Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Disability and Equity in Education (28)
- Special Education and Teaching (26)
- Teacher Education and Professional Development (22)
- International and Comparative Education (21)
- Social and Behavioral Sciences (18)
-
- Elementary Education and Teaching (14)
- Curriculum and Instruction (13)
- Educational Assessment, Evaluation, and Research (11)
- Curriculum and Social Inquiry (6)
- Higher Education (6)
- Educational Administration and Supervision (5)
- Educational Methods (5)
- Social Justice (5)
- Arts and Humanities (4)
- Education Policy (4)
- Elementary Education (4)
- Public Affairs, Public Policy and Public Administration (4)
- Sociology (4)
- Accessibility (3)
- Bilingual, Multilingual, and Multicultural Education (3)
- Inequality and Stratification (3)
- Library and Information Science (3)
- Early Childhood Education (2)
- International and Area Studies (2)
- Psychology (2)
- Science and Mathematics Education (2)
- Secondary Education and Teaching (2)
- Social and Philosophical Foundations of Education (2)
- African Studies (1)
- Institution
-
- Australian Council for Educational Research (ACER) (24)
- University of Vermont (11)
- Liberty University (10)
- Montclair State University (8)
- Portland State University (8)
-
- Rowan University (6)
- Edith Cowan University (5)
- University of Nebraska - Lincoln (4)
- Aga Khan University (3)
- Chapman University (3)
- Zayed University (3)
- Northwestern College, Iowa (2)
- University of Massachusetts Boston (2)
- Boise State University (1)
- City University of New York (CUNY) (1)
- Dordt University (1)
- Eastern Illinois University (1)
- Georgia Southern University (1)
- Georgia State University (1)
- Gettysburg College (1)
- Illinois Math and Science Academy (1)
- Macalester College (1)
- Minnesota State University, Mankato (1)
- Old Dominion University (1)
- Sacred Heart University (1)
- San Jose State University (1)
- Singapore Management University (1)
- Syracuse University (1)
- Texas A&M University-San Antonio (1)
- Western University (1)
- Publication Year
- Publication
-
- College of Education and Social Services Faculty Publications (11)
- Education Analytics Service (11)
- Doctoral Dissertations and Projects (9)
- Department of Teaching and Learning Scholarship and Creative Works (8)
- College of Education Departmental Research (6)
-
- Research outputs 2014 to 2021 (4)
- All Works (3)
- Assessment and Reporting (3)
- Education Faculty Articles and Research (3)
- Global Diversity and Inclusion Publications and Presentations (3)
- Global education monitoring (3)
- International Education Research (3)
- Library Philosophy and Practice (e-journal) (3)
- All Institute for Community Inclusion Publications (2)
- Book Chapters / Conference Papers (2)
- Education Faculty Publications (2)
- Master's Theses & Capstone Projects (2)
- Teacher India (2)
- Women, Gender, and Sexuality Studies Faculty Publications and Presentations (2)
- 2022 Awards for Excellence in Student Research and Creative Activity - Documents (1)
- ACER India (1)
- Communication Disorders & Special Education Faculty Publications (1)
- Curriculum and Instruction Faculty Publications and Presentations (1)
- Department of Elementary and Special Education Faculty Presentations (1)
- Education Publications (1)
- Faculty Publications (1)
- Faculty Work Comprehensive List (1)
- Institute for Educational Development, Karachi (1)
- Integrated Engineering Department Publications (1)
- International Programs (1)
Articles 91 - 107 of 107
Full-Text Articles in Education
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need …
Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel
Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel
Department of Teaching and Learning Scholarship and Creative Works
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in …
Educating Students With Disabilities In Regular Classes, Michael F. Giangreco, Mary Beth Doyle, Daniela Lucangeli
Educating Students With Disabilities In Regular Classes, Michael F. Giangreco, Mary Beth Doyle, Daniela Lucangeli
College of Education and Social Services Faculty Publications
This article addresses a subset of critical issues pertaining to including students with developmental disabilities in general education class including: (a) classroom environment, (b) teacher engagement, (c) curriculum adaptation strategies, (d) peer supports, and (e) self-determination.
Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco
Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco
College of Education and Social Services Faculty Publications
This sabbatical final report describes the preparation, activities, and initial outputs of a three month sabbatical journey to Italy in Fall 2011. Over the past two decades, educating students with disabilities in inclusive classrooms, alongside their peers without disabilities, has increasingly become a focus of global attention and advocacy (Ferguson, 2008; Vislie, 2003). In part, this has been evidenced internationally through the development and ratification of the Salamanca Agreement (UNESCO, 1994) and Article 24 (Education) of the Convention on the Rights of Persons with Disabilities (United Nations, 2006). These international accords strongly favor inclusive education for children and youth with …
Students With Asd In Mainstream Primary Education Settings: Teachers' Experiences In Western Australian Classrooms, Rebecca Soto, Julie Ann Pooley, Lynne Cohen, Myra Taylor
Students With Asd In Mainstream Primary Education Settings: Teachers' Experiences In Western Australian Classrooms, Rebecca Soto, Julie Ann Pooley, Lynne Cohen, Myra Taylor
Research outputs 2012
The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K-7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student …
Inclusive Education Training: Steps To Prosperity, Saima Khalid
Inclusive Education Training: Steps To Prosperity, Saima Khalid
Institute for Educational Development, Karachi
No abstract provided.
