Disability and Equity in Education Commons^™

Quality Of Sports Participation By Pupils With Disabilities In Inclusive Education Settings In Masvingo Urban, Martin Musengi Ph.D., Tapiwa Mudyahoto Ph.D.

Electronic Journal for Inclusive Education

The study sought to analyze the extent to which pupils with disabilities participated in sports and Physical Education in inclusive education settings. To this end, it examined how sports are adapted to suit these pupils and explored other factors which contributed to the pupils’ benefit or lack of benefit from sports. A qualitative descriptive survey design which employed questionnaires and structured interviews collected data from 30 primary school pupils with disabilities, 20 primary schoolteachers and five school heads. The study found that teachers and non-disabled peers have low expectations of pupils with disabilities as potentially competent athletes. The teachers view …

Students With Learning Disabilities: The Application Of Goffman's Stigma In The Inclusive Classroom, Christina Deroche

Electronic Journal for Inclusive Education

This case study provides a qualitative glimpse into one inclusive classroom in Northern Ontario. It explores the nature of peer interactions of students with learning disabilities (LD) and uses Goffman's concept of stigma to analyze how students with LD react or act within the classroom. Twenty-five children were observed on a daily basis for seven weeks and participant observation was the primary method of data collection. Of these 25 children, 9 had a LD. This study found that sadness, aggression, and competence were recurring themes in student-peer interactions. This study reveals that the major themes presented reflect what studies have …

Teacher And Students' Perceptions Of A Modified Inclusion Classroom Environment, Elizabeth Kirby Fullerton Ph.D., Caroline Guardino Ph.D.

Electronic Journal for Inclusive Education

The purpose of this study was to examine how modifying the inclusion classroom impacts teacher and students’ perceptions of their learning environment. Prior to intervention the teacher was interviewed providing information about her preferred modifications. Following the intervention the teacher completed a rating scale and a post interview. The students completed a classroom environment student survey (CESS), to assess their perceptions of the classroom before, during, and after modifications were made. Twenty fourth grade students, as well as their teacher participated in the study. Implications for practitioners and researchers are discussed.

The Relationship Between Instructional Delivery And Academic Motivation Of Included Elementary Students With Special Needs, Don Jones, Daniele Kass

Walden Faculty and Staff Publications

ABSTRACT

Historically, it has always been important for educators to meet the needs of their children. In practice however, children with special needs were often neglected in the educational processes of schools. With the advent of NCLB and high stakes testing, the pressure on schools to demonstrate improved student achievement for all students has accelerated. As these children have been increasingly included within the regular classroom, educators have been challenged to develop methods to effectively meet their needs.

This concurrent nested mixed method study explored the effect of interdisciplinary thematic instruction using constructivist principles on the motivation and performance of …

Examining The Relationship Between Early College Credit And Higher Education Achievement Of First-Time Undergraduate Students In South Texas, Carl A. Saltarelli Ph.D.

Electronic Journal for Inclusive Education

The purpose of the study was to examine the relationship between early college credit and the success of first-time undergraduate students in South Texas. Many high school graduates are entering college with credits earned while they were enrolled in high school. Researchers have examined the value of early college credit in easing students’ transition from high school to college. Additionally, researchers have investigated the value of early college credit in enhancing students’ early college persistence rates. This researcher focused on the relationships between early college credit and college student achievement of first-time undergraduate students. In the study, student achievement was …

Co-Teaching Beliefs To Support Inclusive Education: Survey Of Relationships Between General And Special Educators In Inclusive Classes, Ida Malian Ph.D., Erin Mcrae

Electronic Journal for Inclusive Education

Co-teaching is a prevalent approach to providing effective instruction in inclusive classes. The purpose of this study was to determine teachers’ perceptions of compatibility and discrepancy between their approaches to teaching, personal characteristics and efficacy of co-teaching. Noonan’s Co-teacher Relationship Scale was adapted to survey the co-teachers statewide. Results of the statewide survey of Arizona general and special educators teaching in inclusive classes are presented as they relate to their responses. Various aspects of co-teaching relationships and teacher implementation of co-teaching models are discussed. The authors derive attributes of co-teachers in Arizona that indicate compatibility and sustainability of co-teaching arrangements. …

