Relevant bibliographies by topics / Inclusion into middle school

Academic literature on the topic 'Inclusion into middle school'

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Published: 22 June 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Inclusion into middle school":

1

Fishman, Jordan M., and Barbara M. Goss. "Inclusion in an Urban Middle School." Middle School Journal 27, no. 4 (March 1996): 24–28. http://dx.doi.org/10.1080/00940771.1996.11495905.

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Nurfadilla, Vania, Sutarjo Sutarjo, and Lilis Karyawati. "The Implementation of Student Guidance in Karawang Islamic Middle School." Edumaspul: Jurnal Pendidikan 6, no. 1 (March 1, 2022): 1134–38. http://dx.doi.org/10.33487/edumaspul.v6i1.3447.

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Planning for student guidance in school inclusion is carried out at the beginning of the new school year in the school work meeting agenda by conducting, identifying needs, interests, talents through assessment activities for students with special polling needs and spreading interest to students. Implementation of student guidance in schools is carried out by combining the special needs of students with the class system. In the implementation of guidance there is a positive interaction between crew members and students. But to develop leadership crew members are not involved. Guidance on school evaluation in inclusive schools is carried out with two things in mind in the evaluation, namely evaluation of program management and evaluation of school fee development. The success of school guidance in schools comes from inclusion in the form of achievement and attitude change and the development of independent schools. The purpose of this research is to describe how the process of student management management is held in inclusive school education providers. The method used in this study is a descriptive method with a qualitative approach. Data was collected by means of interviews, and observations. The results showed that the scope of student development in schools was divided into three, namely leadership guidance through OSIS, extracurricular, academic and non-academic guidance and development.
3

Xu, Jianzhong. "Worldview of One Black Family in a Middle School Inclusion Program: An Ethnographic Study." Teachers College Record: The Voice of Scholarship in Education 108, no. 7 (July 2006): 1496–530. http://dx.doi.org/10.1177/016146810610800710.

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A growing number of schools have implemented inclusion programs for students with disabilities. Yet, there is hardly any acknowledgment of the presence of minorities in the inclusion implementation literature. This article uses ethnographic data to examine the experiences of one Black family in an urban middle school inclusion program. The study revealed that the school and the family held quite different worldviews regarding (a) academics versus social growth, (b) physical safety versus psychological safety, and (c) roles of the family, the child, and the school. In addition, the study revealed that the family's reactions were influenced by the inclusion program directly and by the school's desire to create an overall inclusive environment and that these parental reactions were further shaped by cultural lens and the power differential that existed between the family and the school. This article points to the critical importance of expanding the circle of current discourse on the realization of inclusion to include culturally diverse families, particularly because the data suggest that the longstanding power differential between the school and these families may intensify in inclusive settings.
4

Rothenberg, Dianne. "Full Inclusion: Creating a Heterogeneous Middle School." Middle School Journal 25, no. 1 (September 1993): 71–73. http://dx.doi.org/10.1080/00940771.1993.11495194.

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Rothenberg, Dianne. "Inclusion in the Middle School: An Update." Middle School Journal 27, no. 1 (September 1995): 56–58. http://dx.doi.org/10.1080/00940771.1995.11496145.

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Shin, Yu-jin, and Hyo-jeong Seo. "Experiences and Support Needs of Parents of Fully Included Students with Disabilities who made Transition from Elementary to Middle Schools." Special Education Research Institute 28, no. 2 (October 31, 2023): 1–31. http://dx.doi.org/10.56460/kdps.2023.28.2.1.

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Purpose: The purpose of this study is to examine the experiences and support needs of parents of students with disabilities who have been fully included in the transition process of elementary and middle schools. Methods: In-depth interviews were conducted with five parents of children with disabilities who are in the process of transition from elementary school to middle school or have already completed the transition. Results: By analyzing the interviews, four upper categories of “full inclusion experiences of parents and students with disabilities”, “parents struggling in the transition process”, “supports for full inclusion again”, and “supports for resolving blind spots”. and 15 lower categories were derived. Conclusions: First, parents perceived the full inclusion for students with disabilities positively. Second, parents’ sacrificing and striving for the transition and school life of children with disabilities who are fully included were confirmed. Third, matters and conditions that parents of students with disabilities who were fully included in the elementary school considered for full inclusion in middle school were identified. Fourth. support needs of parents of students with disabilities who are fully included for a successful transition from elementary to middle school were identified.
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Goldsmith, Pat Rubio, and Richard Abel. "The Dice Are Loaded: Schools’ Social Class Composition and Athletic Contests." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312110694. http://dx.doi.org/10.1177/23780231211069423.

