Education Commons^™

Challenging Filipino Colonial Mentality With Philippine Art, Francesca V. Mateo

Master's Theses

For 350 years, the Philippines was colonized by Spain and the United States. The Philippines became a sovereign nation in 1946 yet, fifty years later, colonial teachings continue to oppress Filipinos due to their colonial mentality (CM.) CM is an internalized oppression among Filipinos in which they experience an automatic preference for anything Western—European or U.S. American—and rejection of anything Filipino. Although Filipinos show signs of a CM, there are Filipinos who are challenging CM by engaging in Philippine art. Philippine art is defined as Filipino-made visual art, literature, music, and dance intended to promote Philippine culture. This …

Politics, Inclusion, And Social Practice, Ronjaunee Chatterjee, Amy Wong

Literature, Languages, and the Humanities | Faculty Scholarship

"In the wake of the American election, Elaine Hadley’s 'Closing Remarks' from v21’s b2o issue—that we are writing, living, and teaching in a 'critical moment, some might even say a survivalist moment' in which 'the power of positive psychology does not seem adequate to the times'—appear chilling in their urgency. Hadley cautions against a pleasure and optimism largely disengaged from feminist and class critiques, as well as from what she calls 'Politics with a big P.'"

~article excerpt~

Teacher Perceived Barriers To Inclusive Instructional Delivery Approaches, Casey M. Wright

Honors Theses

The aim of this undergraduate thesis is to identify the perceived barriers to Inclusive Instructional Delivery Approaches (IIDA) through the perspective of general education teachers. For decades, students identified as having special educational needs have not been adequately served in the classroom. This study reveals the best practices used to include students with disabilities in the general education classroom and why they are not being employed as often as they should be. Through use of survey, the researcher allowed for the opportunity to answer (a) Which IIDAs are used most often? (b) How much time per week do teachers spend …

Investigating Preservice Teachers’ Self-Efficacy And Practicum Experiences, Fiona E. Hunter

Electronic Thesis and Dissertation Repository

The purpose of this study was to ascertain the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian preservice teachers in relation to inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 institutions of higher education across Canada and the resultant data subjected to content analysis. Several themes emerged from the participant responses which were found to be influential in preservice teachers’ feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, other school adults, relationships, diagnoses, individual education plans and …

Vagina Monologues Audition Poster, Student Women's Association

Social Justice: Diversity, Equity, & Inclusion

Poster produced and distributed by the Student Women's Association promoting the 2016 Vagina Monologues casting call.

Teaching In The Cracks: Using Familiar Pedagogy To Advance Lgbtq-Inclusive Curriculum, Michelle L. Page

Education Publications

English language arts teachers and other literacy educators have the opportunity to create more positive and more inclusive school experiences for gender‐ and sexual‐minority students, but many hesitate to transform their curricula and practices because of fear of community protest. To support educators who feel vulnerable or constrained, this article summarizes challenges facing gender‐ and sexual‐minority students and then describes the benefits and limitations of a variety of familiar instructional approaches that teachers can use to make curricula more inclusive, ultimately reducing isolation and invisibility of LGBTQIA students and experiences.

2016 Minutes Of The Student Women's Association, Student Women's Association

Social Justice: Diversity, Equity, & Inclusion

Minutes from the Student Women's Association meetings dating from January 25, 2016 to November 21, 2016.

The Elusiveness Of Inclusiveness: A Discursive Analysis Of Inclusion In A District Level Exceptional Student Education Leadership Team, Karen Ramlackhan

USF Tampa Graduate Theses and Dissertations

This poststructural study utilizes Foucault’s theories of power/knowledge nexus and disciplinary power to explore the discursive formation of inclusion of a district level Exceptional Student Education leadership team in order to understand how the discourses are constructed, practices are normalized, and power relations are legitimized. This type of analysis interrogated the assumptive groundings of special education in the district, and how these have been taken-for-granted and normalized in the professional knowledge, policies, and practices of the field. Data from multiple sources: semi-structured interviews, observations, multimodal forms of communication, observation journal, and researcher reflexive journal produced findings within four dominant discourses---the …

Teaching Students With Autism Spectrum Disorder To Mand Within The Inclusive Classroom, Jennifer L. Mcintire

