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Full-Text Articles in Education
Effective Reading Practices For Inclusive Classrooms, Andrew Block
Effective Reading Practices For Inclusive Classrooms, Andrew Block
Graduate Teacher Education
This paper examined research on what are best practices for teaching reading comprehension to students in an inclusive classroom. This topic is explored through research findings from multiple quantitative and qualitative studies which examined the effectiveness of structured reading instruction, explicitly taught reading strategies, student autonomy, and discussion and collaboration as best practices for improving reading comprehension skills. While research showed a variety of effective practices and strategies to increase reading comprehension among all students, the research also suggested the need for content area teachers to receive on-going professional development to consistently implement evidence-based practices throughout the course of the …
Best Practices For Inclusion Of Special Education Students In Elementary Classrooms, Stephanie Leedahl
Best Practices For Inclusion Of Special Education Students In Elementary Classrooms, Stephanie Leedahl
Graduate Teacher Education
Inclusion in elementary education has been gaining momentum in research and implementation over the past two to three decades. Best practices are becoming more well documented and research is mounting surrounding the benefits of inclusionary practices in elementary classrooms. Several themes surrounding inclusion have become evident as necessary for understanding inclusion such as classroom community, nonexamples of inclusion, relationships, student choice, and teacher training. In order to best support young students with a wide range of abilities and backgrounds, educators must first understand what inclusion is and is not. Then teachers can better implement inclusionary practices in their classrooms to …
Supporting Children With Developmental Delays In The General Education Preschool Classroom, Sandra Ling
Supporting Children With Developmental Delays In The General Education Preschool Classroom, Sandra Ling
Graduate Teacher Education
Increasing numbers of preschool-age students with developmental delays and other disabilities are educated in the general education classroom. Legislation, including the Individuals with Disabilities Education Act (IDEA), has supported the idea of classroom inclusion. In the inclusive classroom, preschoolers with developmental delays are educated in the least restrictive environment and attend class with typically developing peers. Because high-quality preschool programs already include play-based learning and an individualized curriculum, the preschool classroom naturally yields itself to inclusion practices. Although early childhood professionals may feel unprepared and apprehensive about teaching children with developmental delays, there are many methods available for supporting children …
Perceptions Of Educators Teaching Inclusion Classes In An Urban Secondary Environment, Nicole Bellomo
Perceptions Of Educators Teaching Inclusion Classes In An Urban Secondary Environment, Nicole Bellomo
CUP Ed.D. Dissertations
School systems across the United States have integrated students with disabilities into the general education classroom creating an inclusive environment where general and special education students can learn side by side. Within the inclusion classroom, general education and special education teachers collaborate to design and implement instruction for all student learners. Therefore, it is critical to understand the attitudes of general and special education teachers and reveal the factors that influence the beliefs they hold regarding the inclusion classroom. The beliefs held by inclusion teachers are a crucial factor to the success of students with disabilities in the inclusion setting …
Leading Through Ambiguity: A Phenomenological Examination Of Chief Diversity Officers, Shawn L. Washington
Leading Through Ambiguity: A Phenomenological Examination Of Chief Diversity Officers, Shawn L. Washington
CUP Ed.D. Dissertations
The purpose of this phenomenological study is to explore the experiences of chief diversity officers (CDOs) with leading through ambiguity in their roles. It is critical to provide support and structure to senior-level administrators leading diversity efforts at colleges and universities. “Ambiguity,” for the purposes of my study and main research question, relates to a CDO’s experience with an ill-defined organizational structure that governs their role. A qualitative phenomenological study was employed to document the experiences of 14 CDOs in higher education. Open-ended interviews facilitated capturing the essence of the lived experiences of CDOs leading despite the ambiguity in their …
How Career And Technical Education Teachers’ Attitudes And Perceptions Of Students With Disabilities Influence Inclusion In Career And Technical Education Courses, Theresa M. Cortney
How Career And Technical Education Teachers’ Attitudes And Perceptions Of Students With Disabilities Influence Inclusion In Career And Technical Education Courses, Theresa M. Cortney
CUP Ed.D. Dissertations
This qualitative case study investigated how the attitudes and perceptions of Career and Technical Education (CTE) teachers toward students with disabilities influenced inclusion in CTE courses. The purpose of this study was to explore how positive or negative experiences of CTE teachers toward students with disabilities impacted the number of students accessing CTE courses. Fifteen high school CTE teachers, along with a focus group of six high school CTE teachers were interviewed. Results of this study revealed that despite positive attitudes toward inclusion in CTE courses, CTE teachers felt unsupported by special education and reported they felt CTE was being …
Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt
Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt
CUP Ed.D. Dissertations
This purpose of this case study was to explore the potential reasons why secondary teachers are resistant to working in inclusive programs, as well as to discover barriers to inclusion so that those obstacles can be addressed and rectified by those who make meaningful, relevant, and holistic educational changes, leading to improved classroom experiences for all parties within inclusive settings. The pre-research prediction that barriers to inclusion revolve around instructional differentiation, increased responsibilities, and additional work load were correct as they relate to the teacher identified obstacles of lack of support and lack of training, with most participants agreeing that …
The Impact Of Life Skills Students On General Education Elementary Teachers' Attitudes Toward Inclusive Education, Kim Bayer
CUP Ed.D. Dissertations
Numerous general education teachers are including students with disabilities in the classroom. The range of academic, emotional, and behavioral needs of students grows with more inclusion occurring classrooms. This qualitative single case study addressed two questions. First, how does the inclusion of life skills students (students with severe disabilities) impact teachers’ views on inclusive education? That question also included sub questions of how do (primary, intermediate, and specialist) teachers describe their attitude toward, and experience with, inclusive education? Secondly, how do elementary teachers describe successful supports and resources that enable them to successfully practice inclusive education in a school that …
A Case Study Of Middle School Teachers’ Attitudes Of Inclusion Of Students With Disabilities, Eucharia N. Nnawulezi
A Case Study Of Middle School Teachers’ Attitudes Of Inclusion Of Students With Disabilities, Eucharia N. Nnawulezi
CUP Ed.D. Dissertations
The aim of this study is to examine teachers’ attitudes toward the inclusion of students with special needs in general education middle school classrooms. Extant literature shows that factors such as teachers’ experiences with students with disabilities, ability to manage diverse classroom behaviors, understanding of individual disabilities, collaboration, self-efficacy, available resources, and school leadership support affect teachers’ willingness to consent to the inclusion model. Research reveals that teachers’ attitudes toward inclusion are greatly influenced by their experiences with students with disabilities and extent and level of collaboration in the school. These are the greatest predictors of employing a successful inclusion …
Inclusion Or Special Education Resource: Teacher Perceptions Of Placement Decisions On Academic Growth, Casey Story
Inclusion Or Special Education Resource: Teacher Perceptions Of Placement Decisions On Academic Growth, Casey Story
CUP Ed.D. Dissertations
This qualitative study explored the thoughts and perceptions of 16 teachers and their experiences working with special education students. The programming options most often offered by school districts are general education inclusion or a separate resource setting, yet there is a limited amount of research showing actual academic progress to guide decision making. The following question was central to the research: Based on teacher perceptions, do students with special needs show the most academic success in general education inclusion classes or special education resource classes? Data analysis led to the identification of the following six themes: behavior interfering with teaching, …
Experiential Perspectives Of Teachers In An Inclusive Classroom, Evelyn Ifeoma Nwadinobi
Experiential Perspectives Of Teachers In An Inclusive Classroom, Evelyn Ifeoma Nwadinobi
CUP Ed.D. Dissertations
Inclusive educational settings have become the norm as schools aim to educate disabled students in environments least restrictive to their development (U.S. Department of Education, 2004). This study was conducted in order to assess teacher perceptions of inclusion academically, socially, and behaviorally for general and special education students. Informed by Sociocultural theory (Vygotsky, 1978), and Integrated Threat Theory (Bustillos & Silvan-Ferrero, 2013), this research aimed to give voice to those most instrumental in implementing inclusion successfully and effectively. Utilizing open-ended interviews and qualitative analyses coded by Excel and NVivo software, the study discovered that teacher participants perceived the main benefit …
Freshman Student Perception Of Institutional Engagement Strategies, Donald J. Comi
Freshman Student Perception Of Institutional Engagement Strategies, Donald J. Comi
CUP Ed.D. Dissertations
Technology, socio-economic disparities, and an increasingly diverse population base have changed the nature of American communities and thus the educational and occupational landscape. Access to higher education is functionally the gatekeeper for technical and professional careers. The gap between the number of students starting a four-year degree and the number completing a degree is discouraging. As a student transitions to college, many factors influence personal resiliency. Familial support, pre-college preparation, peer-to-peer relationships, and institutional connection all influence a student’s resiliency. However, higher education’s traditional engagement and transitional programming does not always engender connection nor promote academic success. This qualitative case …