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A Phenomenological Study Of Participation In Specialized And Inclusive Recreation Programs, Charles Keith Mullins

Online Theses and Dissertations

The purpose of this qualitative study was to understand whether participation in specialized recreation programs, which are designed for individuals with disabilities, increases opportunities for participation in inclusive programs, which are designed for both individuals with and without disabilities. Regardless of the popularity and growth of inclusive services, specialized programs persevere in numerous recreational service settings and continue to be used by individuals with disabilities and their families. This study helps to clarify why individuals with disabilities and their families choose to participate or not participate in these programs. The research questions focused on the connection between participation in specialized …

Nontraditional Pre-Service Teachers: What They Learn From Inclusion Literature, Kimberly Sutton

Electronic Journal for Inclusive Education

Characterized by work, financial, and family demands, nontraditional students are an increasing population in university teacher education programs. Typical teacher education programs include at least one course on the education of students with special needs, and faculty may address perceived weaknesses of the course textbook by supplementing it with "inclusion literature," narratives written by or about individuals with disabilities. Although inclusion literature has been documented to be of value, to date there has been no research that specifically examined the use of inclusion literature with nontraditional pre-service teachers. This qualitative study examined the impact of inclusion literature on a population …

Limits And Perspectives For The Promotion Of The Inclusive Culture And Paradigm Within School Context: Theoretical Considerations And Empirical Findings From Greece And Hungary, Elias Kourkoutas, Agnes Nemethne Toth, Elena Vitalaki

Electronic Journal for Inclusive Education

The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs are presented and analyzed in the first section of this paper. Also the findings from recent studies in Greece and Hungary referring to the perceptions of teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational …

Addressing Barriers To Effective Rti Through School Counselor Consultation: A Social Justice Approach, Jeffrey M. Warren, Gretchen Robinson

Electronic Journal for Inclusive Education

Response to Intervention (RTI) is a culturally responsive framework developed to provide targeted, evidence-based instruction to all students in regular education settings. A goal of RTI is to reduce the disproportionate number of students of color referred for special education services. However, numerous barriers often prevent teachers from effectively engaging in the RTI process and serve to impede the delivery of instruction. School counselors can provide rational emotive-social behavior (RE-SB) consultation for teachers to address psychosocial barriers and promote social justice. This article outlines RTI, barriers to implementation, and how school counselors can advocate for all students through RE-SB consultation.

Issues Of Inclusive Education: Some Aspects To Be Considered, Farid Suleymanov

Electronic Journal for Inclusive Education

The purpose of this article is to shed light on the aspects of inclusion which have proved to be essential for further development of newly founded inclusive education. The practice of inclusive education gets increasingly obvious in gains more support and interest in education system in almost all countries in the world. There is a distinctly declared agreement in the world that all children have the right to education regardless of their race, gender, nationality, disability and etc. And these agreements have been indicated in universally important documents. Over several decades the concept of inclusion has contributed a lot to …

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Music’S Impact: A Review And Curriculum Proposal, Susanna M. Lindberg

Selected Honors Theses

The following thesis is a review of literature, covered in three chapters, and a proposal for a researched-based education curriculum. The goal of this research is to find how music affects the brain, how it influences education, whether it affects emotions, and if it has an impact on special populations in regards to education. In the final section of this thesis, there is a theoretical proposal for a yearlong music-based literacy curriculum for third grade students who struggle with reading and comprehension.

Resilience: A Framework For Inclusive Pedagogy In A South African Context, T. M. Makoelle, M. Malindi

Electronic Journal for Inclusive Education

The social ecology of resilience perspective sees resilience as the capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual’s own assets or strengths as well as those found in his or her physical social and ecology. Inclusive education, on the other hand, is a discipline that allows learners whose socio-economic circumstances, physical disability …

Teachers’ Attitudes And Perceptions Of Inclusion In Relation To Grade Level And Years Of Experience, Marsha C. Barnes, Trudi Gaines

Electronic Journal for Inclusive Education

The practice of inclusion is increasingly evident in today’s schools and expectations continue to rise with respect to how all students perform on high-stakes standardized testing. Positive attitudes about inclusion and concomitant lower stress levels among teachers would provide the most conducive environment for positive student outcomes. The authors investigated the relationship between teacher grade levels, years of experience, and their attitudes and perceptions toward inclusion. It was hypothesized that teachers of lower grade levels and with fewer years of experience would have more negative attitudes toward inclusion. A previously developed survey instrument was used to gather data from teachers …

When Job Skills Are Not Enough: Transitioning Young Adults With Autism Spectrum Disorder, Francis Dematteo, Patricia S. Arter

Electronic Journal for Inclusive Education

The purpose of this paper is to describe transition outcomes of school-aged young adults with ASD enrolled in a university-based program that emphasizes vocational training and socialization with neuro-typical peers and adults. Although this program appears to integrate best practices for successful transition to employment, reports from parents and program alumni indicate that few graduates continue to work despite their acquired vocational and social skill repertoire. This trend supports the need for adopting a resource-based transition model to better utilize employment related resources in the family network and community.

