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Full-Text Articles in Education
Circumstances And Experiences Of Regular And Special Education Teachers In Inclusion, Grace Selarde Absher
Circumstances And Experiences Of Regular And Special Education Teachers In Inclusion, Grace Selarde Absher
Walden Dissertations and Doctoral Studies
Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education teachers (RETs) and 5 special education teachers (SETs) from 3 public school districts in a …
Examining General Educators' Instructional Practices Teaching Mathematics To K-8 Students With Disabilities, Kendra Michelle Cumberland
Examining General Educators' Instructional Practices Teaching Mathematics To K-8 Students With Disabilities, Kendra Michelle Cumberland
Walden Dissertations and Doctoral Studies
A disparity in the mathematics performance between students with disabilities (SWDs) and students without disabilities in K-8 grades in international schools may lead to a lack of opportunities for SWDs to take advanced mathematics classes and enter mathematics-related college programs and careers. This problem may be increased if K-8 teachers of SWDs do not use social-constructivist-based practices needed for effective mathematics teaching. The purpose of this bounded qualitative exploratory case study was to explore the constructivist-based practices teachers applied in the mathematics K-8 classrooms for SWDs. Vygotsky's social-constructivism theory was used to guide this study. The research question addressed which …