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Research shows that social class differences in high school sports participation are large and growing. However, focusing on sports participation may obfuscate large social class differences in sports performance among participants. The authors develop theoretical predictions on the basis of exclusion (middle-class youth perform sports better) and inclusion (working-class youth perform sports better). To test these predictions, the authors analyze the relationship between high schools’ social class composition and success in high school athletics using data on more than 200,000 contests in school fixed-effects models. The findings indicate that predominantly middle-class schools beat economically integrated and predominantly working-class schools by large margins, supporting exclusivity perspectives. Also, predominantly working-class schools win as much as economically integrated schools, providing evidence of inclusion, but inclusion is much weaker than exclusion. The authors conclude that sports performance among youth is highly stratified by social class.
8

Price, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice, and Penny Wrighthouse. "Mathematics Notebooks in Middle School and Junior High School." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.

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Current educational philosophy places strong emphasis on student portfolios. Although some states require portfolios, many mathematics teachers are unsure about how to implement their use in classrooms. One way to develop a pool of items for potential inclusion in the mathematics portfolio is to have students keep a working portfolio in the form of a notebook.
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Pfeffer, K., and A. Olowu. "Effects of Socioeconomic Differences on the Sophistication of Nigerian Children's Human Figure Drawings." Perceptual and Motor Skills 62, no. 3 (June 1986): 771–74. http://dx.doi.org/10.2466/pms.1986.62.3.771.

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Drawings of a man and a woman were obtained from 125 Yoruba school children from middle and low income schools. Comparisons based on over-all shape and proportion of figures, inclusion of and position of body parts, and inclusion of clothes and fine details were made between subjects of middle and low income. Middle-income children drew more realistic figures than low-income children based on all the measured criteria. Findings were related to differences in socialization. Implications for education were also discussed.
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Benjamin, LaToya, and Sunddip Panesar-Aguilar. "Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study." World Journal of Education 10, no. 1 (February 21, 2020): 81. http://dx.doi.org/10.5430/wje.v10n1p81.

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Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.
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You might also be interested in the extended bibliographies on the topic 'Inclusion into middle school' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Inclusion into middle school":

1

Bowers, Clinton Todd. "Effectiveness of inclusion in an Indiana middle school." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/709.

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Repeated poor performance by students with special needs on the Indiana Statewide Test of Educational Progress (ISTEP) in an Indiana middle school supported the need for instructional changes. Following the implementation of a full inclusion program, a problem arose in that the program had not been evaluated and effectiveness was in question. This study, grounded in the constructivist and social reproduction theoretical frameworks, is important in explaining the effectiveness of a fully inclusive school. Whether placing middle school aged children with special needs in inclusive classrooms in the middle school setting is an effective practice is the research question guiding this work. A program evaluation was used to determine effectiveness by examining same student test score data in math and English from 2005 through 2007. The 2007 test scores reflected the first scores following a full year of inclusion. The test score data were compared using repeated-measures ANOVA to study overall performance from year to year. The findings of the project show that inclusion had a significant positive effect on ISTEP scores and is an effective method of instructing children with special needs in the least restrictive environment. The information gained from this work could be used to provide improved learning opportunities for middle school students with special needs in their current setting as well as influence their future learning opportunities through high school and beyond resulting in positive social change. Students with special needs may realize higher graduation rates and academic success while this work could be used to guide the implementation of an inclusion program by examining the methods explained in this paper.
2

Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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3

Cooney, James M. "Middle school teachers perspectives on inclusion: a qualitative study." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/2524.

