Education Commons^™

Parents’ Perspectives On Inclusive Schools For Students With Disabilities In Saudi Arabia, Bader Alsulami

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

In recent decades, inclusion has gained increasing international currency. In the Gulf region, Saudi Arabia in particular has made a sustained commitment to leadership in the humane, equitable inclusion of individuals with disabilities in its communities and the provision of appropriate, free public education for students with disabilities. Despite these achievements, students with disabilities remain segregated from general education students in separate classrooms, regardless of degree of disability. This study examined the perspectives of parents of students with and without disabilities in Saudi Arabia on placing their children in general education classrooms that are comprised of children with and without …

The Effects Of An Integrative Universally Designed Motor Skill Intervention Across General, Inclusion, And Self-Contained Early Childhood Center Classrooms, Sally A. Taunton

Theses and Dissertations

This dissertation consists of two studies that examine the effects of a school-based universally designed integrative intervention on the gross motor, fine motor, and health-related fitness skills of preschool and kindergarten with and without disabilities. Both studies focused on the effects of a school-based universally designed integrative intervention across general, inclusion and self-contained early childhood classroom settings. Study 1 examined the effects of the universally designed integrative intervention in general and inclusion classrooms in children without disabilities, and children with mild to moderate disabilities. Study 2 examined the effects of the universally designed integrative intervention in self-contained classrooms for children …

The Positive Effects On Attitude Among High School Students Towards Students With Autism Spectrum Disorder, Mario Castillo-Urbina

Cal Poly Humboldt theses and projects

Inclusion in the classroom requires that the local education agency provide services (i.e., direct, related) to support each student’s needs. The philosophy guiding inclusion is that these services will allow each student to keep pace or catch-up with his or her typically developing peers (Elkins, Van Kraayenoord, & Jobling, 2003). Students’ attitudes towards their peers with disabilities have been researched and reported through the years however, little work has examined these attitudes in a physical education setting (Archie & Sherrill, 1989; Block & Malloy, 1998; Block & Zeman, 1996; Tripp, French, & Sherrill, 1995). Researchers have reported that individuals avoid …

Assessing Reading And Mathematics Achievement Of Students With Disabilities In A Suburban Middle School, Terri Melissa Toomer

Theses and Dissertations

Co-teaching classrooms consist of general and special education teachers working together to benefit students with disabilities (SWDs). Many parents and teachers believe the content knowledge provided by general educators in the regular education setting, combined with the instructional service delivery model (SDM) expertise of special educators, will result in the greatest academic growth for SWDs. However, it is not known if SWDs served in one SDM progress at a faster rate than SWDs served in another SWD. Therefore, the focus of this study was to compare the reading and mathematics achievement of male and female middle school SDWs in two …

Effect Of Coteaching On The Achievement Of Middle School Students With Disabilities, Calandra C. Holmes

Walden Dissertations and Doctoral Studies

From 2014 to 2015, full inclusion through coteaching practices (2 or more professionals providing instruction in the same classroom environment) was implemented at a rural southeastern middle school in Georgia to improve the low academic achievement of students with disabilities (SWDs). The problem is that 8th-grade SWDs score low on the reading and mathematics sections of the Standardized Assessment for Reading and Mathematics (STAR). The purpose of this quantitative quasi-experimental study was to examine the effect of coteaching on the achievement of 8th-grade SWDs in reading and mathematics as measured by the STAR. Vygotsky's zone of proximal development was the …

Inclusion Teachers' Perspectives On Coteaching, Allison Nunes

Walden Dissertations and Doctoral Studies

The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and special education teachers' lived experiences in relation to the inclusion classroom and their attitudes and …

Attitudes And Effectiveness Of Teachers In Diverse Inclusive Classrooms, Pamela Moore-Mckinley

Walden Dissertations and Doctoral Studies

Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical …

Teachers' Perceptions About Reading Instruction In Elementary Inclusion Classrooms, Elizabeth Ann Kempf