Doctoral Dissertations

Recent federal legislation mandate that students with autism (ASD) be educated within the general education environment and held to high standards of achievement. Many interventions exist to teach language skills to children with ASD. Most have been developed in clinics or segregated settings, and have not been demonstrated as effective within general education classrooms. This research assessed the effectiveness of an intervention to teach two students with ASD to mand (request) within the general education classroom. Generalization and maintenance of independent manding (requesting) skills will be assessed. Both students learned to mand within the natural environment and demonstrated maintenance and …

Learning Disabled Special Education Students And General Education Opportunities, Candace Pelt

Doctor of Education (EdD)

This study examined the relationship between the amount of time a student receives in general education and achievement scores for reading and math. Students selected were previously identified with a learning disability in the Newberg School District, and they were enrolled in classes during the 2014-2015 school year. Using a Multivariate Analysis of Variance (MANOVA), this study observed the correlation between students’ federal placement code and student achievement scores for both reading and math. For students with disabilities who also have an Individual Education Plan (IEP), the federal placement code identifies the amount of time a student spends in general …

Making All Students "Our" Students: Where To Start?, Frank E. Mullins Ph.D., Janice Murdock Ph.D., Phoebe A. Okungu Ph.D., Deann A. Lechtenberg Ph.D.

Journal of Human Services: Training, Research, and Practice

The collaborative team approach is an approach in which general education and special education teachers work together in a single classroom to provide instruction to all students. Neither teacher has more authority than the other.

Education should not be compartments in which one has a mindset of “my students” and “your students”. The mindset must be changed to “our students”. This change in mindsets must begin in pre-service programs in order to carry on to PreK-12 classrooms. As inclusion becomes more and more accepted in public education, educators must be taught strategies that will enable them to work collaboratively with …

An Investigation Of The Attitudes Of Catholic School Principals Towards The Inclusion Of Students With Disabilities, Michael J. Boyle, Claudia M. Hernandez

Journal of Catholic Education

Catholic school principals typically serve as the prime decision-makers in admission and enrollment issues. A key factor in this decision-making can be the principals’ perceptions and attitudes about servicing students with disabilities within a Catholic school context. The purpose of the present study is to investigate the attitudes and perceptions of Catholic school principals toward inclusion of students with disabilities in Catholic schools. Overall, a majority of surveyed principals reported a positive attitude toward including students with disabilities. Some significant relationships were found between principal’s pervious experiences with students with disabilities and the principals’ willingness to enroll students with disabilities. …

Coteaching In An Inclusion Setting: Perceptions Of Third- Through Eighth-Grade Educators, Crystal Ricks

Georgia Educational Research Association Conference

The problem addressed by this study was that coteachers in the district had verbalized a need to address insufficiencies in their understanding about what constitutes best models or practices in inclusion settings. Specifically, coteachers voiced frustration regarding a lack of knowledge about inclusion practices and a lack of necessary training to better equip them to work in coteaching settings. Most of all, teachers in the district articulated concerns regarding the perceived lack of collaboration between coteachers, making it difficult for them to work together. Some teachers put forth views that coteaching as they experienced it was not the type of …

Diversity & Inclusion Update - Fall 2016, Office Of Diversity & Inclusion

Diversity & Inclusion Update

This Fall 2016 newsletter discusses ongoing campus initiatives to facilitate diversity and inclusion efforts on campus. Topics discussed include continued changes inspired by the January 2016 Town Hall meeting, such as the restructuring of the Office of Multicultural Engagement, and other changes made to make college resources more accessible and promote educational opportunities on multicultural viewpoints.

Complexity Of Academic Socialization Of Historically Underrepresented Doctoral Students: De-Privileging Distinctions Between Macro-And-Micro-Theoretical Approaches, Zarrina Talan Azizova

Teaching, Leadership & Professional Practice Faculty Publications

This article represents a conceptual work that critiques and challenges traditional linear theoretical assumptions of academic socialization and integration that are often applied to research of diverse populations in academia in general and doctoral education specifically. The article further proposes a new conceptual framework of academic socialization as a meaning-making act of historically underrepresented doctoral students. The ultimate goal of the proposed framework is to reconcile the restrictive use of sociological macro- and micro- orientations to foreground possibilities of a conceptual and empirical focus on an individual meaning making act (as a form of individual agency) of historically underrepresented doctoral …

2016 Fall Faculty Conference: Equity & Inclusion: Head Heart Hands, Academic Affairs

Fall Faculty Conference

The 2016 Fall Faculty Conference featured an interactive workshop by Kim Brazwell. Kimberly Brazwell is a diversity practitioner and trained facilitator with experience in designing experiential workshops through the practice of mindfulness and storytelling. Passionate service through social justice advocacy has opened doors for Brazwell as a highly requested speaker and dialogue facilitator with invitations ranging from training workshops to keynotes as far as Westphalia, Germany. Brazwell has over 15 years of experience in educational administration, diversity and inclusion efforts, wellness advocacy and community building. She is an alum of Ohio University with a Bachelor of Science in Interpersonal Communication …

