Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Special Education and Teaching (31)
- Teacher Education and Professional Development (21)
- Social and Behavioral Sciences (18)
- Curriculum and Instruction (17)
- Educational Leadership (16)
-
- Educational Methods (15)
- Higher Education (15)
- Educational Administration and Supervision (14)
- Educational Assessment, Evaluation, and Research (11)
- Special Education Administration (11)
- Other Teacher Education and Professional Development (10)
- Early Childhood Education (9)
- Elementary Education and Teaching (8)
- Other Education (8)
- Disability Studies (7)
- Elementary and Middle and Secondary Education Administration (7)
- Medicine and Health Sciences (7)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (7)
- Arts and Humanities (6)
- Higher Education and Teaching (6)
- Disability Law (5)
- Elementary Education (5)
- Gender Equity in Education (5)
- Junior High, Intermediate, Middle School Education and Teaching (5)
- Law (5)
- Online and Distance Education (5)
- Health and Physical Education (4)
- Institution
-
- Old Dominion University (4)
- Abilene Christian University (3)
- Munster Technological University (3)
- University of Plymouth (3)
- City University of New York (CUNY) (2)
-
- East Tennessee State University (2)
- Kennesaw State University (2)
- Loyola Marymount University and Loyola Law School (2)
- Minnesota State University Moorhead (2)
- Murray State University (2)
- The University of Southern Mississippi (2)
- University of Arkansas, Fayetteville (2)
- University of Kentucky (2)
- University of St Augustine for Health Sciences (2)
- University of the Pacific (2)
- Utah State University (2)
- Belmont University (1)
- Bowling Green State University (1)
- Cal Poly Humboldt (1)
- California Polytechnic State University, San Luis Obispo (1)
- California State University, Monterey Bay (1)
- Chapman University (1)
- Clemson University (1)
- Concordia University St. Paul (1)
- Dominican University of California (1)
- Eastern Illinois University (1)
- Edith Cowan University (1)
- Embry-Riddle Aeronautical University (1)
- Gardner-Webb University (1)
- Georgia Southern University (1)
- Publication Year
- Publication
-
- Dissertations (6)
- Electronic Theses and Dissertations (6)
- Plymouth Interdisciplinary Education Open Journal (3)
- Publications (3)
- Developmental Disabilities Network Journal (2)
-
- Journal of Catholic Education (2)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (2)
- Senior Theses (2)
- University of the Pacific Theses and Dissertations (2)
- All Theses (1)
- Australian Journal of Teacher Education (1)
- CUP Ed.D. Dissertations (1)
- Cal Poly Humboldt theses and projects (1)
- Capstone Projects and Master's Theses (1)
- Communication Disorders & Special Education Faculty Publications (1)
- Conference Papers (1)
- Crop, Soil and Environmental Sciences Undergraduate Honors Theses (1)
- Current Issues in Emerging eLearning (1)
- Dissertations, Theses, and Projects (1)
- Division of Strategic Enrollment Management and Student Success Publications (1)
- Doctor of Education in Special Education Dissertations (1)
- Doctoral Dissertations and Projects (1)
- Education (PhD) Dissertations (1)
- Excelsior: Leadership in Teaching and Learning (1)
- Feminist Pedagogy (1)
- Graduate Theses, Dissertations, and Problem Reports (ETD) (1)
- Human Development and Family Sciences Undergraduate Honors Theses (1)
- Human Movement Studies & Special Education Faculty Publications (1)
- International Journal of Aquatic Research and Education (1)
- Journal of Educational Research and Practice (1)
- Publication Type
Articles 61 - 73 of 73
Full-Text Articles in Accessibility
Analysis Of Campus Accessibility At The University Of Kentucky, Molly Mathistad
