Education Commons^™

Inclusive Elementary Schools And Those Who Lead Them, Mary Ellen Bargerhuff

Electronic Journal for Inclusive Education

This qualitative study examines how principals' leadership qualities influence effective elementary inclusion programs. Guiding questions address principals' perceptions of the beliefs, knowledge, and behaviors essential to leadership in an inclusive school. Sites for this study were three fully included elementary schools (no self-contained classes) in southwest Ohio. Data collection methods included semi-structured interviews, observations, shadowing, and document review. The conceptual framework of relational leadership, particularly the attributes of caring, collaboration, courage, vision, and intuition organized the study. Findings illustrated that the principals believe relational leadership is necessary for the success of inclusive learning communities; they make collaborative, proactive leadership by …

Diversity Among Equals: Educational Opportunity And The State Of Affirmative Admissions In New England, Stephen P. Coelen, Joseph B. Berger, Patricia H. Crosson

Joseph B. Berger

No abstract provided.

The Effects Of Physical Activity On The Behavior Of Children With Attention Deficit/Hyperactivity Disorder, Amanda J. Love

Senior Honors Projects, 2000-2009

The purpose of this study was to examine the effects of physical education class on the behavior of children diagnosed with Attention- Deficit/ Hyperactivity Disorder (ADHD). Fourteen male and six female students in grades three through five were observed by their classroom teacher. Of the twenty students, then were diagnosed with ADHD and ten were not. Classroom teachers rated their students' behavior using the Iowa Connors Teacher's Rating Scale at two different time during the day for nineteen days (Pelham, W.E., Milch R., & Murphy, D.A., 1989). A higher score indicated greater inattention, hyperactivity, and impassivity while a score of …

Lessons Learned From Special Education Leadership Development Knowledge Diffusion And Schools As Organization, Jason Earle Ph.D., Susan G. Clark Ph.D.

Electronic Journal for Inclusive Education

Foundations and Leadership, recognized that to facilitate the successful implementation of IDEA provisions in local schools, educators need a sound conceptual understanding of congressional intent and best practice and opportunities to collaborate in new ways with school organization colleagues. To this end, the State Superintendent's Task Force for the Preparation of Special Education Personnel awarded UA a $25,000 grant to provide school teams, rather than individuals, with the needed skills to implement the IDEA in their organization. Six area school/districts were invited to send a four-person team to attend a series of four weekend workshops centered on the law and …

Inclusion: What Are Teachers Doing To Accommodate For Special Needs Students In The Classroom, Brenda Stevens Ph.D., Caroline Everington Ph.D.

Electronic Journal for Inclusive Education

Elementary teachers (N=42) from a district implementing inclusive practice were surveyed to determine: a) if the frequency of curricular modifications made differ by type of student disability, b) if there is a difference in the frequency of curricular modifications made for special and typical students, and c) if a relationship exists between modifications made for special needs students and for typical students. Results indicate the frequency of teachers’ curricular modifications does not differ by type of disability; that they make significantly more frequent modifications for special needs students; and that there is a significant relationship between the frequency of modifications …

Including A Student With An Attention Problem: Strategies For Including A Student With An Attention Problem In The General Education Classroom, Mark S. Brown Ed.D., Patricia Ilderton

Electronic Journal for Inclusive Education

A student with an attention problem may meet with academic problems when she is placed in the general education classroom. The general education teacher with assistance from the special education intervention specialist should collaboratively develop curriculum and environmental adaptations that will allow the included student to meet with greater academic and social success. This observational study offers strategies for working with a child with an attention problem for both the general education teacher and the special education intervention specialist. Academic and curriculum strategies are presented to proactively address the social and academic strengths of a student with attention problems who …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the fifth edition of the Electronic Journal of Inclusive Education. With this edition the conversation concerning the inclusion of student with special needs in regular education classroom continues with a number of scholarly articles.

The edition begins with Kathy Adam's discussion of inclusive practice for students from urban and low socio-economic backgrounds. These students are often wounded in the high stakes results of poor proficiency test scores. Ms. Adams provides insight concerning inclusive decisions for these children.

Dr. Mary Ellen Bargerhuff provides a qualitative look at the necessity of strong leadership when implementing inclusive practice. Her research reveals …

Stages Of Preservice Development In A Professional Development School For Teachers Of Students With Emotional Disturbance, Suzanne Tochterman

Electronic Journal for Inclusive Education

This study was designed to identify and describe the stages of preservice development in a Professional Development School (PDS) for teachers of students with emotional disturbance. This study investigated two questions: (a) How does a preservice teacher for students with serious emotional disturbance in a one year full time PDS progress through a series of developmental stages, and (b) what are the opportunities that contribute to the learning of the preservice teacher in a PDS?

This was a qualitative study in which seven data sources from preservice teachers were collected over a nine-month period. These included videotaped teaching episodes, informal …

Inclusion No More, Kathy Adams

Electronic Journal for Inclusive Education

Observations made in fourth grade classrooms in a neighborhood urban school after the implementation of the Ohio Proficiency test (OPT) demonstrated the loss of one schools exemplary inclusion models. In addition, identified special education students may have been harmed and there was the possibility that the misplacement of some students occurred. Literature warns of the possibility that high stakes tests, like the OPT may increase the number of identified special education students.

