Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Nova Southeastern University (4)
- Syracuse University (3)
- Murray State University (2)
- Association of Arab Universities (1)
- Bowling Green State University (1)
-
- California State University, San Bernardino (1)
- Eastern Kentucky University (1)
- Fort Hays State University (1)
- Rochester Institute of Technology (1)
- SUNY Buffalo State University (1)
- Stephen F. Austin State University (1)
- United Arab Emirates University (1)
- University of Central Florida (1)
- University of North Florida (1)
- University of South Florida (1)
- Western Michigan University (1)
- Winona State University (1)
- Keyword
-
- Special education (4)
- Autism (2)
- Narrative inquiry (2)
- : autobiography; subjectivity; learning; personalized learning; holistic learning; lifeworld; pedagogy; Covid-19; inclusivity; DEI (1)
- Adults with developmental disabilities (1)
-
- Assessment (1)
- Behavior Management (1)
- Behavioral Disorders (1)
- COVID-19 (1)
- Children's literature (1)
- Children’s picturebooks (1)
- Classroom Management (1)
- Community-engaged research (1)
- Complex Support Needs (1)
- Comprehension (1)
- Culturally responsive-sustaining practices (1)
- DisCrit (1)
- Disabilities (1)
- Dispositions (1)
- Due Process Hearing (1)
- Dyslexia (1)
- Dyslexia advocacy (1)
- Education (1)
- Educational programs (1)
- Emotional behavioral dis/abilities (1)
- Endrew (1)
- Equity (1)
- Evaluations (1)
- Evidence-based practice (1)
- Evidence-based practices (1)
- Publication
-
- The Qualitative Report (4)
- Excelsior: Leadership in Teaching and Learning (3)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (2)
- An-Najah University Journal for Research - B (Humanities) (1)
- Constellations: Online STEM Teacher Education Journal (1)
-
- International Journal for Research in Education (1)
- Journal of Contemplative and Holistic Education (1)
- Journal of Critical Issues in Educational Practice (1)
- Journal of Global Education and Research (1)
- Journal of Human Services: Training, Research, and Practice (1)
- Journal of Interpretation (1)
- Journal of Occupational Therapy Education (1)
- Journal of Science Education for Students with Disabilities (1)
- Reading Horizons: A Journal of Literacy and Language Arts (1)
- SACAD: John Heinrichs Scholarly and Creative Activity Days (1)
- The Journal of Advancing Education Practice (1)
- The Language and Literacy Spectrum (1)
Articles 1 - 23 of 23
Full-Text Articles in Education
A Narrative Inquiry Into The Life Of A Mother For A Child With Developmental Disabilities, Ohsun Chang, Jaeyoung Hong, Byungun Jeon
A Narrative Inquiry Into The Life Of A Mother For A Child With Developmental Disabilities, Ohsun Chang, Jaeyoung Hong, Byungun Jeon
The Qualitative Report
This study explores the life story of Jane, who has an adult child with developmental disabilities and who serves as the director of a community welfare center for people with developmental disabilities in South Korea. To this end, this study used narrative inquiry methodology. The experience of a parent was described in terms of the following themes: (i) Narrative experience as a parent in a family: The irony of life—living in a place where guilt and desire coexist, Sub theme: Building up a broader window of communication; (ii) Narrative Experience as the head of an institution: Learning betrayal and making …
Incorporating Books As Strength-Based Examples Of Characters With Dyslexia, Vera Sotirovska, Margaret Vaughn
Incorporating Books As Strength-Based Examples Of Characters With Dyslexia, Vera Sotirovska, Margaret Vaughn
The Language and Literacy Spectrum
Incorporating books that facilitate inclusive understandings of dyslexia can be a challenging yet important pedagogical approach to promoting equitable practices. As realistically portrayed characters and stories provide a way for students to see not only themselves but also others, and enter different worlds, the need for multiple representations of children with dyslexia is necessary when working to create equity-oriented classrooms. First, we discuss strategies on how to select and use books with diverse representations of individuals with dyslexia. Next, we provide book selection criteria to guide teachers in curating their own classroom libraries with similar texts. Finally, we include activities …
Clinical Opportunities For Special Education Teacher Candidates: Developing Professional Identities That Endure Beyond Candidacy, Christine M. Davila
Clinical Opportunities For Special Education Teacher Candidates: Developing Professional Identities That Endure Beyond Candidacy, Christine M. Davila
The Journal of Advancing Education Practice
