Education Commons^™

The Perception Of The Implementation Of Culturally Relevant Pedagogy To Support Black Male Students In Mathematics – A Case Study, Chiquita Granville

Dissertations

Culturally Relevant Pedagogy is a method of education that promotes an inclusive and empowered learning environment by acknowledging and valuing students varied cultural origins. CRP is especially important for tackling the ongoing achievement discrepancies encountered by high school Black Male students in the context of mathematics instruction. This abstract emphasizes the value of culturally sensitive instruction in enhancing black male students' mathematics learning results and experiences.

This research will examine the difficulties faced by Black male students in Mathematics classes, including prejudice, a lack of cultural representation in the curriculum, and a lack of relevance between the subject matter and …

Inclusive Education For Preschool Learners With Autism: A Program Evaluation, Rachel C. Morgan

Dissertations

This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives …

An Investigation Of The Attitudes Held By General Education Teachers Toward Students With Disabilities In A Pilot Inclusive Education Program In Cameroon, Agnes Y. Mngo

Dissertations

Problem Statement

The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from educators who are still not accepting of the presence of students with disabilities in general education classrooms. This resistance has been attributed to several factors ranging from attachment to customs and traditions that encourage the isolation of persons with disabilities, to the lack of resources and professionals needed for the successful implementation of inclusive education programs. These unfavorable attitudes have been a cause for concern among parents, educators, and especially government leaders who do not want …

Of "Illustrators," "Narrators," "Editors," And "Readers": Describing Relations Between Significantly Disabled Students And Their Peers, Srikala Naraian

Dissertations

This paper interweaves several theoretical strands—disability studies, narrative theories, and sociocultural perspectives on learning—both as a means to understand current practice in the education of students with significant disabilities as well as to envisage other forms of participation for them. The aims of the study are derived from the argument made by Ferguson (2003) that the narratives of others in the lives of severely disabled individuals are critical to the formation of their identities. Appropriating this idea to the classroom, this study explores the notion that the narratives of classroom peers are vital to the participation of the severely disabled …