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Historically, research has placed considerable emphasis on developing a systematic body of knowledge about education in which little voice has been given to teachers themselves. The critical role that teachers play in this generative process such as reflecting, acting and theorizing upon practices that shape life in the classroom has largely been ignored in favor of technical innovation and organizational procedure. As schools straggle to reform and restructure, an understanding of how teachers interpret their practices in context and how the culture of schools influence, constrain, or encourage these practices become critical aspects of school success or failure. This study examined the perspectives on inclusion of seven middle school teachers as they attempted to include exceptional students in regular classes. The study utilized three forms of data collection: observations were made of participant interactions as they led their everyday school lives; document analysis was used as a means to gain an understanding of programs affecting exceptional students, and interviews were used to give voice to teacher’s perceptions regarding inclusion, allowing description in their own words rather than those imposed by an outside inquirer. Data collection and analysis sought to identify emerging themes, categories and patterns, allowing for the creation of substantive theory grounded in empirical data. The key issues that emerged in the study were considered in terms of three general categories. The first, teaching and learning, revealed stark contrasts in opinions regarding the type of human support thought necessary for successful inclusion. Regular educators clung to the traditional notion of solitary teachers directing all class activity, while exceptional educators preferred a more team-oriented approach. The second, school structure, revealed that highly collaborative structures were only partially successful in creating additional conversation between regular and exceptional educators. Collegiality was affected by lack of staff experience with the process as well as its implementation in a top-down fashion. The third, school culture and climate, revealed that regular educators believed the school was prepared for a limited amount of inclusion. Although exceptional educators acknowledged school readiness, they did not believe that inclusion was an important item on the school’s reform agenda.
4

Benjamin, LaToya Keyona. "Differentiated Instruction in Middle School Inclusion Classrooms to Support Special Education Students." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7964.

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Differentiated instruction (DI) research has shown many benefits of implementing instructional practices within an inclusive classroom. However, many teachers do not utilize this instructional practice regularly. An instrumental qualitative case study design that included teachers from one middle school in a rural school district in a southeastern state was used in this study to explore rural middle school teachers' experiences with incorporating the components of DI to support special education students in an inclusion classroom. The challenges faced when incorporating DI were also examined. Tomlinson's model of differentiated instruction framed this study, as it explores the need for teachers to provide responsive instruction to meet the needs of each of their students, regardless of a student's ability. A purposeful sample of 10 middle school teachers' Grades 6–8 from various content areas participated in an interview, an instructional observation, and submitted documents for review. Inductive analysis was used to analyze data of teacher use of DI components, and hand-coding was used to identify emerging thematic relationships and patterns. When asked about incorporating the components of DI to support special education students within an inclusion-based classroom, participants revealed concerns with class size, lack of resources, knowledge/preparation, and professional development. Based on the results, a 3 full day program was created as a project to incorporate DI into improve middle school inclusion-based classrooms for all content teachers. The program may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes providing support to increase academic success for special education students.
5

Hack, Alan Jay. "Pennsylvania Middle School Principals' Attitudes toward the Inclusion of Students with Disabilities in the Regular Education Classroom." Thesis, Wilkes University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670314.

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The purpose of this quantitative study was to examine the attitudes of Pennsylvania public middle school principals toward the inclusion of students with disabilities in the regular education classroom. This study focused on factors that may affect the attitudes of middle school principals toward inclusion and on the relationship between these attitudes and the recommended appropriate placement of students with disabilities. A total of 135 middle school principals completed a modified version of Praisner's Principals Inclusion Survey. That data was analyzed using various descriptive statistics and correlation coefficients. Results showed that the majority of middle school principals in the state of Pennsylvania have positive attitudes toward inclusion. Although no statistically significant relationships were found between principals' attitudes toward inclusion and demographics, training, and credits (p > .05), the results suggested that middle school principals with special education teaching experience and special education credits are more likely to have favorable attitudes toward inclusion. A significant relationship was discovered between middle school principals' attitudes and their experience with students with disabilities (r = .195, p = .023). Similarly, a positive correlation was identified between the principals' experience with students with disabilities and their recommendation for the most appropriate placement (r = .438, p = <.0001). As a result, a recommendation from this study is for school district and higher education officials to ensure principals are equipped with the knowledge, expertise, and attitudes to successfully lead inclusive schools.

