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Editorial

The Journal of Special Education Apprenticeship

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Table Of Contents

The Journal of Special Education Apprenticeship

No abstract provided.

The 'Rules Of Engagement': The Ethical Dimension Of Doctoral Research, Christopher Berg

Journal of Research Initiatives

The pursuit of a doctorate is a rite of passage that requires a student to successfully navigate the transition from “student” to “scholar.” One area of practice, however, that is often marginalized is the role of ethics. Though there is no formal coursework in ethics, its importance cannot be understated. This essay examines the conceptual role of ethics in doctoral research as both an individual reflective essay as well as a broader discussion of ethics in general. The ethical dimension considered is broken down into eight principles or ethical research and practice in doctoral research. The “Eight Ethical Principles” will …

Stemming On Stem: A Stem Education Framework For Students With Disabilities, Jiwon Hwang, Jonte C. Taylor

Journal of Science Education for Students with Disabilities

There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students’ STEM knowledge and achievement.

Swimming For Inclusion, Alexa Draman

The Review: A Journal of Undergraduate Student Research

This paper attempts to demonstrate how disabilities are portrayed to children through Walt Disney's popular film Finding Nemo. Through this film, children are exposed to inclusiveness which can then transfer to their overall impressions of disability in society. This film ultimately spins the negative connotation associated with disability and portrays it positively as an exceptionality.

Peer Victimization In Students Who Are Deaf And Hard Of Hearing: Exploring Educational Placement, Emily M. Lund, Scott W. Ross

JADARA

Forty-five American students who are Deaf/hard of hearing (SWD/HOH) in grades 5-12 completed a survey assessing their experiences with peer victimization. Almost four-fifths reported victimizing peers over the past two months, and almost 90% reported being the victim of peer victimization during that same timeframe. The most commonly reported types of peer victimization were verbal and relational aggression. Students who attended a Deaf-only campus reported greater mean victimization than those attending magnet programs located in general education schools. The results highlight the need for evidence-based programs that address peer victimization among SWD/HOH.

Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels

Journal of Science Education for Students with Disabilities

Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing knowledge and to learning. Educators in chemistry may be unaware of, or have limited awareness of, potential ambiguity in speaking chemistry and may speak chemistry ambiguously to their students. One purpose of this paper is to increase awareness of potential ambiguity in speaking chemistry and other STEM fields …

Inclusion And Sport: Analysis Of Selected South African Township Schools, T. M. Makoelle

Electronic Journal for Inclusive Education

In 1994, South Africa adopted an inclusive system of education in line with the rest of the world. The doors of learning were opened to all learners regardless of their background or disability. However, in spite of the changes, the notion of inclusive school sport as enshrined and articulated in White Paper 6 on special needs’ education published by the South African Department of Basic Education in 2001 has not been fully realized in terms of enabling a diverse inclusive sporting environment for all learners. The research on which this article is based therefore attempted to analyze the nature of …

The Impact Of Audio Books On Middle School Students With A Mild Intellectual Disability, Justin Schanck, Milkia Waller

The Corinthian

The purpose of this research is to determine what types of interventions improve the basic reading skills of children diagnosed with a mild intellectual disability, which is defined as having an IQ score of 70 or below. Often these students struggle to keep up with the academic rigor in the middle and high school setting. They lack the basic reading skills necessary to complete coursework and pass their end-of-course tests, which often leads to them dropping out of school. This study is a start to seeing if specific interventions have the capabilities to improve basic reading skills for students with …

Supervision As A Prevention And Support To Teachers In Inclusive Education, Petra Potmesilova, Milon Potmesil, Marcela Fojtikova Roubalova

Electronic Journal for Inclusive Education

The presented research was focused on the field of sentiments, attitudes and concerns of educators potentially working with pupils with impairment under inclusive settings.

This study was aimed at discovering whether the above stated parameters change after achieving qualification in special needs education. The results of research encompassing a period of two years aimed at describing a group of 794 educators from the point of view of the development of their attitudes, opinions and concerns while being focused on the process of inclusion. In accordance with the obtained results, supervision as a special psychological support is badly needed.