Analysis Of Campus Accessibility At The University Of Kentucky, Molly Mathistad
Lewis Honors College Capstone Collection
The paper reviews the accessibility satisfaction ratings and suggestions provided by University of Kentucky (UK) students who live with disabilities. A detailed survey was distributed to all students registered with the UK Disability Resource Center (DRC), inquiring about individual satisfaction with campus aspects such as the DRC, utilized accommodations, campus environment, student and faculty sensitivity, and the potential benefit of accommodation space(s) around campus. Participants listed dozens of potential solutions to problems which they and others face on campus daily, all of which are detailed in results sections of the paper. The most commonly mentioned issues included faculty sensitivity training, …
What Makes That Autistic Student Tick? Strategies For Classroom Behaviors, Amanda Puleo
What Makes That Autistic Student Tick? Strategies For Classroom Behaviors, Amanda Puleo
Capstone Projects and Master's Theses
Inclusion of autistic students in mainstream classrooms may make it difficult for teachers to identify and proactively address disruptive behaviors. That is, mainstream teachers may not know how to respond to these specific behaviors and their standard classroom management techniques may not work with autistic students. It will take commitment and hard work to identify strategies to regulate the disruptive behaviors of students with autism. To address this issue, the perspectives of directors and teachers who specialize in autism, as well as mainstream public or private school teachers were obtained through interviews. Three options for action emerged from an analysis …
Teacher Efficacy Of Secondary Special Education Science Teachers, Celeste Bonton
Teacher Efficacy Of Secondary Special Education Science Teachers, Celeste Bonton
Doctoral Dissertations and Projects
Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to …
Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf
Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf
Journal of Catholic Education
After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; …
Faculty Visions For Teaching Web Accessibility Within Lis Curricula In The United States: A Qualitative Study, Adina Mulliken, Mireille Djenno
Faculty Visions For Teaching Web Accessibility Within Lis Curricula In The United States: A Qualitative Study, Adina Mulliken, Mireille Djenno
Publications and Research
This qualitative study explores the understanding and perspectives of faculty in US library and information science (LIS) programs about teaching web accessibility. “Web accessibility” can be defined simply as making websites accessible for all, including people with disabilities. Eight LIS professors and two graduate LIS students or recent alumni with interests in accessibility were interviewed for the study. Results showed that, although some faculty were novices, most interviewees thought it would be beneficial to teach web accessibility in a variety of LIS courses. However, despite the seeming consensus, discussion of incorporating web accessibility into curricula was rare. This study explores …
Swimming For Inclusion, Alexa Draman
Swimming For Inclusion, Alexa Draman
The Review: A Journal of Undergraduate Student Research
This paper attempts to demonstrate how disabilities are portrayed to children through Walt Disney's popular film Finding Nemo. Through this film, children are exposed to inclusiveness which can then transfer to their overall impressions of disability in society. This film ultimately spins the negative connotation associated with disability and portrays it positively as an exceptionality.
