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Full-Text Articles in Education
Social Validity Assessment In Social Competence Interventions For Preschool Children: A Review, Jennifer J. Hurley
Social Validity Assessment In Social Competence Interventions For Preschool Children: A Review, Jennifer J. Hurley
College of Education and Social Services Faculty Publications
Social competence intervention studies published from 1970 to 2008 for preschoolers were reviewed for reports of social validity assessment. Analysis of 90 studies indicated that nearly 27% (n=24) of studies reported at least one measure of social validity assessment for: the goals (n=7), procedures (n=8), or effects (n=19). The methods used for these assessments were described including information about the participants, time of assessment and results. Trends in the rate of social validity assessment, methodological concerns and recommendations for further social validity assessments are discussed.
Educating Students With Disabilities In Regular Classes, Michael F. Giangreco, Mary Beth Doyle, Daniela Lucangeli
Educating Students With Disabilities In Regular Classes, Michael F. Giangreco, Mary Beth Doyle, Daniela Lucangeli
College of Education and Social Services Faculty Publications
This article addresses a subset of critical issues pertaining to including students with developmental disabilities in general education class including: (a) classroom environment, (b) teacher engagement, (c) curriculum adaptation strategies, (d) peer supports, and (e) self-determination.
Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco
Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco
College of Education and Social Services Faculty Publications
This sabbatical final report describes the preparation, activities, and initial outputs of a three month sabbatical journey to Italy in Fall 2011. Over the past two decades, educating students with disabilities in inclusive classrooms, alongside their peers without disabilities, has increasingly become a focus of global attention and advocacy (Ferguson, 2008; Vislie, 2003). In part, this has been evidenced internationally through the development and ratification of the Salamanca Agreement (UNESCO, 1994) and Article 24 (Education) of the Convention on the Rights of Persons with Disabilities (United Nations, 2006). These international accords strongly favor inclusive education for children and youth with …