There is an ongoing shortage of special education teachers, particularly due to early burnout. Semi-structured interviews and focus groups were utilized to explore field experience needs for special education teacher candidates that positively affected their ability to maintain self-efficacy toward classroom and behavior management in self-contained settings into their early years of teaching. Findings indicated that special education teacher candidates need opportunities for experiences that allow them to imagine themselves in the role and foster professional identity development that endures beyond candidacy. Embedding opportunities for preservice special education teachers to develop their professional identities within their formal preservice training programs …
Redefining The Landscape Of Educational Interpreting: A National Study, Kristen Guynes, Deborah Cates, Angelina Pelikan, Stephanie Zito
Redefining The Landscape Of Educational Interpreting: A National Study, Kristen Guynes, Deborah Cates, Angelina Pelikan, Stephanie Zito
Journal of Interpretation
This national study was conducted to examine the level of progress that educational sign language interpretation has made towards professionalization as a field, particularly since the establishment of the National Association of Interpreters in Education (NAIE) in 2016 and the subsequent release of their Standards and Professional Guidelines in 2019. Following a long history of literature indicating drastic disparities in educational interpreters’ credentials, qualifications, expectations, and working conditions, this mixed-method study partially replicated Johnson and colleagues’ (2018) national study, with added exploration of newly acknowledged domains. Data from 591 educational interpreters were analyzed using descriptive and content analyses, triangulated through …
An Evaluation Of Rural Access To Education, Caroline Ackerman, Kera B. Ackerman
An Evaluation Of Rural Access To Education, Caroline Ackerman, Kera B. Ackerman
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
In Kentucky, educators serve over 100,000 students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA). Given Kentucky's topography, and the designation of 86 of the Commonwealth's 120 counties as rural, it's essential to understand how the socioeconomic and geographic qualities of the state impact the students being served. Previous research has indicated that nearly a quarter of children in Kentucky live in poverty, with the highest rates existing in rural Eastern Kentucky counties. This statistic, compacted with the knowledge that high-need children in poverty are more likely than their peers to have a disability …
Lessons Learned: Considerations For Enhancing Principal Preparation Programs With Inclusive Special Education Practices, Ellen G. Casale, Stacy Leggett
Lessons Learned: Considerations For Enhancing Principal Preparation Programs With Inclusive Special Education Practices, Ellen G. Casale, Stacy Leggett
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Western Kentucky University has a long-standing history in preparing principals. Recognizing the ever-growing importance of explicit training in supporting students with disabilities, we applied for and received a minigrant from the Kentucky Excellence in Educator Preparation to enhance our curriculum to address this need. In this article, we provide an overview of the context for this need and provide considerations for principal preparation programs considering enhancing their own curricula. Implications are provided.
Implementation Of Rti As A Part Of Multi-Tiered Systems Of Support: What Teachers, Administrators, And Teacher Educators Need To Know, Susan Polirstok, Joseph A. Hogan
Implementation Of Rti As A Part Of Multi-Tiered Systems Of Support: What Teachers, Administrators, And Teacher Educators Need To Know, Susan Polirstok, Joseph A. Hogan
Excelsior: Leadership in Teaching and Learning
Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to the implementation of MTSS and RtI, there are various obstacles that can hinder successful intervention programs. The absence of consensus across districts and states with respect to program development and implementation creates confusion. This article addresses considerations and concerns related to MTSS and RtI. Discussed are underlying principles, challenges …
The Inclusion Of Classroom-Related Dispositions In Teacher Evaluations, David K. Griffin
The Inclusion Of Classroom-Related Dispositions In Teacher Evaluations, David K. Griffin
Excelsior: Leadership in Teaching and Learning
This paper examines various approaches to evaluating the classroom teacher and discusses the inclusion of dispositions in the evaluation process. A random sample of 150 teachers were asked to complete an online survey focusing on the inclusion of dispositions in their formal evaluations. They were asked to report what specific dispositions were evaluated, and if the specific dispositions were operationally defined. A summary of their responses to the survey items is discussed.