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Spring /Summer 2012 edition of The Electronic Journal for Inclusive Education. As you can see we have a new format and a new location in the electronic course reserves in the Dunbar Library here at Wright State University.

This edition of the journal continues the international discussion with articles from:

Dr. S. R. S. Litheko from South Africa describing the difference in performance of teachers between schools in urban and rural areas of South Africa.

Dr. Jenny Wells and Dr. Drue Narkon from Hawaii compare word identification using a traditional or electronic word wall instruction for kindergarteners …

The Difference In Performance Between Schools Situated In The Urban Areas And Those In The Rural Areas Of Lesotho, S. R. S. Litheko Ph.D.

Electronic Journal for Inclusive Education

Since 1998, the rural schools in Lesotho have been performing relatively poorly in the Cambridge Overseas School Certificate (COSC) Examinations in comparison with the high schools studied in the urban areas (Senekal, 2005: 1). It is the researcher’s opinion that many schools in the rural areas experience difficulties when attempting to attract learners because parents have generally lost confidence in those schools. Even in countries like Uganda, data from the Ministry of Education suggest that, in terms of academic performance, urban learners continually outperform rural schools at primary and secondary levels (Ministry of Education, 2002). This paper specifically sought to …

Inclusion, Signing, Socialization, And Language Skills, Virginia Heslinga Ed. D., Erica Nevenglosky

Electronic Journal for Inclusive Education

21st-century education finds schools challenged to increase the inclusion of students with widely varying learning abilities, language backgrounds, social diversity, and skills. Educators and administrators acknowledge a need for interactive learning that engages visual, auditory, linear, spatial, tactile, and kinetic learning styles. Students’ styles for learning vary in combinations and intensity and teachers need to combine flexibility and creativity to present material and practices that will build enthusiasm for learning. Adding sign language to a classroom of heterogeneous learners that includes English language learners (ELL) will aid in generating a positive learning environment, inclusive and interactive for varied learning needs …

A Comparison Of Traditional Versus Electronic Word Wall Instruction On Word Identification In Kindergarteners With Developmental Disabilities, Jenny Wells Ph.D., Drue E. Narkon Ph.D.

Electronic Journal for Inclusive Education

The purpose of this preliminary investigation was to examine the effectiveness of using a word wall strategy on the word identification skills of kindergarteners with developmental disabilities (DD). An alternating treatment design was used to examine the use of the word wall strategy and whether there were differences in children’s word identification and on the teacher’s sense of efficacy when using small-group traditional word wall instruction (Cunningham, 2000) versus an individualized electronic word wall (Narkon, Wells, & Segal, 2011) instructional format. Results indicated that both strategies were effective. However, children with motivational and attentional issues may differentially benefit from the …

The Link Between Learning Disabilities And Moral Reasoning In The Context Of Criminal Behaviors, Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

Previous studies demonstrate clear links between learning disabilities (LD) and criminal/delinquent behaviors, and between moral reasoning (MR) and criminal behaviors. The purpose of the current study was to examine the link between LD and MR. The study was conducted among 2 groups: learning-disabled delinquents (LDD), and non-delinquent learning disabled (NDLD). The research design included four phases and the research tools included observations, psycho-educational diagnoses, individual oral interviews based on Kohlberg’s Moral Judgment Interview (Colby et al. 1987) which aimed at determining the level of MR of the participants, and content analysis. Findings of the first research question demonstrated that the …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Fall/Winter 2012 edition of The Electronic Journal for Inclusive Education.

This quarter’s edition continues the international emphasis on inclusion with articles from Japan, New Zealand, Israel, the USA , Zimbabwe, and Botswana. Each research piece deals with another aspect of inclusive education from bullying to foreign language acquisition.

Mr. Asim Das and Dr. Toshiro from Hiroshima University, Japan explore views concerning the effectiveness of Certificate in Education courses for preparation to teach in inclusive classrooms. This study reveals that lack of content in special educational needs is the main impediment to competent teaching in inclusive classrooms in …

Using Visual Graphs Derived From K-12 Student Affinities And Interests For Daily Or Weekly Progress Monitoring, Martha G. Michael Ph.D.

