Education Commons^™

Effect Of Education Tablet Applications On Beginning Reading Skills Of Students With Autism, Jillian Ratliff

Theses & Honors Papers

The purpose of this study was to explore the relationship between the effect of tablet computer applications and the reading skills of students with autism. Two subjects diagnosed with autism selected by using a convenient sampling method participated in this study. A single subject ABA design was used for collecting data regarding phonemic identification, letter identification, letter discrimination, ap.d sight word identification. Following the collection of baseline data, interventions in the form of different iPad applications were used in individual tutoring sessions and data were collected on the percent of correct responses given per trial. At the completion of a …

Does Online Course Design Encourage Attrition? Assessing Usability Factors In Learning Management Systems, Lisa Theresa Richardson

Dissertations

Online coursework offers many college students flexibility and increased earning potential that they otherwise may not have due to personal or professional responsibilities and restrictions. Unfortunately, for students with disadvantaged technology backgrounds or disabilities limited accessibility compromises these opportunities for students who already face significant challenges to the completion of their post-secondary education. In the same manner that universal design of physical spaces increases usability of buildings and other facilities for all patrons, universal design of web-based courses could improve retention of course content for all learners.

In a case study based on cognitive load theory and constructivist pedagogy, the …

Imagining No Child Left Behind Freed From Neoliberal Hijackers, Eugene Matusov

Democracy and Education

As a sociocultural educator and scholar, I have always been ambivalent about No Child Left Behind's slogan. I like its democratic ideal of “education without failure,” but I do not like the current educational policies guided by a neoliberal ideology. This article begins a discussion about what a No Student Left Behind educational practice might look like from a sociocultural democratic education perspective.

Effects Of The Humanitarian Aid, Internal Displacement On The Social Impacts In Sudan, Professor Issam A.W. Mohamed

Professor Issam A.W. Mohamed

The study presented here reviews activities of NGOs in Sudan by surveying and studying the activities of Save the Children of United Kingdom. Activities of NGOs in Sudan were always a controversial issue that resulted in the expulsion of many in 2009. There were also precedents of such expulsions in previous and following years. The paper discusses humanitarian work in Sudan, positive and negative sides. The case study's activities of the Save the Children efforts in Jebel Aulia Internally Displaced People, specially their efforts in education were investigated. It is concluded that introduce invaluable help in educational field, building classes …

Thieves Or Doctors, Armed Civil Conflicts In Darfur And Impacts On Education In Refugees Camps, Professor Issam A.W. Mohamed

Professor Issam A.W. Mohamed

The study presented here depends on a field survey of refugees' camps in war strived Darfur region. The data are genuine from people and children. The expelling of NGOs from the region was a moral shock to the whole world, but in Darfur, it was a humanitarian catastrophe affecting the population. In this paper, I surveyed and analyzed data on what I consider the most important factor which are children and establish education as the base of the arguments introduced here. A case study is introduced which is Attash refugees or displaced camp were produced. Data were collected by field …

Impacts Of The Political Regime On The High Education System Of Sudan, Professor Issam A.W. Mohamed

Professor Issam A.W. Mohamed

In totalitarian systems, especially that of dogmatic nature, education is often targeted to be devoted for the preparations of young generations and dedicating them to the regimes' structure and principles. However, such method negatively influences the educational system and renders the efficient inputs to students. The results can be manifested in deterioration of knowledge, human capital development and the future performance per se.