6

Alexander, Jack. "Concerns of middle and high school teachers toward inclusion of students with exceptional education needs." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf.

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7

Holmes, Calandra C. "Effect of Coteaching on the Achievement of Middle School Students With Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5722.

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From 2014 to 2015, full inclusion through coteaching practices (2 or more professionals providing instruction in the same classroom environment) was implemented at a rural southeastern middle school in Georgia to improve the low academic achievement of students with disabilities (SWDs). The problem is that 8th-grade SWDs score low on the reading and mathematics sections of the Standardized Assessment for Reading and Mathematics (STAR). The purpose of this quantitative quasi-experimental study was to examine the effect of coteaching on the achievement of 8th-grade SWDs in reading and mathematics as measured by the STAR. Vygotsky's zone of proximal development was the theoretical framework for this study because cognitive development can be enhanced with adult guidance and peer collaboration. The research questions focused on the difference in STAR gain scores between the coteaching SWDs participants and the SWDs with no coteaching. The sample was 96 8th-grade SWDs. A t test was used to compare the reading and mathematics gain scores between the academic years 2012 and 2014 (without inclusion/coteaching),46 SWDs and 2015-2017 (with inclusion/coteaching), 50 SWDs. Results showed that there were significant differences in the STAR performance after coteaching implementation in reading and mathematics, p = .045 and p = .004, respectively. This study may lead to positive social change by providing data to the local educational agency leaders, administrators, teachers, and the educational community to make informed decisions about the implementation of coteaching practices, to enhance instructional practices and teaching strategies, and to improve the academic achievement of SWDs allowing them the opportunity to become college and career ready, thus enhancing their postsecondary options.
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Meadows, Michelle Lee. "A Case Study On Co-Teacher Noticing Within A Seventh Grade Classroom." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1462956685.

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Forrester, Stacey O. "Relationships Among Middle School Teachers' Perceptions Regarding Inclusion of Students with Disabilities in General Education Classrooms." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2049.

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Accommodating students with disabilities in a general education class often requires instructional modification and extra student support. Research has shown that making required changes can evoke different responses from teachers and can influence their willingness to accommodate the needs of students with disabilities. However, research has not examined the relationships between middle school teachers' preparation for and experiences with inclusion instruction and their attitudes toward inclusion. The purpose of this correlational study was to explore possible relationships between middle school teachers' attitudes about including students with mild to moderate disabilities in the general education setting and the teachers' education level, length of time teaching, and role as general or special education teachers. Social learning theory informed the study. Teachers from 3 middle schools in a large, primarily suburban school district in the southern United States were identified and sent the link for an online survey that included both demographic questions and the Attitude Toward Teaching All Students validated research instrument (N = 220). Despite several efforts to acquire enough responses to determine statistical significance, the sample obtained (n = 55) was too small for those calculations. However, Spearman correlations calculated with the smaller sample acquired indicated possible relationships between variables and indicated conducting the study in another location with a larger sample would provide valuable insights into teachers' behaviors and beliefs. This study contributes to positive social change by demonstrating a need to examine teachers' background and experiences and their attitudes toward and, as a result, behaviors in inclusion settings.
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Goodrow, Marcie Anne. "A Study of Teachers' Challenges with the Inclusion of Middle and High School Students with Autism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2657.

