Education Commons^™

Deconstructing Standard English Ideology: Elements Of Equitable And Inclusive Language And Literacy Education For Our Times, Gricelda Carbajal

Electronic Theses, Projects, and Dissertations

ABSTRACT

This thesis argues for the deconstruction of the standard English ideology, which holds that standard English is inherently superior to other English varieties. It examines the ideology’s detrimental effects on those who speak and use nonstandard English varieties, mostly minorities and people of color, who are linguistically profiled and marginalized because of the ways they speak. The ideology can also generate intensified reactions to perceived grammar and usage errors in those who subscribe to its prescriptivist views, and can promote judgments and stereotypes which impede communication and connection between people. To help dismantle the standard English ideology, the author …

Early Childhood Educators’ Readiness Embrace Inclusion For Preschool-Age Children With Disabilities In California, Sachi Kondo, Andrea Golloher, Lisa A. Simpson, Peg A. Hughes

The Journal of Special Education Apprenticeship

Despite the push to increase inclusive early childhood (EC) care and education programs to support the learning and development of all children, such programs remain rare in California where most preschoolers with disabilities receive special education services in special day classrooms. Developing inclusive programs requires EC educators who are committed to supporting inclusion. Using a survey of EC teachers in public and private programs, this study sought to identify factors that influenced the teachers’ attitudes toward and self-efficacy for providing inclusive programs for young children with disabilities. While most of the teachers reported positive views of inclusion, they reported less …

Effective Inclusive Strategies For Students With Disabilities: Guides For General Education Teachers, Lynda Hawkins

Electronic Theses, Projects, and Dissertations

The Disability Education Act 2004 (IDEA) and Every Student Succeeds Act (ESSA) had given students with disabilities the right to be included in the general education classroom. With that comes a challenge for teachers as they must find ways to reach every student. The purpose of this project is to provide a way of achieving that goal.. The Buddy System, for example, is a supportive method for teachers. General education students are paired up with students that need assistance. These students take on the role of assistant teacher/mentor to help guide their peers through classroom activities and assignments. With everyone …

Teaching Students With Intellectual Disability To Create A Slope-Intercept Equation, Andrew Wojcik Ph.D., Alison R. King Ph.D.

The Journal of Special Education Apprenticeship

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We employed a non-concurrent multiple probe across participants design with four participants who showed an increase in performance after the intervention. All participants showed improvements with a percentage of a nonoverlapping data effect size of 86.84%. The study supplied more evidence that the use of time delay approaches can …

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 …

Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres

Electronic Theses, Projects, and Dissertations

ABSTRACT

This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …

Naturalistic Instructional Approaches In The Early Childhood Inclusive Classroom, Maranda Martinez

Electronic Theses, Projects, and Dissertations

As a result of the new Individuals with Disabilities Education Improvement Act (IDEIA), states are required to provide students with disabilities high quality education in the Least Restrictive Environment (LRE) to the greatest extent possible. Many students are now being educated alongside their general education peers in blended classrooms. Co-teaching has become a practical strategy to provide high-quality, individualized, and specialized education within blended classrooms. However, studies have shown that early childhood educators are not prepared to teach students with disabilities. Naturalistic instructional approaches are an evidence-based practice that can be utilized by early childhood inclusive co-teachers to teach important …

Assessment Of Inclusive Practices In Head Start Preschool Classrooms: Access, Participation, And Supports, Ifthika "Shine" Nissar

Electronic Theses, Projects, and Dissertations

ABSTRACT

The purpose of this study was to assess inclusive practices in Head Start preschool classrooms. In 1972, Public Law PL 94-242 mandated Head Start enrollment to include 10% of students with disabilities (Allen & Cowdery, 2009). Research on assessment of inclusive practices within Head Start preschool classrooms is limited (Gallagher & Lambert, 2006; Muccio, 2012).

This study implemented a quantitative, descriptive design approach. Correlational analysis was conducted to explore answers to the research questions according to access, participation, and supports constructs (DEC/NAEYC, 2009). An Inclusion Crosswalk model was introduced. Data revealed that the underlying factor structure of the …

Using Assistive Technology Tools To Support Learning In The Inclusive Preschool Classroom, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau, Johanna P. Higgins

The Journal of Special Education Apprenticeship

For over a century, early childhood experts have discussed the importance of play for young children’s growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis & Stockall, 2015), and leads to social awareness and empathy skills (Brown, 2009). However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon & MacCobb, 2013). In order to support preschoolers with disabilities in learning through play, the authors recommend the use of assistive technologies (AT) for (a) communication, …

Examining The Perspectives Of Elementary Education Teachers Prepared Through Traditional And Dual License Programs, Kelly A. Swindlehurst Ph.D., Colby T. Kervick Ed.D, Katharine G. Shepherd Ed.D

