Education Commons^™

Inclusion For Asd Students In The Mainstream Setting, Stephanie Rohwer

Graduate Teacher Education

This comprehensive review delves into the complexities surrounding the education of students with autism spectrum disorder (ASD). The exploration begins by addressing educator, parental, and paraprofessional perspectives. It reveals challenges related to a lack of autism competence among teachers, managing student behavior, and the pursuit of alternative placements by parents seeking tailored educational experiences. Examining the historical context of ASD, considering its neurodevelopmental nature, emphasizes the importance of continuously evolving teacher preparedness to meet the diverse needs of students. The studies draw attention to the multifaceted challenges educators face, particularly in the absence of consistent training in evidence-based practices (EBPs) …

The Politics Of Culturally Responsive Sustaining Education: A Panel, Lonice Eversley, Richard Haynes, Asya Johnson, Dina Klein, Diana E. Lemon, Yolanda Sealey-Ruiz, Natalie P. Byfield

Journal of Critical Race and Ethnic Studies

No abstract provided.

Infographic: My 12th Teacher Alphabet, Jo Earp

Teacher infographics

What do you need information on? Technology in the classroom? Inclusivity? Making the most of your planning time? Music education? The 12th Teacher alphabet brings you quick links to popular content that you might find useful. Download the PDF for a hyperlinked version.

Spotlight On Student Engagement. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …

Research Conference 2023: Becoming Lifelong Learners. Proceedings And Program, Kylie Burns (Ed.)

2021-2030 ACER Research Conferences

We know learning in the early years sets the foundations for people’s ongoing academic, cognitive and socio-emotional development. Education across those formative first 12 years is currently segmented, with children often starting fresh in new systems. How can each of us make learning in the early childhood and primary years more effective? Research Conference 2023 will examine research around how we can improve the continuity of learning from birth to 12 years. It will bring together leading international and Australian researchers to provide insights into the best ways to identify, conceptualise, develop and assess these new linkages for learning.

Understanding And Identifying Specific Learning Difficulties: Dyslexia, Autism Spectrum, And Attention Deficit/Hyperactivity In The Adult Esl/Efl Classroom, Kristen Kearns

Master's Projects and Capstones

Specific learning difficulties (SLDs), including dyslexia, autism spectrum disorders, and attention deficit/hyperactivity disorders, are significant factors that influence the way and rate at which students learn English as an additional language. However, few Teaching English to Speakers of Other Languages (TESOL) training programs address the cognitive and behavioral strengths and challenges these conditions carry for adult learners, in part due to concerns about bias in the over- and under- identification of learning disabilities among K-12 English language learners. Informed by Critical Disability Theory, and framed within a realistic discussion of the obstacles that remain in identifying and researching the parallel …

Policy Brief: Teacher Professional Development For Students With Disability In The Asia-Pacific, Syeda Kashfee Ahmed, Anannya Chakraborty

Global education monitoring

Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international …

Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …

A Framework For Creating And Using Teaching Philosophy Statements To Guide Reflective And Inclusive Instruction, Steven D. Taff

Journal of Occupational Therapy Education

A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator’s perspective on the teaching enterprise. A TPS is typically comprised of a reflection on the educator’s values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners ideally interact. Use of a TPS clarifies the bridge between theory/philosophy and practice which strengthens education as an interactive phenomenon and in so doing evokes an ethical purpose for the teaching-learning dynamic. This article describes the theoretical underpinnings of, and process for, an innovative framework occupational therapy educators …

Advancing A Theory Of Change In A Collaborative Teacher Education Program Innovation Through Universal Design For Learning, M. Mackey, Sally V. Drew, J. Nicoll-Senft, L. Jacobson

Education Faculty Publications

This design-based research (DBR) investigates the redesign of a 13-month interdisciplinary teacher preparation program to co-prepare secondary and special education teacher candidates to plan and implement evidence-based practices to meet content and literacy needs of all learners within secondary classrooms. The Theory of Change explores mechanisms for change under the umbrella of Universal Design for Learning (UDL). The UDL framework can support teacher candidates in meeting the needs of students with exceptionalities in the general education classroom, yet few studies have explored the in-depth application of UDL in authentic settings across preparation program duration. DBR methods organize study design, iterative …

Spotlight On Teacher Supports. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr (Lao Version), Australian Council For Educational Research