Cultivating Culturally Responsive-Sustaining Approaches To Social And Emotional Learning For Students With Or At-Risk For Emotional And Behavioral Dis/Abilities, Sharde Theodore, Lindsay Romano, Fanica Young, Danica Moise, Tahnee Wilder
Cultivating Culturally Responsive-Sustaining Approaches To Social And Emotional Learning For Students With Or At-Risk For Emotional And Behavioral Dis/Abilities, Sharde Theodore, Lindsay Romano, Fanica Young, Danica Moise, Tahnee Wilder
Excelsior: Leadership in Teaching and Learning
School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at …
Adaptive Sports And Fitness Night, Kendra Clary, Drew Gannon
Adaptive Sports And Fitness Night, Kendra Clary, Drew Gannon
SACAD: John Heinrichs Scholarly and Creative Activity Days
In Health and Human Performance, an overarching objective is to address the obstacles that restrict physical activity in daily lifestyles. At Fort Hays, we are dedicated to expanding community inclusion and reaching diverse populations, promoting our commitment to diversity and inclusion excellence.
Mission Statement:
Empowering Community Through Inclusive Movement
Vision Statement:
Our adaptive sports and fitness night cultivates community engagement, builds relationships, fosters motor and skill development, and promotes health and well-being for individuals of all abilities.
A recent systematic review found that only 9% of adults with ID meet the minimum requirement of 150 min of moderate to vigorous …
From The Editors, Michele H. Koomen, Thomastine A. Sarchet-Maher, Jessica Williams
From The Editors, Michele H. Koomen, Thomastine A. Sarchet-Maher, Jessica Williams
Journal of Science Education for Students with Disabilities
JSESD remains a venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998. Volumes #1 through 11 were published in a print format. Starting with Volume #12, the journal has been published online and Open Access. Having JSESD in the Open Access format maximizes access for readers and authors and allows the journal to remain economically sustainable. JSESD is proud to now be publishing articles in both PDF and HTML formats (the HTML versions can be accessed through a link from the main articles’ web-page).
Special Education Teacher Preparation In Saudi Arabia: Qualitative Interview Design, Salman Almughyiri
Special Education Teacher Preparation In Saudi Arabia: Qualitative Interview Design, Salman Almughyiri
The Qualitative Report
This study explored preservice special education teachers’ perceptions regarding special education teacher preparation courses, practicum, and evidence-based practices they recently completed. The participants of the study included five preservice special education teachers from two universities, Shaqra University and King Saud University, in Riyadh. A variety of qualitative interview designs, such as semi-structured interviews and in-depth interviews were employed to gather the data. This involved conducting a total of 15 interviews. Thematic analysis was used to analyze the data. Additionally, peer debriefing and member checks were used to increase the credibility of the study and help prevent personal bias. The study …
Humor And School Culture In Special Education Schools, Saied Hussein Bishara
Humor And School Culture In Special Education Schools, Saied Hussein Bishara
An-Najah University Journal for Research - B (Humanities)
Recently there have been discussions about the importance of incorporating humor, particularly in subjects such as mathematics, languages and more. The aim of integrating humor into the educational context stems from the need to mitigate the learning atmosphere that is seen as serious and boring, especially in special education schools. Therefore, the aim of the current research is to study the relationship between the integration of humor in teaching and learning and school culture in special education schools. Humor can have a positive impact on the school, as it stimulates students' interest and memory, and leads to interaction based on …
Inclusive Settings In Belizean Primary Schools: A Focus On Teacher Practices, Katherine A. Curry, Jentre Olsen, Ed Harris, Candy Garnett, Dian Danderson
Inclusive Settings In Belizean Primary Schools: A Focus On Teacher Practices, Katherine A. Curry, Jentre Olsen, Ed Harris, Candy Garnett, Dian Danderson