Role Of Advocacy Organizations In Promoting Inclusive Education Policies For Students With Rare Chronic Health Conditions: Insights For Education Leaders, Jennifer Flinn

Electronic Thesis and Dissertation Repository

This qualitative study investigated how advocacy groups for rare chronic health conditions understood their relation to, and interaction with, educational leadership and policy. This study adopted a critical research orientation and framed inclusion as an equity and social justice issue. Semi structured interviews were conducted with advocates representing various rare chronic health conditions, and a policy review of Ontario’s inclusion policy, as well as relevant health policies were conducted. The analysis revealed that there was tension in participants’ understanding of inclusion, and participants did not always support full inclusion for students with rare chronic health conditions. There is a lack …

Inclusive Strategies For The Global Virtual Classroom, Angela Atwell

Publications

In today’s digital age of global enterprise, higher education is focused on delivering high quality experiences in virtual learning environments. Instructors must be armed with the knowledge and skills to use online learning tools effectively in order to deliver an engaging learning experience for all students.It is crucial to create a welcoming and inclusive learning environment, possibly even more so in a virtual classroom. Students who feel welcomed and respected are more likely to engage, contribute to the course and add richness to the content. Instructors must facilitate student learning by encouraging cooperation, collaboration and professional networking. Students and instructors …

Re-Imagining Inclusion/Exclusion: Unpacking Assumptions And Contradictions In Arts And Special Education From A Critical Disability Studies Perspective, Alice J. Wexler

Journal of Social Theory in Art Education

Inclusion is usually defined “as a student with an identified disability, spending greater than 80% of his or her school day in a general education classroom in proximity to nondisabled peers” (Baglieri et al., 2011, p. 2125). This term, although seemingly benign and even beneficial, is nevertheless the outcome of polarized and divided terminologies. As a result, inclusion within the public school system can suggest not belonging. In this article I examine the invisible barriers to children’s full inclusion and participation hidden within the terminology and practices of special education, and suggest how the arts might be a natural ally …

From Marginality To Mattering: Linguistic Practices, Pedagogies And Diversities At A Community-Serving Senior College, Andrea Springirth, Hannah Göppert

Publications and Research

The cultural diversification of colleges and universities which initially targeted the needs of a specific minoritized group raises questions concerning the inclusion of every individual and the maintenance of the advances which have been made for the original population. This paper provides insight into the challenges and merits at the intersection of linguistic and racial/ethnic diversification within CUNY’s Medgar Evers College. Historically tied to the Black Campus Movement, the college is committed to being an agent of social transformation for the surrounding community. Aiming to understand the perspectives on language and diversity of the key stakeholders at the college, a …

Comparing The Effectiveness Of Two Verbal Problem Solving Strategies: Solve It! And Cubes, Margaret Tibbitt

Theses and Dissertations

The purpose of this study was to find which problem solving strategy was more effective for special education students in the general education classroom; CUBES or Solve It! The students completed a pre-test, solving five single step and five multi-step word problems. The students then received four instructional and activity sessions on the CUBES and Solve It! strategies. The results indicated that the six fourth grade special education participants increased their problem solving skills after using each strategy. The Solve It! strategy resulted in a larger increase then the CUBES strategy. The students showed a slightly larger decrease in the …

Students With Developmental Disabilities In Catholic Schools: Examples In Primary And Secondary Settings, Meghan M. Burke, Megan M. Griffin

Journal of Catholic Education

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models of including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School, this paper discusses each program’s history, funding, student composition, programming, transition supports, and outcomes. Implications of these models are discussed, as well as the need for further inclusion of students with disabilities in Catholic and other private schools.

Keywords

developmental disability, inclusion, religion, Catholic education

Élèves atteints de troubles du développement …

2016 Great Expectations Spring Faculty Conference: Inclusive Teaching, Diverse Classrooms, Academic Affairs

Spring Great Expectation Faculty Conference

The 2016 Great Expectations Spring Faculty Conference featured a keynote speech by Dr. Lisa Guion Jones.