Effects Of Environment On Children's Motor Scores, Eligibility Status, And Administration Times, Derrick Mittelstadt, Abigail Parker, Kirsten Pickett, Heather Temkin

UNLV Theses, Dissertations, Professional Papers, and Capstones

Best practices for assessing developmental skills in young children focus on naturalistic observation in everyday settings, but the effects of environment on test scores, eligibility status and administration time have not been explored. The Peabody Developmental Motor Scales-Second Edition (PDMS-2) was administered to 34 children aged 18 to 59 months in natural and pull-out settings. PDMS-2 total, gross, and fine motor quotient (TMQ, GMQ, and FMQ) scores were significantly lower in the natural environment (p’s≤.014). Based on our results, more children would qualify for services when tested in natural environments using TMQ and GMQ scores. It also took significantly longer …

Class, Race, And The Discourse Of “College For All.” A Response To “Schooling For Democracy”, Ronald David Glass, Kysa Nygreen

Democracy and Education

We critique the “college for all” discourse by unveiling its relationship to the politics of education, the broader economic and political contexts, and the class and race structures embedded in society and schooling, including higher education. We analyze the current and future labor markets to demonstrate the ways that the “college for all” discourse overstates the need for math and science knowledge and skills within the workforce, and we analyze the debt burdens associated with college attendance and completion to demonstrate that the promised benefits of “college for all” are often illusory for low-income, racially, culturally, and linguistically diverse students. …

Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry

Democracy and Education

Drawing from a two-year ethnographic study of Latino high school students engaged in youth participatory action research (YPAR), this article describes students’ quest for freedom in schools, locating their struggle within a larger effort to realize the democratic ideals of public schooling. Using Latino/a Critical Race Theory as a theoretical lens, the author demonstrates how popular discourse around the “achievement gap” often obscures the oppressive policies and practices implemented by educators that limit freedoms necessary for educational and personal development and profoundly influence the identities and life trajectories of Latino youth. The article concludes with an exploration of YPAR as …

Schooling For Democracy, Nel Noddings

Democracy and Education

There is a widespread movement today to prepare all students for college, and it is promoted in the name of democracy. I argue here that such a move actually puts our democracy at risk by forcing students into programs that do not interest them and depriving them of courses at which they might succeed. We risk losing the vision of democracy that respects every form of honest work and cultivates a deep appreciation of interdependence.

Strategic Directions For Gettysburg College Update & Upcoming Major Facilities Projects, March 2011, President's Office

Reports from the President’s Office

The four central themes of Strategic Directions-Engagement, Distinction, Access and Connection-remain the best guideposts to lead us towards our goals and aspirations for Gettysburg College. However, the current context does require us to sharpen our focus, prioritize further, and better capitalize on opportunities and synergies. [excerpt]

Strategic Directions For Gettysburg College Update, February 2011, President's Office

Reports from the President’s Office

Much has changed since the Strategic Directions for Gettysburg were articulated in 2007. We have had transition in the leadership of the College in key positions including the president, the provost, and the vice president for development, alumni and parent relations. The economy has shifted seismically and in ways we certainly would not have predicted in 2007. Demographic projections related to the diversity of high school students and their geographic distributions have become a reality. The emergence of online learning opportunities and for-profit education, together with a high unemployment rate and significant increases in student financial need, have created a …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. This particular edition has a very real international dialogue concerning the inclusion of students with special needs in general education classrooms.

Dr. Tsafi Timor provide a thought provoking discussion and analysis of two approaches to classroom management. This article starts with a great quote from Dr. Harry Wong.

Syed Salma Jameel provides a new perspective concerning students with special needs enrolled in colleges and universities. This article links employability with the need for higher education and highlights the issues of including students with special needs in higher education. …

Teachers' Beliefs And Practices Observed In Inclusive Classes, Gyagenda Khamis

Electronic Journal for Inclusive Education

The world over there is a wave towards more inclusive education for children who are disadvantaged in one-way or another. The Salamanca conference of 1994 focused on the child with Special Education Needs (SEN) with a call to governments to ensure that such children were given an appropriate education especially by being included in mainstream classes. Developing countries shows less initiative and effort towards including the child with SEN, with more efforts towards including the girl child. But some schools are implementing the policy on their own initiative. It can be assumed that their belief in inclusive education drive their …

Preservice Teachers' Confidence Levels In Working With Students With Special Needs: Improving Preservice Teacher Training Programs, Woo Jung Ph.D., Grace Cho Ph.D., Debra Ambrosetti Ph.D.

