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Articles 1 - 14 of 14
Full-Text Articles in Education
Empathy In Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’S Academic Writing Skills, Erica J. Partridge
Empathy In Inclusive Classrooms: Exploring Prosocial Behaviour Through Children’S Academic Writing Skills, Erica J. Partridge
Electronic Thesis and Dissertation Repository
Background. Empathy is a crucial means through which diversity is appreciated. Applying inclusivity at a young age and throughout the education curriculum is optimal for social and emotional development alongside academic development. Method. Nineteen students in Grade 5 participated in the language arts curriculum Shakespeare Can be Fun. Writing samples were collected before and after the perspective taking lesson and coded for empathy. Results. Independent t-tests comparing the pre-post writing categories of Organization, Creativity, Voice and Affect, and Grammar generated no significant results. Further t-tests were conducted within Voice and Affect and the item identifying Evidence for Empathy was significant. …
Students' Perspectives On Educational Acceleration, Lynn Dare
Students' Perspectives On Educational Acceleration, Lynn Dare
Electronic Thesis and Dissertation Repository
This dissertation comprises three studies exploring Australian and Canadian students’ perspectives on grade-based acceleration. The first study involved Australian high-ability students, ages 9 to 14, in a two-phase group concept mapping exercise. First, I interviewed participants to hear their beliefs about grade-based acceleration. From the interview transcripts, I synthesized a list of 60 student-generated factors to consider when deciding on acceleration. Next, participants who had accelerated sorted the list of factors into groups, and rated the importance of each. I applied multi-dimensional scaling (MDS) and hierarchical cluster analysis (HCA) to the sorted data, and identified six key concepts including (a) …
Educators' Attitudes Towards Implementation Of Inclusive Education, Kimberly Evans Holmes
Educators' Attitudes Towards Implementation Of Inclusive Education, Kimberly Evans Holmes
Electronic Theses, Projects, and Dissertations
The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in …
The Currents Of Learning Motivation: Learners’ Stories From Arts-Integrated, Regular Classroom Landscapes, Irene Melabiotis
The Currents Of Learning Motivation: Learners’ Stories From Arts-Integrated, Regular Classroom Landscapes, Irene Melabiotis
Electronic Thesis and Dissertation Repository
Intrinsic learning motivation can facilitate learners’ meaningful scholarship, creativity, and interest in life-long learning. Over time, however, elementary learners’ intrinsic motivation can decline. To meet this challenge, some inclusive educators have turned to arts-integrated instruction, which can facilitate positive outcomes for diverse learners in various subject areas. Our understanding, however, of learners’ quality of motivation when learning through the arts is limited. Accordingly, I explored four research puzzles through a narrative inquiry methodological framework, two of which included, (a) What stories do learners tell about their motivation when learning through the arts in their inclusive classrooms? and (b) What do …
Going To School For The First Time: Inclusion Committee Members Increasing The Number Of Students With Disabilities In Primary Schools In Kenya, Brent Elder, Bernard Kuja
Going To School For The First Time: Inclusion Committee Members Increasing The Number Of Students With Disabilities In Primary Schools In Kenya, Brent Elder, Bernard Kuja
College of Education Faculty Scholarship
This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This expansion of teacher training on inclusive education and critical disability studies promoted sustained school- and community-based discussions on inclusive education and sensitisation on issues related to disability. These practices also led to the development of inclusion committees, co-teaching practices, and stimulated the partial dissolution of the physical boundaries …
Multiple Methodologies: Using Community-Based Participatory Research And Decolonizing Methodologies In Kenya, Brent C. Elder, Kenneth O. Odoyo
Multiple Methodologies: Using Community-Based Participatory Research And Decolonizing Methodologies In Kenya, Brent C. Elder, Kenneth O. Odoyo
College of Education Faculty Scholarship
In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with …
Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang
Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang
Education Faculty Articles and Research
Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive …
Education Pathways: Practitioner Level, Australian Council For Educational Research (Acer)
Education Pathways: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
This Practitioner level module is designed to ensure that all staff members who engage with and lead policy dialogue with international and domestic partners are informed about strategies to promote flexible, equitable and appropriate learning pathways and investment options to strengthen learning pathways. It is recommended that staff complete the Education Pathways: Foundation level module as background information to this Practitioner level module. Topics covered in this module cover: promoting flexible, equitable and appropriate learning pathways; the range of data that can be used to strengthen policy on education pathways; and how data can inform investment decisions.
Education Pathways: Foundation Level, Australian Council For Educational Research (Acer)
Education Pathways: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to ensure staff members who engage in policy dialogue with international and domestic partners are informed about strategies to promote flexible, equitable and appropriate learning pathways and investment options to strengthen learning pathways. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education.
Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans
Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans
Australian Journal of Teacher Education
Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers’ positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers’ attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants’ attitudes towards gifted and talented students, those learning English as a second language …
The Promise Of Postsecondary Education For Students With Intellectual Disability, Meg Grigal, Clare Papay
The Promise Of Postsecondary Education For Students With Intellectual Disability, Meg Grigal, Clare Papay
All Institute for Community Inclusion Publications
It is important to consider learners with intellectual disability when seeking to serve all students equitably; so this chapter identifies the ways in which these considerations are becoming increasingly impactful.
The Promise Of Postsecondary Education For Students With Intellectual Disability, Meg Grigal, Clare Papay
The Promise Of Postsecondary Education For Students With Intellectual Disability, Meg Grigal, Clare Papay
All Institute for Community Inclusion Publications
It is important to consider learners with intellectual disability when seeking to serve all students equitably; so this chapter identifies the ways in which these considerations are becoming increasingly impactful.
Writing Strength-Based Ieps For Students With Disabilities In Inclusive Classrooms, Brent Elder, Carrie R. Rood, Michelle L. Damiani
Writing Strength-Based Ieps For Students With Disabilities In Inclusive Classrooms, Brent Elder, Carrie R. Rood, Michelle L. Damiani
College of Education Faculty Scholarship
Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to reconstructing students with disabilities as capable contributors to their inclusive classrooms. The use of strengths-based approaches is not necessarily new, however supporting individuals’ needs in a strength-based model has been largely overlooked in special education. Despite their growing application, inclusive pedagogical approaches are largely absent in the development of strength-based IEPs for students with disabilities. IEPs remain largely …
Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi
Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi
Walden Dissertations and Doctoral Studies
The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused …