Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Education (3)
- Special education (2)
- Autism Spectrum Disorders (ASD) (1)
- Communication (1)
- Culturally responsive inclusion (1)
-
- Disability studies (1)
- Diversity (1)
- Equity (1)
- Identity (1)
- Inclusive classrooms (1)
- Inclusive education (1)
- Interventions (1)
- Language therapy (1)
- Learning disabilities (1)
- Learning disability (1)
- Marginalization (1)
- Physical disabilities (1)
- STATIC (1)
- School psychology (1)
- Schools (1)
- Social skills (1)
- Students (1)
- Teachers (1)
- Technocracy (1)
- Tourette syndrome (1)
- Tourettes syndrome (1)
- Tts (1)
- USA (1)
- Urban schools (1)
- Publication
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Education
Culturally Responsive Contexts: Establishing Relationships For Inclusion, Mere Berryman, Therese Ford, Ann Nevin, Suzanne Soohoo
Culturally Responsive Contexts: Establishing Relationships For Inclusion, Mere Berryman, Therese Ford, Ann Nevin, Suzanne Soohoo
Education Faculty Articles and Research
As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or learning disabilities, marginalization is further exacerbated and problematized. In this paper, the authors theorise within an alternative framework that we have termed relational and culturally responsive inclusion. Based on key understandings from our own research, much of it derived from Kaupapa Māori and Freirean philosophies, we encourage a framework where establishing …
Social Justice And Technocracy: Tracing The Narratives Of Inclusive Education In The United States, Scot Danforth
Social Justice And Technocracy: Tracing The Narratives Of Inclusive Education In The United States, Scot Danforth
Education Faculty Articles and Research
Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately fifty percent. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and caring across human differences. The narrative of technocracy creates top-down, administrative pressure through hierarchical systems based on quantitative performance data. This article examines these two primary policy narratives of inclusive education in the United States, exploring the conceptual features of each and initiating an analysis of their application in …
School Psychologists’ Training And Knowledge Of Tourette Syndrome, Leticia Cornejo
School Psychologists’ Training And Knowledge Of Tourette Syndrome, Leticia Cornejo
Educational Studies Dissertations
A web-based survey was conducted that included 97 practicing school psychologists in California. The results from the survey indicated that the majority (88%) of respondents were knowledgeable about Tourette Syndrome. Many respondents (28%) had never worked with a student with Tourette’s, 20% had at least one case, and 52% indicated that they had worked with more than two cases in their careers as school psychologists. The majority of respondents indicated that their school psychology program did not adequately train them to assess or counsel students with Tourette’s. The majority of participants also did not feel confident to work with students …
Efficacy Of The Picture Exchange Communication Systemin Children With Autism Spectrum Disorder, Reagan Blason
Efficacy Of The Picture Exchange Communication Systemin Children With Autism Spectrum Disorder, Reagan Blason
Student Scholar Symposium Abstracts and Posters
The increasing diagnoses of Autism Spectrum Disorder (ASD) each year affect many families worldwide and are a major concern to therapists, healthcare workers, and educators. Many children diagnosed with ASD will never go on to develop functional speech or will have limited communication, as well as impaired social-communication skills. Limited communication makes education and therapy difficult for these children and their caregivers. Language therapy and interventions aim to improve social-communication and speech in these children, so it is crucial to find the most efficient interventions. The Picture Exchange Communication System (PECS) is a common tool used to assist communication in …
Constructing And Resisting Disability In Mathematics Classrooms: A Case Study Exploring The Impact Of Different Pedagogies, Rachel Lambert
Constructing And Resisting Disability In Mathematics Classrooms: A Case Study Exploring The Impact Of Different Pedagogies, Rachel Lambert
Education Faculty Articles and Research
This study demonstrates the importance of a critical lens on disability in mathematics educational research. This ethnographic and interview study investigated how ability and disability were constructed over 1 year in a middle school mathematics classroom. Children participated in two kinds of mathematical pedagogy that positioned children differently: procedural and discussion-based. These practices shifted over time, as the teacher increasingly focused on memorization of procedures to prepare for state testing. Two Latino/a children with learning disabilities, Ana and Luis, used multiple cultural practices as resources, mixing and remixing their engagement in and identifications with mathematics. Ana, though mastering the procedural …
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
Education Faculty Articles and Research
General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.