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Articles 1 - 9 of 9
Full-Text Articles in Education
Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo
Elucidation Of Effective Professional Development Experiences: Addressing Inclusion For Students With Autism, Jennifer Lee Suppo
Journal of Research Initiatives
Open interviews were conducted with a special education teacher and a general education teacher. The overall guiding question was to provide elucidation of what is needed in a professional development program to meet the needs of both the general and special education teachers who teach children with a diagnosis of autism in an inclusive setting. Overall, the themes of diversity, knowledge and collaboration emerged as important variables for professional development experiences. Furthermore, in-depth knowledge and flexibility arose as important qualities of the facilitator of a professional development experience. Implications are a set forth for the expansion of the study and …
Critical Collaborative Inquiries In Social Studies: Fostering Inclusion, Engagement And Literacy, Sara Lewis-Bernstein Young Ed.D.
Critical Collaborative Inquiries In Social Studies: Fostering Inclusion, Engagement And Literacy, Sara Lewis-Bernstein Young Ed.D.
Journal of Practitioner Research
Collaborative inquiry groups are a well-advocated tool to support comprehension and collaboration, but how do critical collaborative inquiries support students with different levels of engagement and academic performances in social studies to develop critical literacies? This article responds to the research question through case studies of two high school students who engaged in a critical collaborative inquiry project. One student was a senior labeled with disabilities, who struggled with academic literacies, graduated at the bottom of her class, and said that she hates school. The other student was a junior who thrived in school, mastered a range of academic literacies, …
Examining Pre-Service Teacher Candidates’ Sources And Levels Of Knowledge About Autism Spectrum Disorders, William H. Blackwell Ph.D, Mary E. Sheppard, Donna Lehr, Shuoxi Huang
Examining Pre-Service Teacher Candidates’ Sources And Levels Of Knowledge About Autism Spectrum Disorders, William H. Blackwell Ph.D, Mary E. Sheppard, Donna Lehr, Shuoxi Huang
Journal of Human Services: Training, Research, and Practice
This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship between sources of knowledge about ASD and actual levels of knowledge. Based on the findings, the authors argue that there is a need for coursework that focuses on effective intervention strategies and utilizes direct opportunities for teacher candidates to work with students with …
Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf
Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf
Journal of Catholic Education
After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; …
Music Education For Students With Disabilities: A Guide For Teachers, Parents, And Students, Kaitlin A. Merck, Ryan M. Johnson
Music Education For Students With Disabilities: A Guide For Teachers, Parents, And Students, Kaitlin A. Merck, Ryan M. Johnson
The Corinthian
The purpose of this paper is to provide some ideas, resources, and support for accommodating students with disabilities in music classes, including performing ensembles. First, we provide an overview of special education in America with a particular emphasis on music education. Next, we describe current inclusion practices that are used within the music classroom. Finally, we provide information for three groups of people involved in the music education of learners with special needs: learners, parents, and music teachers. It is hoped that this resource will be useful in making it possible to include students of all types in American music …
Breaking Down Silos: Teaching For Equity, Diversity, And Inclusion Across Disciplines, Erica E. Hartwell, Kirsten Cole, Sarah K. Donovan, Ruth L. Greene, Stephanie L. Burrell Storms, Theodora Williams
Breaking Down Silos: Teaching For Equity, Diversity, And Inclusion Across Disciplines, Erica E. Hartwell, Kirsten Cole, Sarah K. Donovan, Ruth L. Greene, Stephanie L. Burrell Storms, Theodora Williams
Humboldt Journal of Social Relations
The purpose of this paper is to present specific teaching strategies, classroom activities, and service learning assignments that can be adapted across disciplines to meet equity, diversity, and inclusion (EDI) focused learning objectives. In order to identify promising practices for teaching EDI, this collaboratively authored paper follows the thread of our common strategies, activities, and approaches through our different disciplines and across the different contexts in which we teach. As we wrote together about our common commitment to EDI, the specifics of our disciplines fell into the background as we focused on four core objectives for teaching EDI: awareness, knowledge, …
A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei
A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei
Occasional Paper Series
Takes a critical look at one of the commonplace features of early childhood classrooms—story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment.
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander
Occasional Paper Series
Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.
Exploring The Value Of Service-Learning On Pre-Service Teachers, Amanda Mergler, Suzanne B. Carrington, Peter Boman, Megan P. Kimber, Derek Bland
Exploring The Value Of Service-Learning On Pre-Service Teachers, Amanda Mergler, Suzanne B. Carrington, Peter Boman, Megan P. Kimber, Derek Bland
Australian Journal of Teacher Education
Service-learning as a transformative pedagogy within university education is becoming increasingly popular in Australia. Advocates of service-learning indicate that the practice of combining community based voluntary work with theoretical in-class academic knowledge leads to a greater awareness about diversity and difference in students. While such claims are enticing, particularly in pre-service teacher education where there is a need for teachers to understand and embrace diversity, it is important to determine the veracity of such claims. The current study used a repeated measures design to explore whether engaging in service-learning as part of an inclusive education unit resulted in changes in …