Education Commons^™

Co-Teaching As A Vehicle To Inclusion In A Diverse Suburban Middle School: A Case Study, Luis Correa

Dissertations

Many school districts across the United States have adopted, or are considering adopting, full inclusion to meet academic and social-emotional needs of increasingly diverse student populations. Co-teaching has become a popular approach for districts committed to inclusion. This study is about a Midwestern school district which more than 10 years ago committed itself to inclusion and co-teaching. The primary research question was: How do we make co-teaching more effective in the Fairview School District? A survey was sent to 120 co-teachers from three middle schools about their experiences with co-teaching in the areas of sharing responsibilities, co-teaching relationships, planning time, …

Teacher Perceptions Of Ability In Implementing A Culturally Responsive Educational Practice For Culturally Linguistically Diverse Students With Dis/Abilities, Melanie Ziebatree

Dissertations

All children in the United States have the right to an equitable education, regardless of gender, religion, class, race, culture, language, or dis/ability. The literature demonstrates that financial, educational, and legal outcomes are disproportionately negative for those students falling outside of white able-bodied norms and that educational institutions often perpetuate exclusive policies and practices that disproportionately impact culturally linguistically diverse students with dis/abilities. A critical examination of the sociopolitical and contextual factors that fortify the barriers faced by marginalized groups highlights the need for a culturally responsive approach to educating students with multidimensional identities.

To serve the needs resulting from …

Teaching Children Who Have Difficulty Mastering Auditory Discriminations, Sarah Lichtenberger

Dissertations

Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills (Green, 2001). When auditory discrimination is not under instructional stimulus control, it can result in delayed acquisition of new skills and limit academic progress. The purpose of this study was to teach auditory discrimination to children with autism who had little to no progress on classroom procedures that required auditory discrimination, such as selecting an object from an array when given the name of the object as the direction. Auditory discrimination was taught starting with teaching …