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Middle and high school general education teachers in the school district in this bounded case study were facing challenges with meeting the needs of students who have autism in the current inclusion program. The purpose of this study was to understand teachers' challenges with components of the inclusion program and serving students with autism in the general education classroom. The conceptual framework was Villa and Thousand's 5 system-level best practices for successful inclusive education. A purposeful sampling procedure was used to select 4 general education teachers who were teaching autistic students in an inclusive setting; this sample included 2 middle school level and 2 high school level teachers from 2 schools in the small rural district. The data collected through classroom observations and semi structured interviews were coded based on Villa and Thousand's best practices of leadership, redefined roles, collaboration, adult support, and promotion as each related to inclusion of autistic students. Results were used to identify challenges teachers were facing that prevented the 5 system-level best practices from being implemented. Key challenges were collaboration between general and special education teachers and lack of professional development for all teachers on inclusion. Findings were used to provide recommendations for how to address challenges in middle and high school inclusion programs and for conducting future studies in different settings. The results of this study could be used by school leaders and other stakeholders to make informed decisions about system level implementation of inclusion program components and for enhancing the learning of students who have autism in the inclusive setting.
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Books on the topic "Inclusion into middle school":

1

Gedge, Nancy. Inclusion for primary school teachers. London, UK: Bloomsbury Education, an imprint of Bloomsbury Publishing Plc, 2016.

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Oldham, Appleby Joyce, Boehm Richard G, and Glencoe/McGraw-Hill, eds. Inclusion for the middle school social studies classroom: Strategies and activities. New York: Glencoe McGraw-Hill, 2003.

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Gore, M. C. Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum. Thousand Oaks, Calif: Corwin Press, 2004.

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Murphy, Francis V. Making inclusion work: A practical guide for teachers. Norwood, Mass: Christopher-Gordon Publishers, 2003.

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Keith, Lenz B., Deshler Donald D, and Kissam Brenda R, eds. Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson/Allyn and Bacon, 2004.

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D'Amico, Joan. Differentiated instruction for the middle school science teacher: Activities and strategies for an inclusive classroom. San Francisco: Jossey-Bass, 2010.

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D'Amico, Joan. Differentiated instruction for the middle school science teacher: Activities and strategies for an inclusive classroom. San Francisco: Jossey-Bass, 2010.

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Hichwa, John. Right fielders are people too: An inclusive approach to teaching middle school physical education. Champaign, IL: Human Kinetics, 1998.

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Kennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.

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Kennedy, Craig H. Inclusive middle schools. Baltimore, Md: P.H. Brookes Pub. Co., 2001.

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Book chapters on the topic "Inclusion into middle school":

1

Westphal, Laurie E. "Choice in the Inclusive Middle School Classroom." In Differentiating Instruction With Menus for the Inclusive Classroom Language Arts, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234227-1.

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Westphal, Laurie E. "Choice in the Inclusive Middle School Classroom." In Differentiating Instruction With Menus for the Inclusive Classroom Grades 6–8, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234258-1.

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Westphal, Laurie E. "Choice in the Inclusive Middle School Classroom." In Differentiating Instruction With Menus for the Inclusive Classroom Grades 6–8, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234289-1.

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Westphal, Laurie E. "Choice in the Inclusive Middle School Classroom." In Differentiating Instruction with Menus for the Inclusive Classroom Social Studies, 1–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234319-1.

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Radogna, Donatella. "The Buildings Reuse for a Music District Aimed at a Sustainable Urban Development." In The Urban Book Series, 567–76. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_51.

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AbstractReusing buildings must be ‘convenient’ for the environment and for people, therefore it must re-establish a balance between places and communities which, interacting, determine a continuous transformation of cities. The reuse of buildings is a sustainable development process that implies phases of adaptation and qualitative growth to create safe, healthy, useful, attractive and beautiful places. The objective of the guidelines for the music district of Pescara (research for the conservatory) is to establish activities linked to music, culture and socialization, for the expansion of the ‘Luisa D'Annunzio’ Conservatory (through the reuse of the former Muzii middle school owned by the municipality) and provides the city with inclusive and beautiful places for all. The needs of different users (students of the conservatory and citizens) and those expressed by the client (music teachers and musicians) are considered to ensure the sustainability of the initiative through the integration of activities fit for restoring economic and social ‘gain’, according to an ecological approach. In providing the addresses for the required spaces, it was important to hypothesize additional functions and spaces to reborn the city with inclusion and beauty. The reuse of the former middle school was deemed ‘convenient’ (just as music is effective in restoring social inclusion and cultural development) thanks to the resilience capacities found. The proximity between the former school and the conservatory does not require substantial connection works and the proximity to the urban parks, the sea and the most ‘lively’ area of the urban center demonstrates an aptitude of the place for social reception thanks also to pedestrian and cycle paths. The spaces of the former classrooms are suitable for music teaching and recording studios as other existing spaces are for a music hub and other functions for the conservatory and the city, with a view to sustainable urban development.
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Buchanan, Shelly. "Exploring the Lived Experience of Middle School Students Engaged in Inquiry Based Learning." In Information Literacy: Key to an Inclusive Society, 490–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_49.

