Special Education and Teaching Commons^™

The Star Protocol Process: Facilitating Collaboration Between Families And School District Personnel, Joan Nicoll-Senft Ph.D., Kathleen Whitbread

Electronic Journal for Inclusive Education

This paper describes a process that was developed to facilitate communication and collaboration between school district personnel and families of children with significant disabilities. The Star Protocol was designed to engage families and educators in a structured conversation in order to first collectively define the presenting issue(s) and then co-create an action plan. The Star Protocol draws from elements contained in both person-centered planning processes from the disability field and reflective protocols that have been developed to assist educators to improve their teaching. Each step of the protocol is detailed and an example of the use of the protocol is …

Inclusive Education In India, Kumar Sanjeev Ph.D., Khagendra Kumar Ph.D.

Electronic Journal for Inclusive Education

India is one of the few countries world over where the education of children with special needs doesn’t fall within the purview of human resource development ministry. It is generally the burden of the omnibus ministry of social justice and empowerment, the prime focus of which is rehabilitation, not education. In fact, till today it does not have education as part of its agenda and the issue of education of children with disabilities remains imperceptible, hidden from the public domain, a private problem for families and NGOs to deal with. It’s time that governmental agencies as well as mainstream institutions …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Summer/Fall Edition, volume 2 edition 8, of The Electronic Journal for Inclusive Education. This edition continues the conversation concerning inclusive education, with an international voice.

Polly Haselden begins this issue with research into the use of co-teaching and inclusive classrooms. The results of co-teaching are positive except with African-American students. She addresses the issue of accountability and proposes further study.

Gyagenda Khamis follows with a study concerning the efforts for inclusive practice in developing nations. This study focuses on the interplay of theories of education and teacher change. He discusses the need for support from society in …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

This edition continues the international conversation concerning the inclusion of students with articles from an author with close geographic ties to the Journal and ends with an author on the far side of the world.

This continued international research reveals the struggles and concerns to include all students in a free appropriate education that is now global in its efforts. Students with disabilities and from different ethnic backgrounds are now being included and the struggle for acceptance of the students as individuals with contributions to make to society continues.

This edition begins with an article from Dr. Thomas Knestrict from …

Changes In Preservice Teachers' Observations Of Middle Georgia Schools And Teacher Practice In The Inclusion Of Students With Disabilities From 1998 To 2006, Karen K. Brooks Ph.D.

Electronic Journal for Inclusive Education

This mixed method study found that teachers’ attitudes toward inclusion practices in the middle Georgia area in the past six years have become more inclusive. The study also showed that teachers’ attitudes about inclusion varied from elementary, middle and high schools; and those teachers’ attitudes do affect the implementation of inclusion. The participants were preservice teachers in elementary, middle, high school and special education classrooms. They completed a questionnaire to evaluate their field placements by rating their experiences and noting their observations of inclusive education in local schools where they were required to volunteer 20 hours weekly for about six …

"Plug-In" - What Is In A Name? Including Children With Disabilities In The World Of Educational Quality, Glenda Moss Ed.D., Jane Leatherman Ph.D.

Electronic Journal for Inclusive Education

This narrative research study examined aspects of an inclusive program for students with mild disabilities. The overall goal of the research was to evaluate the effectiveness of the inclusion program for an elementary school in a rural Midwest neighborhood while using the ongoing inquiry process to design and conduct professional development. This specific paper explores participants understanding of the history of inclusion in their school and the definitions of inclusion as presented through the practitioners’ words as they reflect about the “Plug-in” program. The multiple definitions provided in individual interviews of participants of “Plug-in” exhibited the complexities of the evaluation …

Preservice Teachers' Confidence In Teaching Students With Disabilities: Addressing The Intasc Principles, Amelia Jenkins Ph.D., Cecily Ornelles Ph.D.

Electronic Journal for Inclusive Education

A survey was developed from the Interstate New Teacher Assessment and Support Consortium’s (INTASC) ten principles that specify what all general and special education teachers should know and be able to do to teach students with disabilities. Two groups of students, those in a general education only and a dual elementary/special education program, were surveyed. Teacher candidates in the general education program scored significantly lower across all variables as compared to those who were completing the dual preparation program. These results, similar to studies of general education teachers, indicate general education preservice teachers need more training concerning students with disabilities.

The Social Participation Of Young Children With Developmental Disabilities In Inclusive Early Childhood Programs, Sue Walker Ph.D.