Electronic Journal for Inclusive Education

The Intervention Specialist licensure program at Capital University requires teacher education candidates to take a course in diagnostic teaching of students with mild to moderate learning needs. In this course each semester, the candidate must develop an instructional plan, 5 lessons, and a long range IEP from both formal assessment and informal assessments. Additionally, during the course of the tutoring, they must co-create with their tutee, a visual graph using the tutee’s affinities or interests. These graphs must be used to visually track tutees progress by having the tutee place sticker, color or chart their progress.

Guthrie, Martha G. Michael Ph.D.

Electronic Journal for Inclusive Education

A poem written by Martha G. Michael.

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. This particular edition has a very real international dialogue concerning the inclusion of students with special needs in general education classrooms.

Dr. Tsafi Timor provide a thought provoking discussion and analysis of two approaches to classroom management. This article starts with a great quote from Dr. Harry Wong.

Syed Salma Jameel provides a new perspective concerning students with special needs enrolled in colleges and universities. This article links employability with the need for higher education and highlights the issues of including students with special needs in higher education. …

Teachers' Beliefs And Practices Observed In Inclusive Classes, Gyagenda Khamis

Electronic Journal for Inclusive Education

The world over there is a wave towards more inclusive education for children who are disadvantaged in one-way or another. The Salamanca conference of 1994 focused on the child with Special Education Needs (SEN) with a call to governments to ensure that such children were given an appropriate education especially by being included in mainstream classes. Developing countries shows less initiative and effort towards including the child with SEN, with more efforts towards including the girl child. But some schools are implementing the policy on their own initiative. It can be assumed that their belief in inclusive education drive their …

Preservice Teachers' Confidence Levels In Working With Students With Special Needs: Improving Preservice Teacher Training Programs, Woo Jung Ph.D., Grace Cho Ph.D., Debra Ambrosetti Ph.D.

Electronic Journal for Inclusive Education

Teacher confidence levels have been shown to increase with training, exposure to specific situations, knowledge, and utilization of interventions. The purpose of this study was to investigate preservice teachers’ confidence levels in teaching students with special needs. The 287 participants were from three separate education departments within a college of education. The results indicated that students working toward a teaching credential in the field of special education reported higher confidence levels than did those seeking a credential in secondary and elementary education. In addition, secondary teacher candidates reported higher confidence levels than did elementary teacher candidates. Based on the findings, …

Paraeducators Perceptions Of Their Roles In Inclusive Classrooms: A National Study Of Paraeducators, Ida M. Malian Ph.D.

Electronic Journal for Inclusive Education

With increased mandates for providing FAPE, districts are employing paraprofessionals-specifically paraeducators to assist in special education as well as inclusive classrooms. A National Survey was conducted to ascertain paraeducators perceptions regarding their roles with inclusive classes, collaboration with general and special education teachers, responsibilities within the classroom regarding instruction and other management of the daily routines, their beliefs about teaching and training needs. Respondent included 202 paraprofessionals from 34 states with varying degrees of experience and training. Overall, paraprofessionals were positive about their roles in the classroom ad the impact of their work with students with disabilities. More time for …

Preparing For Secondary Inclusion: What Educators Can Learn From Parents Of Students With Disabilities, Denise Ousley, Chris O'Brien

Electronic Journal for Inclusive Education

As part of a movement toward collaboration between general and special education teacher preparation, the authors met with focus groups including parents of teenagers with disabilities, English and special education teachers, and pre-service teachers from both programs. Some of our most relevant findings sprang from conversations with parents whose children were placed in inclusive settings. The issues that surfaced highlight several issues relevant to teacher development and support. Most remarkable is the clarification that there are two worlds of education: school for the masses and school for the exceptions. The purpose of this article is to present what we learned …

Research Topic: Is Physical Education A Form Of Exclusionary Closure To Children With Disabilities?, Chiome Chrispen, Chadamoyo Patrick, Mudyahoto Tapiwa