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Brentley, Cassandra, and Carmen Thomas-Browne. "Social Justice Math as a Catalyst for Developing Independent Learners and CriticalThinkers in an Urban After-School Math Mentoring Program for Middle School Students." In Toward Inclusive Learning Design, 279–88. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37697-9_21.

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Lee, Vera J., Allen Grant, Delia Neuman, and Mary Jean Tecce DeCarlo. "Using I-LEARN to Foster the Information and Digital Literacies of Middle School Students." In Information Literacy: Key to an Inclusive Society, 480–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_48.

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Bolt, Sara, and Dawn Decker. "Inclusion." In Encyclopedia of Cross-Cultural School Psychology, 538–40. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_210.

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Hartlep, Nicholas D., and Daniel P. Scott. "Middle School." In Asian/American Curricular Epistemicide, 55–68. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-639-2_4.

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Conference papers on the topic "Inclusion into middle school":

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Jana, Matochová. "Experience with the Middle School Inclusion in the Czech Republic." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.72.

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Browne, Keara. ""In This World, There Are Many Differences": Middle School Teachers' Perceptions About Inclusion." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893130.

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Levin, Daniel. "Teacher Interns Leading Discussions in Middle School Inclusion Science Classrooms: Increased Expectations for All." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437909.

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Chen, Yu-Lun. "Making for Inclusion: Collaborative Creation of an Engineering Design Program in Autism-Inclusion Middle Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578616.

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García-Vélez, Roberto, Luis Serpa-Andrade, and Graciela Serpa-Andrade. "Inclusion of people with ADHD in school, college, university and work." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001890.

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The inclusion of people with Attention Deficit Impulsivity and Hyperactivity Disorder (ADHD), in school, college, university, and work has been developing since the nineteenth century because this disorder has similar symptoms to those of a hungry infant, an anxious or antisocial child, a young impetuous or otherwise without social contact, immature adults, lacking an order or commitment; but in the past it was derived from the responsibility of the elders, from the values instilled and from the culture, from the society itself, where they grew up. The inclusion of people with this disorder is due to a multidisciplinary intervention, family interaction, academic-labor-social, therapies, variety of neurobiological specialists, implementation of Educational Integration Projects (PIE) where the entity and its different human and physical resources must adapt to the students to achieve inclusion; the methodologies and processes of inclusion vary according to the field, that is, in the labor part with respect to the entities of initial, middle, and higher education.
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Koliqi, Donika, and Naser Zabeli. "IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.

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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.
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Polanco Jr, Alexis, and Tsailu Liu. "Uncovering an Inclusion Gap in the Design of Digital Assessments for Middle school-aged Deaf and Hard of Hearing Students in the United States." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003329.