Journal of Global Education and Research
Educators in Belize are charged with ensuring that all Belizeans are given an opportunity to acquire a quality education that promotes personal development and productive citizenship. Consequently, Belizean law now requires all children from ages five through fourteen to attend at least eight years of primary school. Students with special needs have historically not received accommodations in the education system, so many teachers struggle with meeting the needs of students with learning disabilities in these inclusive settings. This qualitative case study explored teaching strategies and contextual factors in inclusive primary classrooms in Belize and was conducted in the form of …
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
Reading Horizons: A Journal of Literacy and Language Arts
Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …
Solving Word Problems With Rads: Read, Ask Questions, Draw And Solve, Tolulope Sulaimon, Sheila Alber-Morgan, Moira Konrad
Solving Word Problems With Rads: Read, Ask Questions, Draw And Solve, Tolulope Sulaimon, Sheila Alber-Morgan, Moira Konrad
Constellations: Online STEM Teacher Education Journal
Addressing the inherent complexity of word problem solving (WPS) in mathematics education requires a multifaceted approach. While recent research has predominantly emphasized problem representation, the often-overlooked process of problem comprehension is equally crucial. One promising strategy is the integration of self-questioning from a schema perspective, which empowers students to activate their prior knowledge, enhance comprehension, and construct meaningful problem representations. Additionally, the RADS (Read, Ask Questions, Draw, and Solve) framework provides a structured and systematic approach to WPS, combining schema-based instruction and self-questioning to equip students with a comprehensive problem-solving toolkit. By integrating self-questioning into RADS, educators can guide students …
A Mixed Method Study Of Teachers' Perception Of Positive Reinforcement For Behavior Management, Maricela B. Aceves Ed.D., Debra L. Cote Ph.D., Sue Singh Ph.D., Ayako Shweikle Ph.D., Shannon L. Sparks Ph.D.
A Mixed Method Study Of Teachers' Perception Of Positive Reinforcement For Behavior Management, Maricela B. Aceves Ed.D., Debra L. Cote Ph.D., Sue Singh Ph.D., Ayako Shweikle Ph.D., Shannon L. Sparks Ph.D.
Journal of Critical Issues in Educational Practice
Abstract
Positive reinforcement is a behavior management technique supported by empirical evidence, known to enhance student performance and their outcomes (Alberto et al., 2022; Fabiano & Pelham, 2003; Scheuermann, 2022). However, many teachers encounter difficulties in effectively implementing this tool in their everyday classroom teaching practices. This mixed methods study aimed to contribute to existing literature focusing on instructional behavior of credentialed teachers. The findings revealed that teachers who received training in PBIS (Positive Behavioral Interventions and Supports) observed the following: (1) the overall benefits of rewarding appropriate student behavior with activities, (2) the significance of having adequate resources and …
“We’Re Not Walking Schools”: Storying The Pandemic Schooling Experiences Of Mothers Of Children With Disabilities, Kristi Cheyney-Collante, Lindsey Chapman, Shaunté Duggins
“We’Re Not Walking Schools”: Storying The Pandemic Schooling Experiences Of Mothers Of Children With Disabilities, Kristi Cheyney-Collante, Lindsey Chapman, Shaunté Duggins
The Qualitative Report
This article describes a study designed to better understand the fallout of extended school closures and staggered re-openings for one group heavily impacted by the pandemic, mothers of children with disabilities. Using feminist ways of knowing as the backdrop, we explored how a small group of mothers experienced pandemic-related educational shifts. We aimed to provide solidarity and a space of care. We employed narrative methods to support the storying of their individual and collective experiences. Data were synthesized vis-à-vis participants’ ethic of care, particularly in relationship to the power structures they traversed. Taking a deep dive into the experiences of …