Dr. Lisa Guion Jones has nearly 23 years of experience in higher education. She currently serves as Professor and Assistant Dean in the College of Agriculture and Life Sciences at North Carolina State University. In this role, she provides strategic leadership to Goal 2 of the College’s Strategic Plan, to "exhibit an inclusive and diverse environment where faculty, staff and students can each reach their full potential."

As a transformational leader, Dr. Jones has initiated innovative programs that have increased the recruitment and retention …

Elementary General Education Teachers' Perspectives Towards The Inclusion Of Students With Emotional Disturbances, Leona E. O'Dear

Theses and Dissertations

Inclusion of students with emotional disturbances (ED) is encouraged nationally through litigation and legislation. Despite this fact, 38.1% of the students with ED spend less than 40% of their day in a regular education classroom due to several barriers. Research has demonstrated that one of the barriers to inclusion exists in general education teachers’ attitudes towards the inclusion of students with disabilities. The purpose of this research study was to use a qualitative design to study the perspectives of general education teachers at the elementary level in an urban Illinois school district towards the phenomenon of the inclusion of students …

Inclusive Settings: Rti In The General Education Classroom, Brittany Graves

Honors Projects

The premise of this study was derived upon seeing a severe need for professional development in my current field work experience. I set out to determine a possible solution to the lack of cohesion among general and special educators evident in my local school district. This small town rural school is looking to expand RTI, and intervention technique, to decrease gaps in education for at risk students. With issues of cohesion and professional development evident, I collected and analyzed data in order to determine a way the school district can still incorporate and expand their Response to Intervention (RTI) practices. …

Inclusive Education For Students With Disability: A Review Of The Best Evidence In Relation To Theory And Practice, Chris Irene Forlin, Dianne J. Chambers, Tim Loreman, Joanne Deppler, Umesh Sharma

Dianne J Chambers

This report was commissioned by the Australian Research Alliance for Children and Youth (ARACY) for the Department of Education, Employment and Workplace Relations (DEEWR - now DOE). Inclusive education has been identified as a focus area for investigation, toward exploring what research has found to work in improving not only school attendance but also school achievement and other learning outcomes for school students with disability. This report provides an overview of inclusive education, which will inform the work of the Schools Disability Advisory Council (SDAC). SDAC was established to provide informed advice and information to Government in relation to school …

Utilizing American Sign Language In The Early Childhood Setting, Samantha Hakim

Graduate Student Independent Studies

Explores the benefits of using American Sign Language (ASL) in a general education classroom as a tool for classroom management, as well as a way to create an inclusive setting for deaf and hearing impaired children.

Blazing Trails, Being Us: A Narrative Inquiry With Five High School Students With Autism Who Type To Communicate, Casey Lee Woodfield

Dissertations - ALL

This dissertation chronicles the experiences of five high school students with autism who type to communicate as they navigate the terrain of high school, adolescence, and identity through collaboration and dialogue with one another, their school support team, and the inquirer (researcher). This study employs a multilayered approach to narrative inquiry to unravel and (re)present the students’ (co-inquirers) individual and collective stories as constructed through observation, performance, dialogue, and art. While acknowledging the importance of families and school personnel, the students’ storied lives and perspectives—as well their participation in constructing the inquiry process—are foregrounded to supplement research dominated by adult, …

Development And Validation Of A Classroom Observation Instrument For Implementation Of Co-Teaching Practices, Amy Rogers

Doctoral Dissertations and Projects

The purpose of this study was to develop and field test the Co-Teaching Observation Instrument (CTOI) to determine its validity and reliability as an instrument for the observation of general and special education teacher practices in co-taught classrooms across kindergarten through twelfth grade levels. Face and content validity were established through a review by 10 experts in the field of special education. The experts were asked to pilot the instrument and then rate the composite instrument on a three point Likert-type scale in terms of whether it measures co-teaching practices including the dimensions of collaboration/teacher parity, teacher to student interaction, …

The Perceptions Of General Education Teachers On The Inclusion Of Students Who Are Deaf Or Hard Of Hearing In The General Education Classroom, Rebecca L. Roppolo

Honors Theses

Many deaf and hard of hearing (D/HH) children receive their education primarily in the general education classroom with the majority of their academic instruction provided by a general education teacher. The purpose of this study was to investigate how general education teachers in the southeastern region of Mississippi perceive D/HH students included in the general education classroom. Specifically, this study was designed to explore the attitudes of general education teachers toward the inclusion of students with hearing loss, evaluate their feelings of preparedness to teach this unique population, and to identify the type and quality of services currently being provided …