Life And Times Of Individuals With Mental Retardation: 40 Years Of History, Rhonda S. Black Ph.D., Beverly A. Salas

Electronic Journal for Inclusive Education

If we look to the not so distant past, we see a history of lost opportunities for employment and the chance to meaningfully contribute to society for individuals with mental retardation (Murphy & Rogan, 1995). Many issues surround why these individuals have not been more included within our society, particularly in the employment sector. Fears, questions, and concerns abound when looking at these issues. Such questions are: Why would I want to hire an individual with mental retardation? How much cost is associated with various accommodations that may be required? What unknowns are involved in hiring a person with mental …

Preclusion: The Solution To The Inclusion Confusion, Terry L. Shepherd Ed.D., Randel D. Brown Ph.D.

Electronic Journal for Inclusive Education

Many public schools in the United States are implementing inclusion programs; however, some research has shown that students with disabilities are not benefiting from inclusion. Part of the difficulty with inclusion lies with the implementation practices of the schools. Stigmatizing by labeling a child is another concern; even through inclusion, ownership of the child is questionable. It is also illogical to take children from the general education classroom, label them as having a disability, and then return them to the same classroom with modifications and support. Modification and support could easily be provided without referring children for special education services. …

"Taking Care Of Business": A Study Of Administrators At Acejmc-Accredited Journalism Programs, Edd Applegate, Dennis Oneal, Ken Blake

Journal of the Association for Communication Administration

The article offers demographic, professional, and educational information about directors, assistant directors, chairs, and heads of Association for Education in Journalism and Mass Communication (ACEJMC)-accredited journalism programs, in an effort to provide a complete profile of these individuals .The directors, assistant directors, chairs, and heads of ACEJMC-accredited programs are overwhelmingly white, male, and senior faculty. Their undergraduate degree is a Bachelor of Arts degree in an area of communications. Their graduate degrees consist of a Master of Arts degree and a Doctor of Philosophy (Ph.D.) degree. The field of study for their highest degree is in an area of communications. …

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Felt Sensing Of Speech Acts In Written Genre Acquisition, Randall Popken

The Journal of the Assembly for Expanded Perspectives on Learning

This paper theorizes about the experiential dimension of acquiring rhetorical genres—specifically the way developing writers rely on felt sensing when they encounter the "core" of genres: illocutionary speech acts.

Imperfection: The Will-To-Control And The Struggle Of Letting Go, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

As I found myself beginning to appropriate my students' writing more and more, I wondered if this was evidence of a spiritual imbalance—an unwillingness to acknowledge my own imperfection as a teacher and human being.

Being There: Revising The Discourse Of Emotion And Teaching, Dale Jacobs

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores the fine line that exists between teacher engagement and teacher burnout and suggests strategies for teachers and mentors of teachers to help negotiate this line.

Connecting, Helen Walker, Laura Milner, Candace Walworth, Dave Waddell, Vic Kryston, Richard L. Graves

The Journal of the Assembly for Expanded Perspectives on Learning

Laura Milner—Steve's Story.

Candace Walworth—War & Peace in a Two-Car Garage.

Dave Waddell—Caring.

Vic Kryston—Ralph and the Unexpected Fix.

Richard L. Graves—The Abraham Dream.

Determinants Of Educational Attainment Among Adolescents In Egypt: Does School Quality Make A Difference? [Arabic], Cynthia B. Lloyd, Sahar El Tawila, Wesley H. Clark, Barbara Mensch

Poverty, Gender, and Youth

The paper explores empirically the relationship between school quality in Egyptian preparatory (middle) schools and the likelihood of school dropout either during preparatory school or before the completion of secondary school. Despite strong empirical evidence for the many positive social and economic returns associated with more years of schooling, there has been little research exploring how the quality of particular schools might influence grade levels attained. The authors address this research gap using detailed data on Egyptian preparatory schools (grades 6-8, the last three years of the eight years of basic schooling) that are linked with a national survey of …

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Le Ann Putney, Nancy Sileo, Kyle Higgins, Porter Troutman, Paul Meacham, Cyndi Giorgis, Aimee Govett, Jean Henry, Lisa Bendixen, Jennifer L. Fabbi, Rebecca Nathanson

College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education.

Supporting Students With Learning Difficulties In A School Of The Air, Judith Rivalland, Mary Rohl, Pru Smith, Centre For Inclusive Schooling Learning Difficulties Team, Department Of Education

Research outputs pre 2011

This project was funded by Edith Cowan University and the Centre for Inclusive Schooling (Department of Education, formerly Education Department of Western Australia) as an Institute for the Service Professions Collaborative Grant. It was carried out in order to examine the following questions:

• What are the ways in which identification, assessment and teaching processes make provision for students with learning difficulties who are enrolled in a School of the Air?

• In what ways do Support Officers Learning Difficulties support these children, their home tutors and their teachers?