Electronic Journal for Inclusive Education

Worldwide, there are benefits that accrue to children or adults who engage in physical activities (Johnson, 2009). Within this context, this study sought to find out the conditions under which students with disabilities participate in Physical Education in Zimbabwean schools. A purposive sample of 72 teachers and 15 heads of schools who are students of Great Zimbabwe University participated. The research was largely qualitative, gathering data through a survey that used an open ended questionnaire for teachers and focused interviews for school heads. The typical experiences in schools are a complete denigration of the children with disabilities. Evidence indicates that …

Children With Disabilities In Private Inclusive Schools In Mumbai: Experiences And Challenges, Ashima Das Ph.D., Ruth Kattumuri

Electronic Journal for Inclusive Education

‘Inclusive education’ policy has been introduced in India, however the concept is in its infancy This qualitative study analyses the case of children with disabilities studying in private inclusive schools of Mumbai. It discusses the development of self concept, elucidates the benefits and challenges of children with disabilities in inclusive education. We then suggest recommendations for improvements in implementing inclusive education in India.

Disability In The Context Of Higher Education: Issues And Concerns In India, Syed Salma Jameel

Electronic Journal for Inclusive Education

Disability in higher education has different implications from that of school Education. Higher education increases the chance of employability, thus, affirming dignified life for the persons with disabilities. While going through the policies and programmes in India it is found that not much has been done in the field of disability and higher education. There are number of groups working on the school education of children with disabilities. This has not translated in the entry of students to higher education because of various reasons. Infrastructural facilities within institutions, attitudes towards persons with disabilities, transportation facilities, and lack of support services …

Attitudes Of Beginner Teachers Of Special Education To Classroom Management: Who's The Boss Here?, Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

The study deals with approaches of beginner teachers from a Special Education Training Programs to classroom management and to instruction with regard to two approaches: the Humanistic approach (or Student-Centered Approach), and the Custodial approach (or Teacher-Centered Approach). mixed use of both approaches in classroom management practices with a tendency towards the Humanistic approach. The Custodial approach was observed as related to issues of control and attitude towards violence whereas the Humanistic approach was found to be related to student-teacher relations, belief in students' abilities and perceptions of discipline. However, approach towards instruction and teaching was observed as related in …

Teachers' Attitudes Toward The Inclusion Of Students With Autism And Emotional Behavioral Disorder, Jennifer M. Cassady

Electronic Journal for Inclusive Education

General education teachers have differing views about the inclusion of students with disabilities in mainstream classrooms. However, the type and severity of the children’s disabilities affect teachers’ willingness to accommodate certain students and their confidence that they will effectively manage their classroom. It has been reported that teachers have expressed concerns about having students with autism and emotional behavioral disorder in the general education setting because of the children’s lack of social skills, behavioral outbursts, modifications made to the curriculum, and lack of training and supports. Many instructors do not believe they are able to teach these populations effectively while …

Mvip: Math Villages For Inclusive Practices: A Model To Engage All Students And Teachers In Stem Experiences, Ida Malian Ph.D.

Electronic Journal for Inclusive Education

The Math Villages for Inclusive Practices (MVIP) model supports inclusive practices through a) the inclusion of students with disabilities, specifically mathematics disabilities into STEM related activities, b) co-teaching of STEM related topics as professional development, c) “hands-on” real life problems to be addressed collaboratively with students and co-teachers.

MVIP model levels the playing field for students with math disabilities to be engaged in integrated STEM activities. Co-teachers support these activities through professional development that creates content-rich and differentiated instruction for all students. The village concept is derived from the membership of the village learners which includes students, special educators and …

Planning Learning Experiences In The Inclusive Classroom: Implementing The Three Core Udl Principles To Motivate, Challenge And Engage All Learners, Jennifer L. Jones, Karrie A. Jones, Paul J. Vermette

Electronic Journal for Inclusive Education

In 2010, Vermette, Jones, Jones, Werner, Kline & D’Angelo published a lesson planning format, the PLE (planned learning experience) designed to help teachers meet the demands of the ever diversifying, ever demanding American secondary classroom (Vermette et al., 2010). This model helps teachers do more than simply create a “lesson plan” (a list of maneuvers for the teacher), but provides a framework for crafting authentic, meaningful and engaging learning experiences for all students. Given this great challenge, this article deconstructs the PLE in light of the three core principles of UDL (Universal Design for Learning) and considers the ramifications of …