What Teachers Wish Administrators Knew About Co-Teaching In High Schools, Geraldine M. Nierengarten Ph.D., Trudie Hughes

Electronic Journal for Inclusive Education

This article presents the results of individual and focus group interviews with the co-teaching partner teachers comprised of general and special educators. In particular, the analysis reveals the teachers’ perceptions regarding what principals need to know and understand to support co-teaching in their schools. The co-teaching teams identified the following factors as important for the success of co-teaching in a high school classroom: teacher training, administrator training, compatibility, planning time, student schedules, natural proportions, respect and value for the teaching assignment, administrative support, and professional development. The teams also identified student and teacher benefits from participating in a co-taught classroom.

The Evolution Of A New College Course In Behavior Management: A Case Study In Collaboration And Compromise, Richard L. Mehrenberg Ph.D.

Electronic Journal for Inclusive Education

This article describes the development of a new behavior management course for both elementary and special education pre-service teachers at a Pennsylvania college. The evolution of the course is detailed through a four stage process:(a) identifying stakeholders, (b) defining priorities, (c) content collaboration, and (d) reaching a compromise. The study concludes with a discussion of what yet needs to be accomplished and strategies for implementation.

Response To Intervention: Right On Track, Charmion B. Rush, Nicole Dobbins Ph.D., Stephanie A. Kurtts Ph.D.

Electronic Journal for Inclusive Education

The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identified with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identification models that include RTI may lead to better achievement and behavior outcomes for all students. …

Inclusive Practices In Tennessee: An Investigation Of Co-Teaching In Middle Tennessee Schools, Vance L. Austin Ph.D.

Electronic Journal for Inclusive Education

With the advent of Inclusion (circa 1992) predicated on the principle of the “Least Restricted Environment” (USDOE, 2003) and the recent “No Child Left Behind” legislation, schools and school districts around the country began educating students with disabilities in general education classrooms. Arguments for and against the efficacy of this practice flourished among teachers and researchers alike. Nevertheless, state education and local education agencies (SEAs and LEAs) adopted the recommended initiative and began to institute inclusive practices within most of their schools. This service delivery change created a dilemma for the general education teachers who considered themselves unprepared for the …

Comparison Of Quality Of Life Perceptions Of Caregivers Of Individuals With Intellectual Disabilities In The United States And The Czech Republic, Sharon A. Raver, Anne M. Michalek, Jan Michalik, Milan Valenta

Communication Disorders & Special Education Faculty Publications

Caregivers of individuals with disabilities in the United States have been reported to experience additional hardships than families with typical children as they attempt to balance family and work (Parish, Rose, Grinstein-Weiss, Richman, & Andrews, 2008). In this study, 31 caregivers of individuals with intellectual disabilities from the United States and 225 from the Czech Republic completed a qualitative quality of life survey. Similarities in the two groups were found in reported gains and losses from caregiving responsibilities. Differences in perceived spirituality, personal sense of peace and serenity, life optimism, ability to rejoice in life, personal life perspective, health, financial …

Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris

Teacher Education

A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable

Teacher Education

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …

Effective Inclusion Practices, M. Alyssa Barnes Ph.D.

Electronic Journal for Inclusive Education

This study examines effective instructional practices, which support the inclusion of students with special needs. Eight teacher and administrator participants completed interviews about their experiences working in a full-inclusion environment. In addition, the research includes narratives based on observations from the school. The findings summarize five practices essential in successful inclusive environments. These strategies include assessing the whole child, performance-based assessments, and use of visuals, specifically graphic organizers, and collaboration. Finally, the data demonstrate the idea that all of these practices benefit students with and without disabilities.