Final Report: Project Evolve (Expanding And Validating Options For Learning Through Variations In Education)., Michael Giangreco
Final Report: Project Evolve (Expanding And Validating Options For Learning Through Variations In Education)., Michael Giangreco
College of Education and Social Services Faculty Publications
Final Report of Project EVOLVE (Expanding and Validating Options for Learning in Education). The project developed and field-tested alternatives to inappropriate utilization or overreliance on paraprofessionals.
Assisting Students Who Use Wheelchairs: Guidelines For School Personnel, Michael Giangreco, Irene Mcewen, Fox Timothy, Doeborah Lisi-Baker
Assisting Students Who Use Wheelchairs: Guidelines For School Personnel, Michael Giangreco, Irene Mcewen, Fox Timothy, Doeborah Lisi-Baker
College of Education and Social Services Faculty Publications
No abstract provided.
Getting The Most Out Of Support Services, Susan W. Edelman, Michael F. Giangreco, Ruth Dennis, Patricia Prelock, Marie Macleod, Marie-Christine Potvin
Getting The Most Out Of Support Services, Susan W. Edelman, Michael F. Giangreco, Ruth Dennis, Patricia Prelock, Marie Macleod, Marie-Christine Potvin
College of Education and Social Services Faculty Publications
No abstract provided.
Including Students With Disabilities In The Classroom, Michael Giangreco
Including Students With Disabilities In The Classroom, Michael Giangreco
College of Education and Social Services Faculty Publications
No abstract provided.
Instructional Strategies, Michael Giangreco, Lia Cravedi
Instructional Strategies, Michael Giangreco, Lia Cravedi
College of Education and Social Services Faculty Publications
No abstract provided.
Health Curriculum And School Quality: Aku-Ied’S, Shabnam Ahmed
Health Curriculum And School Quality: Aku-Ied’S, Shabnam Ahmed
Book Chapters / Conference Papers
This paper is based on the experiences of the Health Action Schools project at AKU-IED and looks at issues surrounding the definition, choice and implementation of planned content of health education for primary schools in Pakistan. The paper argues that health education is a vital component to achieving quality because it links home with school; ‘needs now’ with ‘needs later’. Yet it proves exceptionally difficult to plan and deliver such content effectively because curriculum planning bodies are geared to work with separate subjects rather than across the curriculum, with classroom content rather than wider learning experiences in and from school, …
Affecting Schools Through A Health Education Initiative, Tashmin Kassam-Khamis, Sadia Muzzafar Bhutta
Affecting Schools Through A Health Education Initiative, Tashmin Kassam-Khamis, Sadia Muzzafar Bhutta
Book Chapters / Conference Papers
No abstract provided.
Valued Member Or Tolerated Participant: Parents' Experiences In Inclusive Early Childhood Settings, Leslie C. Soodak, Elizabeth Erwin
Valued Member Or Tolerated Participant: Parents' Experiences In Inclusive Early Childhood Settings, Leslie C. Soodak, Elizabeth Erwin
Department of Teaching and Learning Scholarship and Creative Works
The present qualitative investigation explored the perspectives of parents of young children with severe disabilities to understand the factors that shape their participation in their child's inclusive education. Ten parents of children in early childhood inclusive settings were interviewed. A conceptual framework of factors that influence parent participation was developed based on the themes that emerged from the data. Findings indicated that parent participation is influenced by a number of factors, including the school's beliefs about inclusion, receptivity to parents, and willingness to change. Parent-professional partnerships were facilitated by trust, shared philosophies about children and schooling, and open communication. Achieving …
Related Services Research Project To Support The Education Of Students With Deaf-Blindness: Final Report., Michael Giangreco
Related Services Research Project To Support The Education Of Students With Deaf-Blindness: Final Report., Michael Giangreco
College of Education and Social Services Faculty Publications
This Final Report documents the activities and products of the . Related Services Research Project to Support the Education of Students with Deafblindness, a four-year research project funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. This report provides an introduction to the project followed by: (a) the project's objectives; (b) a conceptual framework and description of VISTA; (c) the research questions and studies conducted by project staff; (d) a bibliography of other project products; (e) major findings and continuing concerns; (f) dissemination and impact; (g) ongoing activities; and (h) an assurance of distribution.
Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney
Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney
College of Education and Social Services Faculty Publications
In order for groups of people to become effective teams it is vital that they develop a shared understanding of the underlying beliefs, values, and principles that will guide their work together. This shared understanding evolves over time as members learn about each other, spend time together, and engage in the work of their group. Having a shared understanding provides a basic structure within which teams: • develop common goals; determine actions that will lead toward the attainment of their goals; ensure that their actions are consistent with their beliefs; and judge whether their efforts have been successful.
Project L.I.F.E. (Lifelong Impact From Education): Final Report., Michael Giangreco, Chigee J. Cloninger
Project L.I.F.E. (Lifelong Impact From Education): Final Report., Michael Giangreco, Chigee J. Cloninger
College of Education and Social Services Faculty Publications
Project L.I.F.E. (Lifelong Impact From Education) was a three year projectfunded from October 1, 1991 to December 31, 1994 by the United StatesDepartment of Education, Office of Special Education and RehabilitativeServices in the funding category: "Innovations for Educating Children andYouth with Deaf-Blindness in General Education Settings" (CFDA 84.025F).The purpose of Project L.I.F.E. was to develop, field-test, and disseminate acollaborative model that increases the capacity of neighborhood schools and local education agencies to provide appropriate educational services to children with deaf-blindness in general education settings and improve students' individually determined valued life outcomes. The final report includes: (a) goals and objectives …