Your Story, Your Life, Your Learning: Autobiography Reveals Basis For Supporting Personalized, Holistic Pedagogy, Michael Maser
Your Story, Your Life, Your Learning: Autobiography Reveals Basis For Supporting Personalized, Holistic Pedagogy, Michael Maser
Journal of Contemplative and Holistic Education
Each person ongoingly experiences the world uniquely through vital processes shaping their subjectivity, personhood and sense of self. Learning, an innate characteristic or modality of each human life, of living, likewise arises subjectively or idiosyncratically. In this paper, a phenomenological lens is applied to auto/biographical excerpts concerned with various learning experiences to help reveal essential, subjective characteristics of emergent learning. The insights help establish a basis for challenging the primacy of objectivist learning evaluations. The insights also confirm the importance of personalizing learning as a pedagogical gesture nurturing and enfranchising student learning in significant ways beyond conventional educational approaches …
Knowledge And Skills Of Special Education Teachers In Implementing Evidence-Based Practices, Fatmah R. Almutiri, Sultanah F. Alotaibi, Norah A. Albaz, Sarah S. Alfawaz
Knowledge And Skills Of Special Education Teachers In Implementing Evidence-Based Practices, Fatmah R. Almutiri, Sultanah F. Alotaibi, Norah A. Albaz, Sarah S. Alfawaz
International Journal for Research in Education
This study aimed at knowing the reality of special education teachers’ knowledge and skills in implementing evidence-based practices, the factors contributing to this knowledge, and its impact on implementing these practices. The mixed-methods sequential explanatory design was used with its two phases: In the quantitative phase, a descriptive survey was used through a questionnaire that was distributed to (311) male and female teachers in the three school levels in Riyadh. Results showed that the teachers’ knowledge of evidence-based practices was medium. However, the results revealed that their implementation skills level of evidence-based practices was low. There were statistically significant differences …
The Importance Of Endrew: Analyzing The Influence Of A New Legal Precedent In Pennsylvania Due Process Hearing Officer Decisions Before And After Covid-19 Closures, David H. Rush
Journal of Human Services: Training, Research, and Practice
In 2017, a new standard for determining substantive violations of the Individuals with Disabilities Education Act (IDEA) was established with the ruling for Endrew F. v. Douglas County School District. Recently, the United States Department of Education and State Education Agencies have cited the Endrew decision as being important in defining what constitutes a free and appropriate public education (FAPE) under the IDEA, in light of mandated school closures due to the COVID-19 Pandemic. Despite its noted importance, there has been limited analysis into how this new legal precedent has influenced special education due process hearing officer decisions. …
Paraprofessionals In A Special Education Setting: A Qualitative Exploration Of Their Perceptions, Chana S. Max, Keisha Mccoy-Dailey
Paraprofessionals In A Special Education Setting: A Qualitative Exploration Of Their Perceptions, Chana S. Max, Keisha Mccoy-Dailey
The Qualitative Report
Paraprofessionals support teachers and students in the classroom. Their roles and responsibilities vary; however, their goal is always to improve student achievement. The purpose of the study was to fill a gap in the literature related to special education paraprofessionals’ perceptions, attitudes, and beliefs on the support and trainings they receive prior to and during their job as a paraprofessional for students in a special education setting. Generic qualitative methodology was used to capture the thoughts, experience, and perceptions of 42 paraprofessionals across the United States. Data collection included an eight-question online questionnaire. Results of the study revealed five patterns …
Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies
Qualitative Evaluation Of Interprofessional Education Experiential Learning (Ipeel) For Health Professional Students, Kelle Deboth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies
Journal of Occupational Therapy Education
Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of …