, by the methionine monooxygenase MICAL2, which is recruited to the actin network by coronin 1C. Substitution of Arp3B Met293 by threonine, the corresponding residue in Arp3, increases actin network stability. Conversely, replacing Arp3 Thr293 with glutamine to mimic Met oxidation promotes disassembly. The ability of MICAL2 to enhance network disassembly also depends on cortactin. Our observations demonstrate that coronin 1C, cortactin, and MICAL2 act together to promote disassembly of branched actin networks by oxidizing Arp3B-containing Arp2/3 complexes