Comparative Study Of The Effectiveness Of Cross-Age Peers And Community Volunteers As Tutors For At-Risk First And Second Grade Students, Tyler B. Collins

Theses & Honors Papers

An experimental study was conducted in a rural, public elementary school in order to compare the effectiveness of tutoring by adult community volunteers and ninth grade cross age peers for at-risk first and second grade students. All first and second grade students took pretests for overall phonological awareness, reading fluency, and sight word recognition. After eight weeks in an intensive, Direct Instruction, one-on-one reading program, students received posttests. Data were analyzed to determine statistically significant differences between those tutored by an adult community volunteer and those tutored by a ninth grade cross-age peer. Considerations and recommendations for further research are …

Guidelines For Making Decisions About I.E.P. Services, Michael F. Giangreco

College of Education and Social Services Faculty Publications

The purpose of this booklet is to offer guidance for making decisions about IEP (Individualized Education Program) services for students with disabilities who are eligible for special education under the federal law called the Individuals with Disabilities Education Act, commonly referred to as IDEA. Included are special education and related services (e.g., occupational therapy, physical therapy, and psychological services). These guidelines are based on the IDEA, Vermont regulations, and research-based practices. They are designed to help IEP teams make thoughtful, comprehensive decisions supporting the education of students with disabilities, and enable them to consider important factors before, during, and after …

Maintaining The Integrity Of Fba-Based Interventions In Schools, Robert A. Gable, Jo M. Hendrickson, Richard Van Acker

Communication Disorders & Special Education Faculty Publications

The best interventions and best laid plans are brought into jeopardy when they are implemented inappropriately or of insufficient duration. Six factors that affect fidelity of treatment in relationship to functional behavioral assessment (FBA) are discussed: a) understanding the function of and the contextual valuables that support target behavior, b) adult knowledge of effective interventions, c) adult acceptance of the intervention, d) selection of suitable replacement behavior, e) selection of the standard to judge behavior change, and f) utilization of procedures to enhance integrity of implementation. Examples and suggestions for improving treatment fidelity in schools are offered.

Air Carrier Check Airman Training: An Adult Education Model, John A. Henschke Edd

IACE Hall of Fame Repository

Air carrier check airman selection and training is generally based on technical expertise. Teaching and learning styles are not currently part of the curriculum in theses training programs and thus may contribute to the significant dropouts and training problems. A model consisting of five building blocks that make up a systematic training program is introduced that may aid the non-experienced teacher of adults. Many air carrier check airmen have several years teaching experience, however for the purpose of this paper non-experienced with refer to those individuals who have not received formal training in teaching and learning styles of adults. A …

Andragogy: The Foundation For Its Theory, Research And Practice Linkage, John A. Henschke Edd

IACE Hall of Fame Repository

Although andragogy became popularized in the 1970's and 1980's in the USA through the work of Malcolm Knowles, its original introduction into the USA was in 1926 by E.C. Lindeman, and again in 1927 by E. C. Lindeman and M. L. Anderson. However, the oldest known published document using the concept was authored by a German -- Alexander Kapp, in 1833. Much of the published literature in recent times has focused on the popularized use of the term, reflecting either a wholesale support of Knowles' version of andragogy, or a "debunking" for the reason of what some call Knowles' unscientific …

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Le Ann Putney, Nancy Sileo, Kyle Higgins, Porter Troutman, Paul Meacham, Cyndi Giorgis, Aimee Govett, Jean Henry, Lisa Bendixen, Jennifer L. Fabbi, Rebecca Nathanson

College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education.

Unlv College Of Education Multicultural & Diversity Newsletter, Porter Troutman, Nancy P. Gallavan, John Filler, Steven Grubaugh, Nancy Sileo, Kyle Higgins, Aimee Govett, Jean Henry, Lisa Bendixen, Cecilia Maldonado-Daniels, Jennifer L. Fabbi

College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education.

Unlv College Of Education Multicultural & Diversity Newsletter, Porter Troutman, Nancy P. Gallavan, John Filler, Steven Grubaugh, Nancy Sileo, Kyle Higgins, Aimee Govett, Jean Henry, Lisa Bendixen, Cecilia Maldonado-Daniels, Jennifer L. Fabbi

College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education.

Unlv College Of Education Multicultural & Diversity Newsletter, Steve Mccafferty, John Filler, Nancy P. Gallavan, Le Ann Putney, Nancy Sileo, Kyle Higgins, Porter Troutman, Paul Meacham, Cyndi Giorgis, Aimee Govett, Jean Henry, Lisa Bendixen, Jennifer L. Fabbi, Rebecca Nathanson

College of Education Multicultural & Diversity Newsletter

A newsletter discussing a variety of topics dealing with multicultural topics and diversity in education.

Teacher Growing Pains, Carolina Mancuso

The Journal of the Assembly for Expanded Perspectives on Learning

Reflecting on a teacher education course which incorporated experiential learning in an exploratory pedagogy, the author examines how the relationship between teachers and students can affect both personal and professional lives, particularly in periods of individual transition.