Electronic Journal for Inclusive Education

The study reports an analysis of the social integration of six focus children with developmental disabilities in four preschool programs and their relative competences in relation to the typically developing children in the early childhood programs. For the 85 children in the preschool programs, including the children with developmental disabilities, peer acceptance was measured with sociometric interviews; social competence was rated by teachers; and observations of play activities and social engagement were made during four free play periods. A social constructivist analysis focuses on how learning was supported in the settings and implications are drawn about how opportunities for learning …

Aspiring Elementary Teacher's Inclusion Conclusion Prior To Coursework, Michelle Hipsky Ed.D.

Electronic Journal for Inclusive Education

By determining preservice teachers’ prior knowledge, concerns, and preconceptions regarding the inclusion of students with special needs prior to beginning their first college course in Teaching Elementary Students with Special Needs, professors can better determine what to include in the university curriculum. The “Inclusion Conclusion” was based on surveys that were completed by 53 future elementary teachers. A general inductive approach to categorizing and reporting the qualitative data was utilized. Prior knowledge of people with special needs, based on experience and coursework, was examined. The students highlighted concerns about inclusion that included fear and intimidation, lack of experience, meeting the …

Teacher-Teacher Collaboration, Maurice Miller Ph.D., Robin Burden Ph.D.

Electronic Journal for Inclusive Education

Although much literature calls for teachers to be collaborative, and there is abundant literature expressing recommendations about collaboration, there is little data-based description of what actually occurs in collaboration The ideas of preservice teachers about collaboration in schools informs their views and acts as a guide for the knowledge and skills they need.

Educating Deaf Children In An Inclusive Setting In Kenya: Challenges And Considerations, Peter Oracha Adoyo Ph.D.

Electronic Journal for Inclusive Education

Educators of the deaf have been of the view that placement of deaf students in classrooms with their hearing peers often may not be conducive to their social and academic development. This is because the two groups often experience difficulties in communication with each other and that such difficulties often include loneliness, rejection and social isolation. These experiences as observed by the educators do not promote social and academic development. This paper discusses perspectives on inclusive education in general and the deaf in particular. Challenges encountered in placing the deaf child in an inclusive classroom are highlighted and possible solutions …

Jaepl, Vol. 13, Winter 2007-2008, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Bell Hooks. Writing for Reconciliation: A Musing

Devan Cook. The Value of Mutual Respect: What We Learn from Student Complaints .

This essay discusses the emotional labor of teaching and the ways writing programs can support that work.

Elizabeth Gardner, Patricia Calderwood, and Roben Toroysan. Dangerous Pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but "dangerous" pedagogy illustrates about our teaching and our students' learning.

Karen Surman Paley. Applying "Men and Women for Others" to Writing about Archeology.

This essay explores one archeology professor's pedagogy of caring during a summer field study …

The Value Of Mutual Respect: What We Learn From Student Complaints, Devan Cook

The Journal of the Assembly for Expanded Perspectives on Learning

This essay discusses the emotional labor of teaching and the ways writing programs can support that work.

Applying “Men And Women For Others” To Writing About Archeology, Karen Surman Paley

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores one archeology professor's pedagogy of caring during a summer field study of a former state school and orphanage.

The “Not Trying” Of Writing, Rachel Forrester

The Journal of the Assembly for Expanded Perspectives on Learning

A very spiritual "not trying," or non-work, is at the heart of composition.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Whitman writes in "Reconciliation":

For my enemy is dead, a man divine as myself is dead, I look where he lies, white-faced and still, in the coffin—I draw near, Bend down and touch lightly with my lips the white face in the coffin.

For Whitman, reconciliation is the "Word over all, beautiful as the sky," the deed that washes the world clean of the carnage of conflict. Without the act of reconciliation—the bringing together of that which …

Writing For Reconciliation: A Musing, Bell Hooks

The Journal of the Assembly for Expanded Perspectives on Learning

This musing grew out of the AEPL Summer Conference in Berea, Kentucky, June 2006, at which bell hooks was the keynote speaker.

Connecting, Helen Walker, Steven Degeorge, Johanna Rodgers, Jeremiah Conway

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker. Connecting.

Steven DeGeorge —The Things They Bring to School .

Johanna Rodgers —Translating Authority

Jeremiah Conway —Emily's Cave

Dangerous Pedagogy, Elizabeth B. Gardner, Patricia E. Calderwood, Roben Torosyan

The Journal of the Assembly for Expanded Perspectives on Learning

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but "dangerous" pedagogy illustrates about our teaching and our students' learning.

