Special Education and Teaching Commons^™

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

Caroline Guardino

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.

Indiana Social-Emotional Learning Competencies, Brandie M. Oliver, Lori Desautels

Brandie M. Oliver

No abstract provided.

A_Case_Study_Of_Factors_That_Influenced_The_Attrition_Or_Retention_Of_Two_First-Year_Special_Education_Teachers.Pdf, Marquis Grant

Marquis C. Grant, Ed.D

Out Of "Dark Backrooms And Sheds", Marguerite Maher M.Ed

Marguerite Maher

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education, 2001, referred to hereafter as White Paper 6). Within a ‘barriers to learning’ approach to inclusive education, progress is being made with improved facilities and the implementation of AIDS awareness programmes. Managing the transition towards an inclusive education system has proved challenging in some areas, however, and the specific provision in policy documents directed towards children with disabilities is behind schedule. …

Accommodating Accommodations: How A Small Liberal Arts College Certification Program Redefines The New Ell State Mandates, Brent C. Talbot, Kaoru Miyazawa

Kaoru Miyazawa

No abstract provided.

Book Review Of Global Perspectives On Adult Education, Deborah K. Sterner

Deborah K Sterner

No abstract provided.

Black Male Teachers, Edward Earl Bell

Edward Earl Bell

Is there a need to hire black male teachers? Where are the black male teachers? Do they want to be hired? Do you want to hire them?

A Teacher's Checklist For Evaluating Treatment Intrusiveness, Stacy L. Carter, Michael R. Mayton, John J. Wheeler

John J. Wheeler

Best Practices For Inclusive Science Instruction, Lucinda S. Spaulding, Jenny Sue Flannagan

Lucinda S. Spaulding

The purpose of this session is to provide an overview of evidence based best practices for inclusive science instruction and to equip teachers with applicable strategies for scaffolding instruction and responding to learner needs based on research in special education and science instruction. As a result of this session, participants will learn strategies and methods for helping students learn to independently design experiments, use the scientific process, and develop critical thinking skills. There will also be an emphasis on effective co-teaching practices and employing instructional strategies for reinforcing skills and content knowledge across the curriculum, providing more time for instruction …

An Analysis Of Evidence-Based Practices In The Education Of Learners With Autism Spectrum Disorders, Michael R. Mayton, John J. Wheeler, Anthony L. Menendez, Jie Zhang

John J. Wheeler

Promoting Learner­-Learner Interactions Through Ecological Assessments Of The Online Environment, Evelyn S. Johnson

Evelyn S. Johnson

As the number of learners engaging in online education increases, a growing body of literature is developing to recommend best practices for instructors. Typically, these recommendations are oriented to a particular aspect of interaction based on Moore’s (1989) extended framework, to include learner­-instructor; learner­-learner; learner­-content; learner­-interface interactions, with a recent emphasis on the importance of learner­-learner interactions. However, online instructors and learners operate within a complex environment in which many aspects can have a direct impact on the instructor’s ability to facilitate learner-learner interactions. If online education providers and instructors hope to successfully adopt practices to promote learner­-learner interaction, an …