Walden Dissertations and Doctoral Studies

Researchers argued that special education students should learn alongside regular education students because involvement with peers affects special education students' ability to assimilate information. However, inclusive elementary classroom teachers in a local Texas school were struggling to meet the learning needs of their diverse student populations in reading instruction. The purpose of this study was to explore teachers' perceptions about reading instruction in an inclusion setting and to investigate what teachers believe was needed to improve the effectiveness of their practice. King-Sears's inclusion instructional model served as the conceptual framework to guide this study. The research questions were focused on …

Teacher Perspective On Differentiation For Gifted Students In The General Education Classroom, Karen Arnold Kilgore

Walden Dissertations and Doctoral Studies

Gifted middle school students may not always be provided with a differentiated curriculum that ensures their academic progression in inclusive educational settings. The purpose of this qualitative case study was to examine teachers' perspectives on differentiation for gifted students in the general education classroom. The conceptual framework for the study was anchored by the theories of Gardner, who recognized that students learn in different ways, and Vygotsky, who determined that students learn best at their level of learning or zone of proximal development. The research questions focused on teachers' perspectives about teaching the gifted students in the general classroom environment …

Teachers' Perceptions And Attitudes Towards Inclusive Education In Sierra Leone, Christian Sesay

Walden Dissertations and Doctoral Studies

The Salamanca Accord advocating the implementation of inclusive education for learners with special needs was signed in 1994, as well as the Convention of the Right of Person's with Disabilities in 2006. Yet, Sierra Leone faces challenges to implement fully inclusive education in schools. The purpose of this mixed-method study was to examine teachers' attitudes towards inclusion in mainstream classrooms. The conceptual framework for this study was premised on Azden's theory of planned-behavior, which maintains that attitude and behaviors are products of experiences acquired. Using a Spearman rho correlations and descriptive statistics to analyze the data, gender, age, educational background, …

Self-Efficacy Of General And Special Education Teachers Regarding Inclusion, Karen P. Sims

Theses and Dissertations

This sequential mixed methods study was designed to compare the perceptions, attitudes, and self-efficacy of elementary and middle school general and special education teachers and administrators regarding inclusion. The study identified specific areas of needed support and training to improve these factors. The study took place at a kindergarten through 8 research site in the southeastern portion of the United States. The problem addressed was that school administrators are uncertain about the perceptions of general and special education teachers’ self-efficacy regarding effective instructional inclusion of students with special needs in the general education classroom.

Using quantitative survey inquiry and qualitative …

The Pros And Cons Of Inclusion For Students With Autism Spectrum Disorder (Asd) In The Mainstream Classroom, Benjamin Kwofie

All Electronic Theses and Dissertations

General education placement are believed to offer innumerable benefits for students with Autism Spectrum Disorder (ASD), however, decisions about including students with ASD remain controversial. This thesis highlights the benefits and challenges of including students with ASD in the mainstream setting. Inclusion represents the belief or philosophy that students with disabilities should be integrated into the regular education classroom with the relevant support to enable them to succeed. ASD is a very complicated disability; there are various levels of ability a student with ASD may have and there are also many types of this disorder. There are several effective strategies …

Effective Inclusion Practices For The Academic And Social Success Of Students With Intellectual Disabilities, Caitlin J. Siems

All Electronic Theses and Dissertations

This paper includes a comprehensive literature review of the research and best practice implications for providing effective inclusion in the general education setting to individuals with intellectual disabilities. Similarly, it reviews the relevant research regarding effective inclusive practices in adaptive sports, unified programs, and extracurricular activities. The review seeks to answer questions regarding the impact inclusion has on the self-concept and adaptive behaviors of individuals with intellectual; disabilities and their typical functioning peers. The paper provides insights for best practice for educators and information regarding effective frameworks for inclusion in the classroom. Instructional and whole school models that include the …