Reading Othello In Kentucky, Elizabeth Oakes, Heather Adkins, Maggie Brown, Carrie Carman, Gary Crump, Cle'shea Crain, Amanda Hayes, Tara Koger, Mike Sobiech, Chuck Williamson

The Journal of the Assembly for Expanded Perspectives on Learning

Members of a graduate Shakespeare class at Western Kentucky University discuss Otherness in the context of Othello and national perceptions of Kentucky.

The Other End Of The Kaleidoscope: Configuring Circles Of Teaching And Learning, Eudora Watson, Jennifer Mitchell, Victoria Levitt

The Journal of the Assembly for Expanded Perspectives on Learning

To reflect on and participate in reconsideration of convention in academic discourse, this essay presents three voices in three genres.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Reviews, Kabi Hartman, Caleb Corkery, Joel Kline, Terri Pullen Guezzar

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Kabi Hartman. Writing With, Through and Beyond the Text: An Ecology of Language. (Rebecca Luce-Kapler, 2004)

Caleb Corkery. African American Literacies Unleashed: Vernacular English and the Composition Classroom. (Arnetha F. Ball and Ted Lardner, 2005)

Joel Kline . Race, Rhetoric, and Technology: Searching for Higher Ground. (Adam J. Banks, 2006)

Terri Pullen Guezzar. Why Is Corporate America Bashing Our Public Schools? (Kathy Emery and Susan Ohanian, 2004)

Diabetic Child In The Elementary Classroom, Thomas Knestrict Ed. D.

Electronic Journal for Inclusive Education

Efficiently managing the blood glucose levels of the diabetic child in the elementary classroom is essential in maintaining the overall health of the whole child. There are well documented academic, behavioral and health related consequences related to poor care of the diabetic child The teacher needs to become aware of the nature of the disease and the elements of care in order to effectively manage the Blood Glucose Levels (BGL) of the child. Maintaining desired BGL (between 70- 140) is the ‘lynch pin’ of ensuring the long and short-term health of the diabetic child.

Learning Issues Of Sexuality, Race, And Power In The Classroom, Loshini Naidoo Ph.D.

Electronic Journal for Inclusive Education

The notion that all people should have equal access to human rights, dignity, protection, and opportunities, contextualizes the problems of sexual diversity in a wide range of discourses that marginalize those bodies, or individuals that are perceived to be sexually alternative. ‘Gay, lesbian, bisexual, homosexual, and transgendered students, who do not identify with heterosexual norms are often ostracized, harassed, and excluded from and within the educational safety net, and feel betrayed by a system that positions the ‘other’ as deviant (Loutzenheiser & MacIntosh, 2004). In view of current socio-cultural contexts, sexuality, figures into the milieu as a critical location of …

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

Electronic Journal for Inclusive Education

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. …

Use Of Social Stories For Students With Autism Spectrum Disorders, Alicia Ann Karwal

Graduate Research Papers

Social stories have been widely used as an intervention for children on the Autism Spectrum. Educators and other service providers of students diagnosed with an Autism Spectrum Disorder are continually looking for strategies that will allow for their students to have more typical social experiences and greater quality of life. Some controversy exists concerning the success of social stories as an effective intervention. This paper will briefly examine characteristics of individuals diagnosed with an Autism Spectrum Disorder. It will then explore using social stories with children affected by an Autism Spectrum Disorder. Finally, it will consider a variety of purposes …

Inclusion Of Special Needs Students Into The Regular Education Classroom, Jennifer S. Hemann

Graduate Research Papers

Is inclusion really the best environment for students with disabilities? Inclusion remains a controversial topic of discussion in the world of education. Since the implementation of the Individuals with Disabilities Education Act (IDEA), discussing the idea of inclusion has become more acceptable as school personal become willing to create inclusive classroom settings. This paper will examine the ideas behind inclusion including the history and evolution of inclusion. Throughout this paper the focus will be placed on inclusion issues in the classroom, as well as present various perspectives from individuals involved in the inclusion process. Research cited in this review suggests …

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Assistive Technology : An Instructional Tool To Assist College Students With Written Language Disabilities, Isandra Martinez-Marrero

Graduate Research Papers

In their practice, instructional designers develop instructional materials and learning environments that address the individual needs of learners. However, little research has been conducted on how to address the needs of learners with disabilities, especially in post-secondary education. The purpose of this literature review is to explore the literature regarding the use of Assistive Technology as an instructional tool to assist college learners with written language disabilities. Implications for instructional designers are presented.