Electronic Journal for Inclusive Education

Teacher confidence levels have been shown to increase with training, exposure to specific situations, knowledge, and utilization of interventions. The purpose of this study was to investigate preservice teachers’ confidence levels in teaching students with special needs. The 287 participants were from three separate education departments within a college of education. The results indicated that students working toward a teaching credential in the field of special education reported higher confidence levels than did those seeking a credential in secondary and elementary education. In addition, secondary teacher candidates reported higher confidence levels than did elementary teacher candidates. Based on the findings, …

Paraeducators Perceptions Of Their Roles In Inclusive Classrooms: A National Study Of Paraeducators, Ida M. Malian Ph.D.

Electronic Journal for Inclusive Education

With increased mandates for providing FAPE, districts are employing paraprofessionals-specifically paraeducators to assist in special education as well as inclusive classrooms. A National Survey was conducted to ascertain paraeducators perceptions regarding their roles with inclusive classes, collaboration with general and special education teachers, responsibilities within the classroom regarding instruction and other management of the daily routines, their beliefs about teaching and training needs. Respondent included 202 paraprofessionals from 34 states with varying degrees of experience and training. Overall, paraprofessionals were positive about their roles in the classroom ad the impact of their work with students with disabilities. More time for …

Preparing For Secondary Inclusion: What Educators Can Learn From Parents Of Students With Disabilities, Denise Ousley, Chris O'Brien

Electronic Journal for Inclusive Education

As part of a movement toward collaboration between general and special education teacher preparation, the authors met with focus groups including parents of teenagers with disabilities, English and special education teachers, and pre-service teachers from both programs. Some of our most relevant findings sprang from conversations with parents whose children were placed in inclusive settings. The issues that surfaced highlight several issues relevant to teacher development and support. Most remarkable is the clarification that there are two worlds of education: school for the masses and school for the exceptions. The purpose of this article is to present what we learned …

Research Topic: Is Physical Education A Form Of Exclusionary Closure To Children With Disabilities?, Chiome Chrispen, Chadamoyo Patrick, Mudyahoto Tapiwa

Electronic Journal for Inclusive Education

Worldwide, there are benefits that accrue to children or adults who engage in physical activities (Johnson, 2009). Within this context, this study sought to find out the conditions under which students with disabilities participate in Physical Education in Zimbabwean schools. A purposive sample of 72 teachers and 15 heads of schools who are students of Great Zimbabwe University participated. The research was largely qualitative, gathering data through a survey that used an open ended questionnaire for teachers and focused interviews for school heads. The typical experiences in schools are a complete denigration of the children with disabilities. Evidence indicates that …

Children With Disabilities In Private Inclusive Schools In Mumbai: Experiences And Challenges, Ashima Das Ph.D., Ruth Kattumuri

Electronic Journal for Inclusive Education

‘Inclusive education’ policy has been introduced in India, however the concept is in its infancy This qualitative study analyses the case of children with disabilities studying in private inclusive schools of Mumbai. It discusses the development of self concept, elucidates the benefits and challenges of children with disabilities in inclusive education. We then suggest recommendations for improvements in implementing inclusive education in India.

Whatever Works: Teaching Adults With Learning Difficulties In Adult Basic Education Programs: A Dissertation, Susan Noyes Spear

Educational Studies Dissertations

Research indicates that significant numbers of adult learners who attend adult basic education (ABE) programs have learning difficulties and/or learning disabilities. However, most ABE teachers have not been trained to teach students with these complex learning needs. This qualitative study, conducted through an interpretivist/constructivist lens, used in-depth individual interviews to garner the voices and experiences of ten ABE teachers as they described how they identify and manage the learning needs of their students. Results showed that ABE teachers described their practice in terms of how they identified their students' learning difficulties; their perceptions of their identity and role as an …

Disability In The Context Of Higher Education: Issues And Concerns In India, Syed Salma Jameel

