Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (4)
- Special Education and Teaching (2)
- Bilingual, Multilingual, and Multicultural Education (1)
- Child Psychology (1)
- Counseling Psychology (1)
-
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Psychology (1)
- Elementary Education and Teaching (1)
- Elementary and Middle and Secondary Education Administration (1)
- Gifted Education (1)
- Psychology (1)
- Quantitative Psychology (1)
- Social Psychology (1)
- Special Education Administration (1)
- Student Counseling and Personnel Services (1)
- Teacher Education and Professional Development (1)
- Institution
Articles 1 - 6 of 6
Full-Text Articles in Education
The Effects Of Self-Monitoring On Homework Completion And Accuracy Rates Of Students With Disabilities In An Inclusive General Education Classroom, Carol Ann Falkenberg
The Effects Of Self-Monitoring On Homework Completion And Accuracy Rates Of Students With Disabilities In An Inclusive General Education Classroom, Carol Ann Falkenberg
FIU Electronic Theses and Dissertations
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants …
Observations Of Relationships Between Children With Developmental Disabilities And Peers In Inclusive Settings, Amanda A. Webster, Mark Carter
Observations Of Relationships Between Children With Developmental Disabilities And Peers In Inclusive Settings, Amanda A. Webster, Mark Carter
Faculty of Social Sciences - Papers (Archive)
The importance of social versus functional integration for children with developmental disabilities has been widely discussed in the literature. Although a great deal of research has been conducted to describe the features of relationships and friendships between typical preschool and primary school children, very little research has attempted to apply the same quantitative process to defining the relationships that children with developmental disabilities develop with their peers in inclusive settings. This article discusses the results of research conducted in Alice Springs, Australia, in which playground observations were used to systematically describe the social relationships of 25 children with developmental disabilities …
Characteristics Of The Closest Relationships Between Children With Developmental Disabilities And Peers In Inclusive Settings, Amanda A. Webster, Mark Carter
Characteristics Of The Closest Relationships Between Children With Developmental Disabilities And Peers In Inclusive Settings, Amanda A. Webster, Mark Carter
Faculty of Social Sciences - Papers (Archive)
Inclusive education has become more common in schools, and children with developmental disabilities have had greater opportunities to interact, and hopefully establish relationships with their typically developing peers. While the quality of friendships between typically developing children has been examined in detail, relatively little comparable data is available on children with developmental disabilities. The current study provided an examination of the characteristics of the closest relationships between children with developmental disabilities and peers in inclusive school settings. Twenty-five children with developmental disabilities aged between approximately 5 and 12 years participated. Using an interview instrument, the relationships of these children with …
Adaptation Of An Interview-Based Protocol To Examine Close Relationships Between Children With Developmental Disabilities And Peers, Amanda A. Webster, Mark Carter
Adaptation Of An Interview-Based Protocol To Examine Close Relationships Between Children With Developmental Disabilities And Peers, Amanda A. Webster, Mark Carter
Faculty of Social Sciences - Papers (Archive)
The purpose of this study was to determine whether an interview protocol, based on the Friendship Quality Questionnaire, could be adapted to examine the close relationships of children with developmental disabilities in an inclusive school setting. Twenty-five children with developmental disabilities aged between approximately 5 and 12 years participated and their relationships with 74 peers were examined. Several adaptations to the procedures and interview instrument were evaluated, including gathering interview data from multiple sources and the development of a short form of the interview questionnaire. Overall, the adaptations to procedures used in the current study appeared successful in catering for …
The Impact Of Idea And The Jacob Javits Act, Mary Anne Prater
The Impact Of Idea And The Jacob Javits Act, Mary Anne Prater
Faculty Publications
Information about IDEA and the Jacob Javits Act.
Attributional Beliefs Of Students With Learning Disabilities, Stuart Woodcock, Wilma Vialle
Attributional Beliefs Of Students With Learning Disabilities, Stuart Woodcock, Wilma Vialle
Faculty of Education - Papers (Archive)
While claims of the importance of attribution theory and teachers’ expectations of students in regards to performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, this study examined 154 Australian preservice secondary school teachers to ascertain their responses to students with and without LD. It was found that preservice secondary school teachers held a negative attribution style towards students with LD. Preservice secondary teachers perceived students with LD as lacking ability in comparison to others in the class. Recommendations for research and training programs conclude the paper.