Intellectual Disability Discrimination, Kirsti D. Mutz

Selected Honors Theses

A lack of understanding concerning individuals with intellectual disabilities has led to exaggerated fears and diminished expectations. Consequently, these individuals have faced social exclusion. Research reveals, however, that societal discrimination can be stunted when people are given both information about and contact with these individuals. This research provides the foundation for a film documentary that provides society with the information and contact required to cultivate positive, inclusive attitudes towards individuals with intellectual disabilities.

Facilitating Inclusion Of Students With Disabilities Within One Urban Archdiocese In The Northwestern United States, Angela Pierce Mejdrich

Theses and Graduate Projects

Inclusion of students with disabilities in Catholic schools has yet to be realized across school systems and is limited to select individual schools and (arch)diocese. Current research in this area is limited, consisting of small studies with results that are not generalizable due to differences in state laws, school governance, and other variables, but suggests that a focus on Catholic identity and mission is one means of facilitating inclusion. The material in this program evaluation informs and shapes the recommendations for furthering inclusion in archdiocesan schools made in the white paper to the Diversified Learners Cornmittee of an urban archdiocese …

The Effects Of Computer-Assisted Instruction On The Mathematics Achievement Of Students With Emotional And Behavioral Disorders, Kenya Williams

Theses and Dissertations

Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic …

Professional Practice And Ethical Issues Related To Physical Restraint And Seclusion In Schools, Brenda Scheuermann, Reece Peterson, Joseph B. Ryan, Glenna Billingsley

Department of Special Education and Communication Disorders: Faculty Publications

Use of physical restraint and seclusion procedures in schools continues to be controversial, and foster proposals for federal and state legislation and regulation. Despite much discussion about what policies are needed, there has been little discussion about the professional practice issues and the ethical issues related to these practices. The purpose of this report is to present six clusters of professional practice and ethical issues that have not heretofore been specifically identified. To do so, we will examine the codes of professional practice and ethics of organizations representing educators who work with students with severe behavioral challenges. To illustrate these …

Eportfolio Using The Power Of Nonlinear Space To Create And Interlink A Repertoire Of Skills Essential For Teaching, J. Evans Ochola, John Achrazoglou, Rebecca Anthony

Electronic Journal for Inclusive Education

The ePortfolio is a web-based innovation that allows teacher education students to demonstrate their competency and share their work on websites. While the original impetus for this work was in professional placement. A platform where students could represent their strengths to potential employers was developed. It has since become the means by which to address state and national mandates for standards performance assessment. The three-part developmental structure of the ePortfolio, in fact, offers a mechanism for demonstrating to faculty, assessors, and to students themselves a mastery of complex learning systems and strategies. The framework for professional development begins with an …

A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse

Education Faculty Articles and Research

General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.

The Use Of An Ipad To Support Mathematics Instruction For Students With Intellectual And Developmental Disabilities, Telea Davis

Theses and Dissertations

No abstract provided.

Accommodating Students With Autism Spectrum Disorder In The Writing Center, Rebekah Barton

Masters Theses

This thesis explores how collegiate writing centers could better serve the needs of students with autism. As there is so little research that involves writing centers and college students with autism, scholarship was pulled from traditional writing center pedagogy, research concerning adults with autism, and the information that was available about teaching students with autism in the college composition classroom. A mixed methods approach was used to conduct my own research: my study involved surveys, interviews, visits, and website analysis. It became clear that not only are writing centers not ready to accommodate students with autism, but some writing center …

The Impact Of Math Anxiety In The Primary Grades, Amanda R. Anderson-Mix

Mathematics Graduate Theses

Math anxiety is an increasingly common occurrence among individuals when working with mathematical concepts. While researching math anxiety the author came across common gender stereotypes implying: women do not perform as well as men in the field of mathematics, women experience a much higher level of math anxiety than men, and most women do not appreciate performing mathematical tasks. Although the concept of math anxiety is an interesting topic to the author, it's important to look deeper than simply the question, “What is math anxiety?” Seeing these stereotypical assumptions that women have higher math anxiety levels, it made this author …

Praisesong: One (Worn) Path Through Aepl, Libby F. Jones

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime member takes a poetic look at AEPL's history, philosophy, activities, and her ongoing participatory role in the organization.