Electronic Journal for Inclusive Education

Disability in higher education has different implications from that of school Education. Higher education increases the chance of employability, thus, affirming dignified life for the persons with disabilities. While going through the policies and programmes in India it is found that not much has been done in the field of disability and higher education. There are number of groups working on the school education of children with disabilities. This has not translated in the entry of students to higher education because of various reasons. Infrastructural facilities within institutions, attitudes towards persons with disabilities, transportation facilities, and lack of support services …

Attitudes Of Beginner Teachers Of Special Education To Classroom Management: Who's The Boss Here?, Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

The study deals with approaches of beginner teachers from a Special Education Training Programs to classroom management and to instruction with regard to two approaches: the Humanistic approach (or Student-Centered Approach), and the Custodial approach (or Teacher-Centered Approach). mixed use of both approaches in classroom management practices with a tendency towards the Humanistic approach. The Custodial approach was observed as related to issues of control and attitude towards violence whereas the Humanistic approach was found to be related to student-teacher relations, belief in students' abilities and perceptions of discipline. However, approach towards instruction and teaching was observed as related in …

Teachers' Attitudes Toward The Inclusion Of Students With Autism And Emotional Behavioral Disorder, Jennifer M. Cassady

Electronic Journal for Inclusive Education

General education teachers have differing views about the inclusion of students with disabilities in mainstream classrooms. However, the type and severity of the children’s disabilities affect teachers’ willingness to accommodate certain students and their confidence that they will effectively manage their classroom. It has been reported that teachers have expressed concerns about having students with autism and emotional behavioral disorder in the general education setting because of the children’s lack of social skills, behavioral outbursts, modifications made to the curriculum, and lack of training and supports. Many instructors do not believe they are able to teach these populations effectively while …

Mvip: Math Villages For Inclusive Practices: A Model To Engage All Students And Teachers In Stem Experiences, Ida Malian Ph.D.

Electronic Journal for Inclusive Education

The Math Villages for Inclusive Practices (MVIP) model supports inclusive practices through a) the inclusion of students with disabilities, specifically mathematics disabilities into STEM related activities, b) co-teaching of STEM related topics as professional development, c) “hands-on” real life problems to be addressed collaboratively with students and co-teachers.

MVIP model levels the playing field for students with math disabilities to be engaged in integrated STEM activities. Co-teachers support these activities through professional development that creates content-rich and differentiated instruction for all students. The village concept is derived from the membership of the village learners which includes students, special educators and …

Planning Learning Experiences In The Inclusive Classroom: Implementing The Three Core Udl Principles To Motivate, Challenge And Engage All Learners, Jennifer L. Jones, Karrie A. Jones, Paul J. Vermette

Electronic Journal for Inclusive Education

In 2010, Vermette, Jones, Jones, Werner, Kline & D’Angelo published a lesson planning format, the PLE (planned learning experience) designed to help teachers meet the demands of the ever diversifying, ever demanding American secondary classroom (Vermette et al., 2010). This model helps teachers do more than simply create a “lesson plan” (a list of maneuvers for the teacher), but provides a framework for crafting authentic, meaningful and engaging learning experiences for all students. Given this great challenge, this article deconstructs the PLE in light of the three core principles of UDL (Universal Design for Learning) and considers the ramifications of …

Effects Of Co-Teaching On The Biology Achievement Of Typical And At-Risk Students Educated In Secondary Inclusion Settings, Polly G. Haselden Ph.D.

Electronic Journal for Inclusive Education

School accountability is at the forefront of education with the recent passage of the No Child Left Behind Act (NCLB) in January 2001. One well-known instructional strategy, co-teaching has the potential to improve the academic performance of students (i.e., typical and at-risk) educated in general education classrooms. A co-teaching intervention that included operationalized components of instructional delivery and a support class was compared to the traditional instructional delivery of students receiving science instruction from a general education teacher alone in four high school biology classrooms. Results indicated that there were no significant differences between the groups of students educated in …