Teachers' Attitudes And Their Effect On Placement Recommendations For Students With Cognitive Disabilities, Kathleen M. Everett
Teachers' Attitudes And Their Effect On Placement Recommendations For Students With Cognitive Disabilities, Kathleen M. Everett
Doctor of Education in Special Education Dissertations
The implementation of Public Law 94-142 in 1974 guaranteed that students with disabilities had the right to be educated alongside their peers in the least restrictive environment. However, decades later, administrators, teachers, and parents continue to struggle to resolve the issue on how to include students with disabilities in general education classrooms, as well as how to recognize why students with cognitive disabilities were embodied more in self-contained classrooms than in comprehensive environments. In this study, I aimed to understand how special education teachers’ attitudes about inclusion, LRE, and students with cognitive disabilities influence placement recommendations. Through the qualitative thematic …
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
Journal of Science Education for Students with Disabilities
Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …
An Exploration Of Recognition Of Prior Learning In Irish Higher Education: Social Responsibility And Lifelong Learning, Deirdre Goggin, Irene A. Sheridan Dr, Phil O'Leary
An Exploration Of Recognition Of Prior Learning In Irish Higher Education: Social Responsibility And Lifelong Learning, Deirdre Goggin, Irene A. Sheridan Dr, Phil O'Leary
Conference Papers
Recognition of Prior Learning (RPL) is a process whereby evidence of learning that has taken place prior to enrolment on a programme of study is recognised and given value in the context of a destination award. In general terms, this includes the identification, recognition, evidencing and valuing of formal, non-formal and informal learning. RPL is used as a mechanism to facilitate participation in higher education. RPL is also of relevance to the workplace and those seeking to re-enter work as it supports the inclusion of work based and situated learning in formal academic programmes. In establishing the current landscape relating …
“Meeting Proficiency – Can Elementary Schools, With Subgroup Of Students With Disabilities, Exit Program Improvement After 2014?” “A Study To Determine If Instructional Strategies And/Or Inclusionary Practices, And Principal Support Of These Practices, Contributed To Schools Reaching Safe Harbor, Meeting Ayp Benchmarks Or Exiting Program Improvement In The 2012-2013 School Year.", Carolyn Lindstrom
Dissertations
In 2002, President Bush signed into law the No Child Left Behind Act, which required all students to be proficient in English and Math by 2014. (Congress, 2002), including all subgroups. Students with disabilities were expected to meet the proficiency criteria along with all other subgroups. NCLB also required schools to report assessment scores to reflect the achievement of students as well as demonstrate all students were meeting, or at least making gains to achieve, proficiency. If students did not reach the expected benchmark the school was identified as failing and placed in Program Improvement. (CDE, 2011) Each school year, …
Underlying Dimensions Of The "Physical Educators' Judgments About Inclusion" Instrument: Brazilian-Version, Samuel R. Hodge, Paulo José Barbosa Gutierres Filho, Justin A. Haegele, Francis M. Kozub
Underlying Dimensions Of The "Physical Educators' Judgments About Inclusion" Instrument: Brazilian-Version, Samuel R. Hodge, Paulo José Barbosa Gutierres Filho, Justin A. Haegele, Francis M. Kozub
Human Movement Studies & Special Education Faculty Publications
Background/Objective: The available information pertaining to the attitudes of Brazilian physical education teachers about teaching students with disabilities is limited in the extant literature base. Rationally, however, scholars argue that determining, analyzing, and theorizing about the attitudes of physical education teachers is important in the preparation and professional development of these teachers. It is therefore important to extend the research base using valid and reliable measures regarding teachers’ attitudes about inclusion and teaching students with various disabilities. Purpose: The purpose of this study was to examine the underlying dimensions of the Physical Educators’ Judgments about Inclusion (PEJI) scale following translation …
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
Dissertations
Alternative schools serve a population of students who have come in conflict with the codes of conduct of their home school district. Students with disabilities are subject to the same codes of conduct and occasionally are referred to alternative schools. These referrals constitute a change in placement mandating alternative schools to provide academic and educational services and supports commensurate to the home school. This includes educating students with disabilities in regular classes. This research sought to ascertain perceptions of superintendents, alternative school principals, and regular and special education teachers regarding how well alternative schools in Mississippi meet the challenges of …
Teacher Attitudes Toward The Use Of Accommodations In The Classroom And On Standardized Tests, Michele Penny Meadows
Teacher Attitudes Toward The Use Of Accommodations In The Classroom And On Standardized Tests, Michele Penny Meadows
Dissertations
Educating students with disabilities in the least restrictive environment necessitates the use of accommodations and modifications to help these students have better access to the general education curriculum. As a result of inclusion, general education teachers are required to teach students with disabilities in their general education classrooms. Even though regular education teachers have assistance from special education teachers, not all general education teachers (and some special education teachers) believe they have the education, experience, or support to teach these students effectively. This study measured general education teacher and special education teacher attitudes toward the use accommodations for special education …