Creating A Warm And Inclusive Classroom Environment: Planning For All Children To Feel Welcome, Jessica L. Bucholz Ed.D., Julie L. Sheffler

Electronic Journal for Inclusive Education

The type of classroom environment that a teacher creates and encourages can either increase or decrease a student's ability to learn and feel comfortable as a member of the class. The classroom environment should do as much to foster cooperation and acceptance as the teaching methods that the teacher uses. This article describes a number of methods to help teachers plan for and create a classroom that welcomes and supports all children.

Language Module, April Dixon

Electronic Journal for Inclusive Education

A study of children with learning disabilities and of children without provides a clear picture of the acquisition of language development of children. Language skills are generally typical of children at different age levels who do not have diagnosed learning disabilities. Language skills of the learning disabled are generally atypical due to constraints placed on the child during critical learning periods by the disability. Analyzation of the data in this study shows a correlation between Attention Deficit Hyperactivity Disorder and language development in young children. Strategies can be implemented by classroom teachers to enhance the acquisition of language.

Clarifying Research Synthesis On Inclusion: Using The Inclusion Definition Instrument (Idi), Kimberly Rombach Ph.D.

Electronic Journal for Inclusive Education

Synthesizing research on inclusive education is essential to developing a wide-scoped view of knowledge that has been gathered from previous studies. There are key components central to the practice of inclusive education that need to be revealed to fully understand the context of inclusive classrooms. This article distinguishes the need for contextually defining inclusion and introduces the Inclusion Definition Instrument (IDI) that can assist researchers to better identify specific characteristics of the context of their studies on inclusion.

Voices Of Classroom Managers: Their Realities Of Full Inclusion, Oi Yee Monica Ratcliff Ph.D.

Electronic Journal for Inclusive Education

The purpose of this qualitative study was to explore the perspectives of the three regular education teachers about full inclusion practice in a metropolitan elementary school. This study was intentionally designed as a participatory and constructivistic inquiry. Through the process of classroom observations, participant observations and in-depth interviews, this study was attempted to answer three research questions: (1) What are the perceptions of regular education teachers who participate in the full inclusion program? (2) What are their perceptions about student learning? and (3) What are the advantages and disadvantages of full inclusion? Findings revealed three themes that were related to …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Spring/Summer 2009 Edition of The Electronic Journal for Inclusive Education. The conversation concerning inclusion continues to reflect and international representation. However in this edition we have a number of voices unique to this culture and this perspective.

Kimberly Rombach of State University of New York College in Cortland provides a synthesis of the research concerning inclusive education. Additionally, the article introduces an Inclusion Definition Instrument (IDI) to help researchers identify specific characteristics of inclusion aid in their research.

Norma S. Blecker, Richard Stockton, and Norma J Boakes of Stockton college of New Jersey survey both general and …

Implementation Of Inclusive Education In Brunei Darussalam: Review Of Possible Implications For School Counselors, Lawrence Mundia Ph.D.

Electronic Journal for Inclusive Education

The paper looked at the provision of counseling services to students in government schools after the implementation of inclusive education in Brunei Darussalam. The creation of the Special Education Unit and the Division of Counseling and Career Guidance (both in the Ministry of Education) to coordinate the respective services was a welcome decision in the right direction. Inclusion, however, may have expanded the role of school counselors in many ways and possibly brought other unforeseen problems. Thirteen identified and selected factors that may impact negatively on the work of school counselors under inclusion are discussed. In addition it was observed …

"Welcome To Holland: Characteristics Of Resilient Families Raising Children With Severe Disabilities", Thomas Knestrict Ed. D., Debora Kuchey Ph.D.

Electronic Journal for Inclusive Education

This descriptive study sought to examine the resiliency factors families developed when faced with the challenges of raising a child manifesting a severe disability. The study compares and contrasts how families managed the additional responsibility and stress of raising a child with special needs. The study seeks to identify, the key characteristics present in resilient families allowing them to not just survive but thrive.