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …

Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, Kris Sundarsagar

Assessment and Reporting

In the Asia‐Pacific region, around one‐third of the children who are out‐of‐school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for in‐service TPD focussing on education for the inclusion of students with a disability in low‐ and middle‐income countries (LMICs) in the Asia‐Pacific region. A broad range of bibliographic databases and repositories were searched electronically to identify the …

Educating Culturally Relevant Leaders: Experiences In Leadership Identity, Capacity, And Efficacy Development In College Students, Ana C. Maia

USF Tampa Graduate Theses and Dissertations

This dissertation study explored meaningful experiences contributing to students’ identity, capacity, and efficacy development as culturally relevant leaders. In Chapter One, I detailed the importance and relevance of this topic in the field of higher education. Then, I reviewed the literature on college student leadership development; defined leadership identity, capacity, and efficacy development; and culturally relevant leadership learning (CRLL; Bertrand Jones et al., 2016). In the third chapter, I described the qualitative methodological approach to uncovering how college students develop leadership identity, capacity, and efficacy to engage in culturally relevant leadership. I approached this study from a critical constructivist paradigm. …

Teachers’ Perceptions Of Their Roles And Challenges With Inclusion, Nini Asheki Greenidge

Walden Dissertations and Doctoral Studies

AbstractMany schools have employed inclusion practices as an instructional framework, meaning general and special educators are expected to coteach students with disabilities in the general education classroom. The research problem at the local study district was that inclusion as an instructional framework challenged the roles of general and special education coteachers as well as the students they were intended to benefit. The conceptual framework for this project study was the social constructivist theory. The purpose of this basic qualitative study was to gain an understanding about inclusion as an instructional framework. The research questions addressed how the experiences of the …

Protocol: Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Petra Lietz, Amit Kaushik, Budiarti Rahayu, David Armstrong, Kris Sundarsagar

Assessment and Reporting

According to prior research, teacher readiness and capability are key contributors for successful transition towards disability inclusive education, yet in-service teacher professional development for disability inclusion remains an under-researched area. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for disability inclusion focused teacher professional development (TPD) in low-to-middle-income-countries (LMICs) in the Asia-Pacific region. As such, it will illustrate different levels of evidence for TPD interventions as well as where there is no evidence (i.e., gaps). In other words, the EGM can make agencies aware where they might be operating in an area …

Improving Inclusion: The Ongoing And Transformative Process Of Improving Education Systems To Meet The Needs Of All Students, Robert Mistler

Capstone Projects and Master's Theses

For this Capstone Project the researcher will investigate how instructors view the environment of the classroom when there is a mix of special needs students incorporated into the general population classroom setting and what they think could be done to improve the environment. The inclusion of special needs is necessary for fair and equal treatment; further, by separating the general population from special needs students, brings about a culture of segregation that can have lifelong impacts. Through an evaluation of scholarly literature and interviews conducted with teachers at an elementary school the findings uncovered three emergent themes: collaboration with teachers …

Who We Are: Focus On… Student Identity, Yarina Aguilar Becerra, Cecilia Diojuan, Jasmine Walker, Neera Malhotra, David Peterson Del Mar, Vicki Reitenauer

University Studies Faculty Publications and Presentations

In short

• Increasingly, professionals in higher education are acknowledging the short- and long-term impacts on individuals and communities of institutional failures to create welcoming, inclusive, and caring environments for traditionally underrepresented students.
• Student voices, reflecting on their lived and felt experiences in college, have been less frequently present in the discussions about inclusion in higher education.
• Listening to students from underrepresented groups has the potential to redefine and renew how we understand education and ourselves, offering a template and a foundation for the dense network of relationships that a student-focused institution of higher education ought to aspire to and build …

Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke

Curriculum and Instruction Faculty Publications and Presentations

Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve “normalcy.” Ableism’s entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using …

"Over The Years I'Ve Come To Realize That Every Student Has The Right To Learn": An Exploration Of The Experiences That Influence Beginning Teachers' Beliefs About Diverse Learners And Inclusive Education, Jessica Delorey

Electronic Thesis and Dissertation Repository

The current study explored the experiences that influence beginning teachers’ beliefs about teaching and learning in diverse classrooms. Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on their students’ success. Interview data was collected as part of a larger study by the Canadian Research Centre on Inclusive Education. Fifteen pre-service teachers and 13 new teachers sorted the data using Trochim’s (1989) group concept mapping method to identify themes. Pre-service teachers identified four distinct themes: (a) education, (b) practicum/collaboration, (c) work experience, and (d) personal experience with diversity. New teachers identified eight distinct themes: (a) education/training, (b) …

