Education Commons^™

Public Relations Of Inclusion: A Critical Reframing Of Autism Inclusion With Professors Of Teacher Candidates, Jessica Block Nerren

Electronic Theses, Projects, and Dissertations

There is a problem when inclusion is broken in our communities and in our schools while preliminary teachers call out for more preparation for Autism Spectrum Disorder (ASD) inclusion in their credential programs (Bryant, 2018; Busby et al., 2012; Finch et al., 2013; Loiacono & Valenti, 2010; Morgan, 2015; Robertson et al., 2003; Walters, 2012). The purpose of this study is to explore the framing of ASD inclusion by professors of multiple and single subject preliminary teacher candidates. At this stage in the research, the framing of inclusion is defined as a pre-conscious sensemaking of inclusion for individuals with ASD …

Inclusion, Engagement, And Nearpod: Providing A Digital Alternative To Traditional Instruction, Kristina Buttrey

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Unfortunately, the onset of Covid-19 and the ensuing pandemic led to a shift in the structure of classrooms across all levels of the educational spectrum. The resulting move to more social distancing methods, including a combination of face-to-face and online formats, led to a need for innovative uses of technology. In this article, Nearpod is explored as an alternative way to present information while increasing engagement and inclusivity in the classroom. Research studies and reviews are scrutinized on the use of Nearpod as tool for teachers and pre-service teachers in K-12.

Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar

Dissertations, Theses, and Capstone Projects

The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adult immigrants, often perceived as passive and quiescent, bring voices and contributions to learning in powerful yet unheard ways. This research agenda invokes a new critical lens in education scholarship to uplift and center these contributions as a coalitional, dialogical project. Drawing upon critical sociocultural, women of color feminist, and poststructual theories, critical intersectional epistemology, and Bakhtinian dialogical thinking, this research project pursues inductive, recursive meaning making as an innovative exploration. A multiphase, sequential study including surveys and two focus groups foregrounds the complex, fluid ways adult …

Disrupting Racial Segregation In Special Education: An Evaluability Assessment Of Washington State’S Inclusionary Practices Project, Tania May

Ed.D. Dissertations in Practice

Despite disability advocacy, case law, and legislative attempts to regulate equity in placement, students of color with disabilities are removed from general education settings at higher rates than peers. Ongoing advocacy to extend legal protections and utilize dispute resolution procedures contributed to special education’s reputation for being litigious. This study included a recent review of literature on landmark education cases and litigation using a symbolic organization framework to analyze special education placement procedures, disputes, and decisions. The theoretical frameworks of Critical Race Theory and Dis/ability Critical Race Studies offered a critique of special education placement and outcomes and rebutted symbolic …

Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa

Journal of Educational Research and Practice

Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.

How Do General Education Teachers Feel Prepared To Teach Individuals With Autism In The Classroom, Colin Valley

Leadership Education Capstones

This paper will deal with ways general education teachers can better serve individuals with autism in their classroom. This can be accomplished in many ways, and these ways will be discussed throughout. Research for this topic has been done in many different ways but overall, the root of how general education teachers feel about having individuals with autism in their classroom has not (Jones, A. P., & Frederickson, N. 2010). Throughout his study, the researcher will find ways to make general education teachers k-12 feel more prepared to teach individuals with autism in the general education classroom.

Holding Tight To Our Convictions And Lightly To Our Ways: Inviting Shared Expertise As A Strategy For Expanding Inclusion, Reach, And Impact, Kylie Korsnack, Leslie Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

When the global pandemic forced campuses across the United States to send students home in March 2020, instructors were thrown into triage mode, forced to rapidly transition their on-the-ground classroom curriculum to a format that could be completed remotely by students spread out across the country. At the same time, centers for teaching and learning (CTLs) also entered triage mode, puzzling over how to quickly but effectively provide appropriate training and meaningful support to prepare faculty for this rapid transition (Aebersold et al., 2020). The situation’s urgency, coupled with the significant constraints many CTL directors already experienced, necessitated creative, flexible, …

Lesson Study: A Proposed Intervention For Professional Development Of Diversity, Equity, And Inclusion Instruction In A Multicultural Classroom, Michael L. Hixon

Journal of Sustainable Social Change

This paper responds to the proposed implementation of lesson study as a professional development intervention for multicultural instruction in the United States. It includes an investigation of the literature in relation to the use of higher-order thinking skills, Banks’s four approaches for integrating multicultural instruction, and lesson study as a proposed professional development intervention in multicultural instruction. The conclusion provides a discussion of insights into K–12 educators’ needs for professional development opportunities to ensure that they provide diverse, equitable, and inclusive learning environments for all of their students. Creating diverse, equitable, and inclusive learning opportunities for students would be meaningful …

Don’T Count – Count On Visual Perception!, Klaus Rödler Dr.

Transformations

Verbal counting is the first step in the child‘s number building and this is why it seems natural to start arithmetic in school based on this competence. Under a cultural historical view, the development of number does not start with verbal counting but rather with ‚concrete counting‘. Number words and the number word sequence developed after experience with concrete numbers.

This article describes the roots, basics, and first practical steps of a didactics based on perception rather than on verbal counting.

This proposed change allows inclusive lessons that prevent all students from misunderstanding calculation as a quick or clever form …

Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher

Walden Dissertations and Doctoral Studies

Despite the use of professional development (PD), early childhood inclusive teachers lack the knowledge and skills needed to support students with disabilities. It was unclear what types of PD teachers have received and what supports they still need. If teachers lack PD and the skills needed to teach students with disabilities effectively, then student progress may be negatively affected. The purpose of this basic qualitative research study and the research questions were to understand early childhood inclusive general education teachers’ perceptions of past PD experiences of working with students with disabilities and what supports they need to implement evidence-based practices. …

Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming, Crystal Renee Perry

Walden Dissertations and Doctoral Studies

Youth with disabilities benefit from being included in extracurricular activities. However, often youth with a disability do not participate in extracurricular activities. The purpose of this basic, qualitative study was to explore the experiences of Extension Youth Development Professionals (YDPs) as they serve youth with disabilities in their 4-H programs. The research question for this study focused on the perceptions and experiences of the YDPs implementing inclusive, positive youth development programs. Conceptually, the transfer of learning theories provided the framework for this study. Data for this study were collected through the instrument of interviews, consisting of questions focusing on training, …

"...And After That Came Me". Subjective Constructions Of Social Hierarchy In Physical Education Classes Among Youth With Visual Impairments In Germany, Martin Giese, Sebastian Ruin, Jana Baumgärtner, Justin A. Haegele

Human Movement Sciences Faculty Publications

The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conducted with MAXQDA 2020 based on content-related structuring of qualitative text analysis with deductive-inductive category formation. To structure the analysis, the main category, feelings of being valued, was defined by two …