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Full-Text Articles in Education
Public Relations Of Inclusion: A Critical Reframing Of Autism Inclusion With Professors Of Teacher Candidates, Jessica Block Nerren
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 …
Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar
Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar
Dissertations, Theses, and Capstone Projects
The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adult immigrants, often perceived as passive and quiescent, bring voices and contributions to learning in powerful yet unheard ways. This research agenda invokes a new critical lens in education scholarship to uplift and center these contributions as a coalitional, dialogical project. Drawing upon critical sociocultural, women of color feminist, and poststructual theories, critical intersectional epistemology, and Bakhtinian dialogical thinking, this research project pursues inductive, recursive meaning making as an innovative exploration. A multiphase, sequential study including surveys and two focus groups foregrounds the complex, fluid ways adult …
Disrupting Racial Segregation In Special Education: An Evaluability Assessment Of Washington State’S Inclusionary Practices Project, Tania May
Ed.D. Dissertations in Practice
Despite disability advocacy, case law, and legislative attempts to regulate equity in placement, students of color with disabilities are removed from general education settings at higher rates than peers. Ongoing advocacy to extend legal protections and utilize dispute resolution procedures contributed to special education’s reputation for being litigious. This study included a recent review of literature on landmark education cases and litigation using a symbolic organization framework to analyze special education placement procedures, disputes, and decisions. The theoretical frameworks of Critical Race Theory and Dis/ability Critical Race Studies offered a critique of special education placement and outcomes and rebutted symbolic …
How Do General Education Teachers Feel Prepared To Teach Individuals With Autism In The Classroom, Colin Valley
How Do General Education Teachers Feel Prepared To Teach Individuals With Autism In The Classroom, Colin Valley
Leadership Education Capstones
This paper will deal with ways general education teachers can better serve individuals with autism in their classroom. This can be accomplished in many ways, and these ways will be discussed throughout. Research for this topic has been done in many different ways but overall, the root of how general education teachers feel about having individuals with autism in their classroom has not (Jones, A. P., & Frederickson, N. 2010). Throughout his study, the researcher will find ways to make general education teachers k-12 feel more prepared to teach individuals with autism in the general education classroom.
Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher
Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher
Walden Dissertations and Doctoral Studies
Despite the use of professional development (PD), early childhood inclusive teachers lack the knowledge and skills needed to support students with disabilities. It was unclear what types of PD teachers have received and what supports they still need. If teachers lack PD and the skills needed to teach students with disabilities effectively, then student progress may be negatively affected. The purpose of this basic qualitative research study and the research questions were to understand early childhood inclusive general education teachers’ perceptions of past PD experiences of working with students with disabilities and what supports they need to implement evidence-based practices. …
Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming, Crystal Renee Perry
Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming, Crystal Renee Perry
Walden Dissertations and Doctoral Studies
Youth with disabilities benefit from being included in extracurricular activities. However, often youth with a disability do not participate in extracurricular activities. The purpose of this basic, qualitative study was to explore the experiences of Extension Youth Development Professionals (YDPs) as they serve youth with disabilities in their 4-H programs. The research question for this study focused on the perceptions and experiences of the YDPs implementing inclusive, positive youth development programs. Conceptually, the transfer of learning theories provided the framework for this study. Data for this study were collected through the instrument of interviews, consisting of questions focusing on training, …