Special Education and Teaching Commons^™

The Social And Cultural Challenges Experienced By Children With Send Through Quasi-Inclusion Practices In Two Mainstream Primary Schools In Postcolonial Guyana, Lidon Lashley, Clevelon Gordon

IALS Journal

This ethnographic study investigates the sociocultural experiences of 36 children with SEND and two non-SEND peers in two rural mainstream primary schools in Guyana. Through interviews, observations, and situational analysis, the study explores how ableism, colonial legacies, prejudice, poverty, linguistic barriers, and inadequate educational support shape the experiences of children with SEND. Findings reveal persistent stigmatization, discrimination, marginalization, exclusion, and "fated failure" discourses that negatively affect learning, participation, agency, and wellbeing. The study concludes that teachers require greater support, training, and specialist resources to foster genuine inclusion within Guyana's mainstream schools.

Equipping The Church For Inclusion: Developing Training Strategies To Implement Accessible And Disability-Inclusive Ministry Practices, Allison Weinand

Dissertations, Theses, and Projects

Abstract

Individuals with disabilities are active and present members of society and deserve to be included in faith communities. One in four Americans and nearly one billion individuals worldwide are impacted by a disability (World Health Organization, 2023). Despite this, churches often fail to provide meaningful inclusion, as 90–95% of individuals with disabilities have no access to the gospel through in-person church services (Scheuermann, 2021). While many congregations intend to be welcoming, they frequently lack the training, resources, and adaptable materials necessary to implement inclusive ministry practices. Research highlights persistent barriers, including limited leader preparation, insufficient volunteer guidance, and inaccessible …

The Roles Of Set Size And Nonexample Type On Concept Formation, Catherine L. Williams, Claire C. St. Peter, Madeleine J. Murphy

Graduate Student Scholarship

Concept formation is demonstrated when a learner responds when new examples are presented (i.e., generalization) but not when new nonexamples are presented (i.e., discrimination). Gradually increasing the number of examples and nonexamples taught together (i.e., set-size expansion) promotes concept formation with nonhumans. Although set size impacts speed of acquisition with humans, concept formation has not been evaluated. Therefore, the primary purpose of the current study was to compare acquisition and concept formation during two procedures: set-size expansion and single set-size. College students were taught two biological concepts, one using set-size expansion and the other with the full …

Class(Ed)Room: Individualized Student Disciplinary Policies As Ignoring The Current Economic Order, Nicole H. Awwad

Capstone Collection

Students are socialized into the institution of education at an early age. Obedience to authority is the objective of much of the learning done in school. Teacher expectations and perceptions of students affect student behavioral and academic performance within the context of school. Student economic and material conditions affect their availability for learning in the school setting. This research questions the application of discipline policies across a student body with diverse academic, economic and social histories. In this case study of one rural Vermont school - tracking, teacher expectations and student economic, academic and behavioral history are assessed for correlation. …

An Analysis Of Assistive Technology Team Evaluations, Lori J. Marks, M. L. Mcmurray, C. Hales, M. K. Young

ETSU Faculty Works

No abstract provided.

The Winding Road To Community Partnerships In Appalachia: A Faculty Perspective, Lori J. Marks, A. L. Nelson, J. P. Burngham, T. Coates, J. Duncan, E. Lowe, A. Lowery, E. Seier

ETSU Faculty Works

In 1998, the W.W. Kellogg Foundation provided funding for four universities to collaborate with surrounding communities on mutually beneficial projects, through the Expanding Community Partnerships Program. In a series of innovative learning collaborations, East Tennessee University, the University of Texas at El Paso, West Virginia University, and Northeastern University established strong, sustainable partnerships with organizations in their local communities. Although each university approached its partnering differently, they all shared the goal of benefiting the underserved communities where they are located and transforming their institutions by enhancing students’ educational experiences and strengthening faculty, student, administration, and staff relationships with local residents. …