Environmental Scan: Topical Areas To Inform A Future Review Of The Australian Professional Standards For Teachers, Kerry Elliott, Pru Mitchell, Hilary Hollingsworth, Charlotte Waters, Jenny Trevitt

Teaching standards and teacher evaluation

The brief was to conduct a broad sweep of literature that has surfaced since the publication of the Australian Professional Standards for Teachers in 2011, and to consider how this literature could inform any future review of the standards. This multi-pronged scan method identified eleven topics that have increasingly influenced teachers' work over the past decade. The environmental scan report provides a critical review of current educational research and policy literature for each of the 11 topics. Findings provide a description of the topic, key sources, an outline of the changing landscape as it relates to teaching, examples of how …

Inclusion And Policy Enactment In Teacher Education: A Focus On Pre-Service Teacher Preparation For The Inclusive Classroom, Ayman Massouti

Electronic Thesis and Dissertation Repository

Preparing pre-service teachers to enact inclusive teaching practices in the inclusive classroom has become a concern for national and international educational organizations. Adding to these concerns, research on inclusive educati­on policy enactment in teacher education programs, particularly in a continuously growing and recognized diverse society such as Ontario, Canada, is scarce. In order to provide insight to address these issues, this study aimed to examine the enactment of the policy document titled Equity and Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation (OME, 2014) in one Ontario teacher education program. In particular, the study focused on exploring …

Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans

Australian Journal of Teacher Education

Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers’ positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers’ attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants’ attitudes towards gifted and talented students, those learning English as a second language …

Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi

Walden Dissertations and Doctoral Studies

The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused …

Dysconscious Ableism: Toward A Liberatory Praxis In Teacher Education, Alicia Broderick, Priya Lalvani

Department of Teaching and Learning Scholarship and Creative Works

This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in …

Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz

Occasional Paper Series

This research considers the journey of a public school teacher (Natalie) in partnership with her former undergraduate professor (Linda) to teach disability studies to her colleagues and to her fifth grade students. Our research involved multiple components and contexts that we characterize as “Teaching Stories” to consider disability, diversity, and exclusion across settings.

Children With Speech Sound Disorders At School: Challenges For Children, Parents And Teachers, Graham R. Daniel, Sharynne Mcleod

Australian Journal of Teacher Education

Teachers play a major role in supporting children’s educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children’s developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students’ engagement in the learning and social environments of …

Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir

Occasional Paper Series

This paper describe the ways in which the authors have used digital pedagogy to address the loneliness of the distance learner by making their online course more inclusive and interactive.

Inclusive Early Childhood Classroom Management Plan, Megan Janosky

Honors Projects

Effective classroom management is essential in order for any classroom to run smoothly. However, this topic is largely overlooked by many current classroom teachers and those who are training emerging teachers in university programs. Therefore, the purpose of this plan is to provide research-based procedures, routines, and systems that will set a positive foundation for learning and keep my classroom, and those of others, running smoothly all year long. In order for effective learning to take place, the classroom environment must be set-up and managed in such a way that enables students to focus on learning. Having a pre-developed plan …

Implementation And Strategies To Address Sensory Regulation Of Students With And Without Disabilities In Two Kindergarten Classrooms, Yvette Rosil Mere-Cook

Doctoral Dissertations

Results from previous research studies suggest that inclusive settings benefit all learners. However, general education teachers often do not have built in supports within the classroom to meet the needs of students with disabilities. Implementing a sensory diet curriculum (SDC) is one instructional practice that addresses needs of students with disabilities, such as autism spectrum disorder, and could be applied widely for students without disabilities. Sensory regulation is defined as the body’s physiological process of adapting arousal or alertness levels to cope with sensory events and situational demands that occur throughout the day. The purpose of this study was to …

"It's A Two-Way Street": Examining How Trust, Diversity, And Contradiction Influence A Sense Of Community, Victoria Puig, Elizabeth Erwin, Tara L. Evenson, Madeleine Beresford

Department of Teaching and Learning Scholarship and Creative Works

As interest in establishing and maintaining high-quality inclusive early childhood environments continues to grow, the population of children and families being served by these programs is becoming increasingly diverse. In response to these demographic and social trends, this study was conducted to explore how diversity is perceived within an early childhood inclusive environment. This participatory action research study was conceptualized and conducted over a 3-year period. Our collaborative research team, which reflected diversity across culture, race, gender, age, and professional discipline, used qualitative semistructured interviews to examine the question, "What does it mean to be fully inclusive across all aspects …