The Journal of Special Education Apprenticeship

Preparing classroom teachers to work with students with diverse learning needs is a challenge that has been well documented by the literature. Earning a dual license in general and special education has been posited as one possible solution to this challenge. This paper reports on a qualitative study that examined the differences between dually licensed and traditionally prepared educators with regards to their self-efficacy and ideas about inclusion. Findings suggest that teachers who earn a dual license in general education and special education may have a stronger sense of self-efficacy as well as a stronger skill set for working with …

Inclusive Leadership And Employee Engagement: The Moderating Effect Of Psychological Diversity Climate, Jose Luis Rodriguez

Electronic Theses, Projects, and Dissertations

Leadership is a well-known complex phenomenon that focuses on important organizational, social and personal processes, where leadership is dependent on a process of social influence, which occurs between the leader and follower (Bolden, 2004). Therefore, leaders need to operate with a certain understanding of leadership and the environment in order to address the increasing pressures and demands that come with being a leader. However, leadership concepts too often focus on leader behaviors apart from their effects on followers; in contrast, Inclusive Leadership (IL) highlights the importance of leadership as a social construction process between the leader and follower. The present …

Responding To Interactive Troubles – Implications For School Culture, Gro E. Lund, John M. Winslade

Journal of Critical Issues in Educational Practice

Responding to interactive troubles in schools can create processes of exclusion and marginalization. Certain basic assumptions can become knitted into school culture in ways that give rise to specific exclusionary practices. However, it does not have to be this way. Inclusionary ways of responding to interactive troubles can also be produced, given a school culture that nurtures relational ways of engagement. This article presents such relational practices and argues thoroughly for their use.

Educators' Attitudes Towards Implementation Of Inclusive Education, Kimberly Evans Holmes

Electronic Theses, Projects, and Dissertations

The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in …

Risk And Resilience In Beginning Special Education Teachers, Bridget Belknap, Juliana Taymans

The Journal of Special Education Apprenticeship

Special education teachers leave the field at a rate that outpaces their general education teacher counterparts, with special education teaching positions unfilled at a rate 5.5 times greater than general education positions (Boe, 2006). This study identified perceptions of risk and resilience in nine first year special education teachers in order to identify how to best support and retain them. Through semi-structured interviews the teachers described their experiences in the following roles (1) co-teaching, (2) self-contained, (3) case management, and (4) “other” (e.g., coach, tutor). Participants identified and positively or negatively ranked six “feeling” words they experienced in each role, …

Measurements Of Student And Teacher Perceptions Of Co-Teaching Models, Randa G. Keeley

The Journal of Special Education Apprenticeship

Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student responses to teacher responses to ascertain the presence of both main effects and interactions. It was found that while main effects existed regarding student and teacher perceptions, an interaction did not exist in any category. This study suggests that students perceive positive benefits when teachers implement certain co-teaching models (i.e., Station Teaching, Alternative Teaching, Parallel …

Teacher Needs For Educating Children With Autism Spectrum Disorders In The General Education Classroom, Kim Finch, Robert Watson, Cynthia Macgregor, Natalie Precise

The Journal of Special Education Apprenticeship

The purpose of this study was to gather information on experiences of general education teachers concerning inclusion practices for children with Autism Spectrum Disorders (ASD). In this case study third, fourth, and fifth grade general education teachers in a rural Southwest Missouri school district provided the data source to keep a narrowed focus on the needs of education teachers for inclusion. The sample accounted for 16 elementary education teachers. Surveys were sent to all third, fourth, and fifth grade general education teachers in the district. Perceptions of general education teachers on proper inclusion training were identified as necessary for the …

Attitudes About Inclusion: Through The Lens Of Practitioners And Novices, Janet R. Desimone, Nancy Maldonado, M. Victoria Rodriguez

The Journal of Special Education Apprenticeship

The purpose of this study was to examine the attitudes of preservice and inservice education students, towards inclusion in school settings. Graduate students working on their New York State teacher certification in early childhood special education (n= 152) completed a survey, Attitudes Toward Inclusion. The survey addressed the following: attitudes towards various disabilities; perceptions of preparedness to modify instruction for students with disabilities and to meet their needs; willingness to include students with more severe disabilities in their classrooms; placement issues; and impact on general education students. The findings revealed three major themes: 1) inclusion for some students with special …

The Perspectives Of Professionals And Parents On Inclusion In Head Start Programs, Thuy Nguyen, Margaret Hughes

The Journal of Special Education Apprenticeship

This study examined the perspectives of professionals and parents on part-time inclusive preschool Head Start programs that included both children with and without disabilities. The purpose of this study was twofold: (a) to examine parent and teacher perspectives of inclusion on the developmental outcomes of all children and (b) to investigate their perspectives on what constitutes a high quality inclusive program. Thirty Head Start and Early Childhood Special Education preschool teachers, as well as 30 parents of children with and without disabilities participated in this study. The major findings indicated that both parents and teachers strongly agreed that all children …