Stepping Beyond, In, And With Jaepl: Twenty Years Of Hope, Kristie S. Fleckenstein

The Journal of the Assembly for Expanded Perspectives on Learning

Treating readers to a detailed tour through JAEPL’s pages, the journal’s coeditor of 10 years touches on high points, also remembering the conference that initiated her relationship with its authors and readers.

Drawing Is Learning, Laurence Musgrove, Myra Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

JAEPL’s guru of visual pedagogy visits the origins of his strategy for teaching through “handmade thinking,” which gives students the freedom to re-conceptualize how they read and write.

Connecting, Helen Walker, Wanda Njoya, Ann Wachira, David Bedsole, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - Widening Circles

Wanda Njoya - Miracles Happen

Ann Wachira - Using a Model

David Bedsole - To the Dog Next Door Who Barks All Day

W. Keith Duffy - Aisle Four: Ice Cream, TV Dinners, Humility

Jaepl, Vol. 20, Winter 2014-2015, Joonna Smitherman Trapp, Bradley T. Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Libby Falk Jones - Praisesong: One (Worn) Path through AEPL

Alice Brand - Twenty Years: Reflections and Questions

Tom Gage - Hitchhiking the Labyrinth

Susan Schiller - The Dance of Spirit in AEPL

Kristie S. Fleckenstein - Stepping Beyond, In, and With JAEPL: Twenty Years of Hope

Paul Heilker - Coming to Nonviolence

Beth Daniell - To the Contrary

John Creger - The Personal Creed Project: Portal to Deepened Learning

Jessica Jones - "Put Your Ear Close to the Whispering Branch..." Deep Listening in the English Classroom

Out of the Box

Laurence Musgrove & Myra Musgrove - Drawing is …

Coming To Nonviolence, Paul Heilker

The Journal of the Assembly for Expanded Perspectives on Learning

A contributor to the second book that marked AEPL’s influence on scholarship traces the growth of his personal commitment to one of the organization’s foundational principles.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

To The Contrary, Beth Daniell

The Journal of the Assembly for Expanded Perspectives on Learning

Author of one of the most important volumes on literacy and spiritual practice finds that four key insights have guided her work, all of them consonant with AEPL members’ practices.

Book Reviews, Judy Halden-Sullivan, Elizabeth French, Brad Lucas, Candace Walworth, Caleb Corkery

The Journal of the Assembly for Expanded Perspectives on Learning

Judy Halden-Sullivan - Embracing the "Beginner's Mind"

Elizabeth French - Richardson, Scott. eleMENtary School—(Hyper) Masculinity in a Feminized Context. Rotterdam: Sense Publishers, 2012. Print.

Brad Lucas - Ryden, Wendy and Ian Marshall. Reading, Writing, and the Rhetorics of Whiteness. NY: Routledge, 2012. Print.

Candace Walworth - Kroll, Barry. The Open Hand: Arguing as an Art of Peace. Logan, UT: Utah State UP, 2013. Print.

Caleb Corkery - Conway, Jeremiah. The Alchemy of Teaching: The Transformation of Lives. Boulder, CO: Sentient Publications, 2013. Print.

"Put Your Ear Close To The Whispering Branch..." Deep Listening In The English Classroom, Jessica Jones

The Journal of the Assembly for Expanded Perspectives on Learning

Taking her cue from Guy Murchie’s Song of the Sky, the author discovers a method for reaching at-risk children, whose ventures into poetry engage them deeply in the natural world and make them part of it.

Gender, Self-Efficacy, And Mathematics Achievement: An Analysis Of Fourth Grade And Eighth Grade Timss Data From The United States, Jennifer Anne Evans

Educational Studies Dissertations

It has been argued by some that boys are inherently better in mathematics than girls (Halpern, 2012; Summers, 2005). However, according to international assessments such as the Trends in Mathematics and Science Study’s (TIMSS) and Program for International Student Assessment (PISA), boys do not always outperform girls in mathematics (Mullis, Martin, Foy, & Arora, 2012; OECD, 2014). As such, something other than biology might better explain variations in mathematics performance. One explanation may be self-efficacy, a label used to describe judgments people make about themselves in terms of whether or not they have the capability of doing something (Bandura, 1995; …