The study found that there is relationship between resilience and Socio Economic Status (SES). The study also found that having the time and the ability to reflect was key to reconfiguration, which is seen as crucial …

Guiding Principles For Educational Programming, Randy L. Seevers Ph.D.

Electronic Journal for Inclusive Education

This article presents the outcome of a reflective study where pre-service teachers created visual representations of principles that guide their teaching in the inclusive classroom. Based on evaluations and reflections of the activity, results suggest that creating the visual representations served as an effective tool in helping pre-service teachers recognize and support children with disabilities in the inclusive classroom. Examples of the completed projects are included.

Principals' Knowledge Of Idea And Their Implementation Of Special Education Services, Karen Smith Collins

Dissertations

This correlational study was designed to determine the relationship between the principals' knowledge of Individuals with Disabilities Education Act (IDEA) and their implementation of special education services, as well as to determine if there was a relationship between principals' knowledge of IDEA and their beliefs and practices; experience, training, and demographic characteristics. The respondents, principals in New Orleans area schools, were divided into three groups: charter, city/district, and state operated. Their knowledge of IDEA was measured using a survey instrument developed by Wakeman (2005) and Copenhagen (2005). It also included a small section on specific characteristics of the principals assigned …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

Perceptions And Knowledge Of Special Education Law Among Building Administrators In A Selected Georgia School District, Patricia Claire Grasso

Dissertations

The Individuals with Disabilities Education Act (IDEA) has impacted every school district in the United States and significantly altered the role of administrators. Requirements for the administration and supervision of special education have developed exponentially since the enactment of Public Law 94- 142 and its reauthorization as the IDEA.

The purpose of this study was to compare the perceptions and knowledge of building administrators regarding special education law. The following research questions were developed to facilitate this study: (a) is there a difference in the level of knowledge about special education law among building administrators regarding the seven provisions of …

Parental Attitudes Regarding Inclusion Of Children With Disabilities In Greek Education Settings, Kokaridas Dimitrios, Vlachaki Georgia, Zournatzi Eleni, Patsiaouras Asterios

Electronic Journal for Inclusive Education

The purpose of this study was to examine parents’ attitudes toward inclusion of their children with disabilities in general education and to associate their perspectives with parent variables (e.g. education) and child variables (e.g. age, severity of disability). The sample consisted of parents (51 mothers, 68 fathers) of children with disabilities, residing in Thessaly region. Each parent completed the Attitude Toward Inclusion/ Mainstreaming'' scale (Leyser and Kirk, 2004), composed of 18 items selected and adapted for parent respondents that assess scores for the factors of benefits, satisfaction, teacher ability and inclusion support, and child rights. The results of the study …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. The journal continues to attract the voices of researchers from an international perspective. Within this edition we have research from around the globe as well as one article of exemplary graduate student work and a poem from a nurse finishing her training as a school nurse.

From the University of Hawaii Manoa, Dr. Drue E. Narkon and Rhonda Black address the question pre-service teachers’ confidence in teaching reading to struggling readers kindergarten through third grade.

From the University of Zimbabwe, Dr. Crispen Dirwai investigates the need for different …

It's A Matter Of Timing: Laying The Foundation For Successful Preschool To Kindergarten Transitions, Kathleen Winterman Ed.D.

Electronic Journal for Inclusive Education

Children with special needs receive a myriad of services within the early childhood preschool setting. For most children, the child’s parents coordinate this process. Under the IDEA, schools are charged with planning for and facilitating the transition of children with disabilities from one educational setting to the next. A smooth transition plan should be developed to maximize the benefits of an effective preschool program in kindergarten. This article addresses the procedures for a fluid transition from preschool to kindergarten for students with disabilities discussing parental roles and critical aspects of the transition timeline.

A Treasured Gift, Christine A. Glasgo R.N.

Electronic Journal for Inclusive Education

A poem written by Christine A. Glasgo.