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What does a score on a digital assessment mean? At its core, a score is a measurement of how a student matches up to a predefined construct. For example, a reading assessment may measure the construct of a student’s reading fluency, comprehension, or both. This research seeks to challenge the legitimacy of digital assessment from the lens of Accessibility, User Experience (UX), Inclusive Design, and Marginalized Populations by focusing on the needs of the deaf and hard of hearing (DHH) middle school-aged student in the United States.DHH learners are among the least understood groups. Neither the US Census nor public schools recognize American Sign Language (ASL) as a non-English language used at home. For the sake of discussion, this research references a study by Goman from 2016 which estimates that 14.3% of all Americans aged 12 and older have some form of hearing loss, and a study from the U.S. National Center of Educational Statistics which estimated students with hearing impairment between ages 3-21 at 1% of all students. These statistics are especially concerning when juxtaposed with how assessments are created. Two of the top educational companies in U.S. use a process called “pretesting” to determine the statistical relevance of the questions used in their assessments. This process involves trialing assessment items with a sample group similar to the population to be assessed. As assessments are increasingly delivered digitally, they overlap with other disciplines like UX Design. In UX, it is well documented that testing with five people finds most problems. If we assume that pretesting uses a similar sample size, it is a reasonable assumption that many items would not be trialed with DHH students, i.e. this marginalized group isn’t populous enough to be accounted for in a statistically relevant pretesting sample.To provide legitimacy to this claim, this research used structured interviews with subject-matter experts (SMEs) in usability, accessibility, child-computer interaction, and DHH education. The responses provided by these SMEs lent credence to the idea that DHH learners were often not included in digital assessment design either due to being sampled out, a lack of accessibility awareness, and/or the absence of inclusive design guidelines for DHH students. For example, one interviewed Director at a prominent deaf institution said, “In terms of my field, there isn’t some tangible set of design principles that apply in [my] specific area. These things are developing as we go.”This is especially concerning when scores for deaf learners have wide implications in terms of public funding for school districts at the macro level, and self-worth issues at the individual level; especially when it is oft-cited that 80% of age-14 DHH students on average place below a grade-4 reading level. For these reasons, the goal of this research is to empower designers, developers, managers, and researchers with a repeatable framework for inspiring cross-disciplinary collaboration to create fair and equitable digital assessment designs. It is about meeting the full spectrum of need for every individual student—starting with the DHH student’s needs.
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Roberts, Carly. "Advancing Inclusive Education in Middle School Science: A Case Study of Expansive Learning." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1893196.

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Mason, Linda. "Exploring Inclusive Middle School Content Teachers' Training, Perceptions, and Classroom Practice for Writing." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2007933.

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SOLIHAH, II, and Amelia Arnis. "The Effect of Health Education on Prevention of Cardiovascular Disease Risk Factors Towards Knowledge and Attitudes of Overweight Adolescents." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.20.

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Background: At present, the world’s leading burden of cardiovascular disease (CVD) is in low and middle-income countries including Indonesia. However, little is known about the cardiovascular health in Indonesia. This study aimed to determine effect of health education on prevention of cardiovascular disease risk factors towards knowledge and attitudes of overweight adolescents in Senior high school in Jakarta. Subjects and Method: This was a quasi-experiment with case control study was conducted in Senior high school in Jakarta. A sample of 30 was selected by randomly. The inclusion criteria were BMI with the category of obesity, blood pressure, smoking habits, history of hypertension, diabetes mellitus, and stroke. The data was analyzed by t-test. Results: This study showed an increase in the results of measuring knowledge and attitudes before intervention (Mean = 11.2; SD = 9.04) and after intervention (Mean = 14; SD = -10.15), and it was statistically significant (p <0.001) Conclusion: Education influences changes in knowledge and lifestyle attitudes of adolescents with nutritional status Keywords: health education, knowledge, attitudes, youth Correspondence: Ii Solihah. School of Health Polytechnics, Ministry of Health Jakarta I. Jl. Wijayakusuma Raya Cilandak, South Jakarta. Email: Ii_125@yahoo.co.id DOI: https://doi.org/10.26911/the7thicph.02.20

Reports on the topic "Inclusion into middle school":

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Bulat, Jennae, Anne Hayes, Wykia Macon, Renata Ticha, and Brian Abery. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. RTI Press, January 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0031.1701.

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Busso, Matías, and Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004716.

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This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's work and increased students' effort levels. Bimodal classes fostered greater effort levels among top students, while teachers induced less competition and allocated more time to practice and feedback activities, to the detriment of lecture time. Our results support the allocation of students to homogeneous classes to maximize performance gains among top students without hurting low achievers. Fostering inclusive learning among weaker students would require complementary investments under both models.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international evidence of improved academic and social outcomes for students with disability educated in inclusive settings. Developing teachers’ understanding of disabilities and building their capacity to implement evidence-based inclusive teaching practices and effectively use assistive technologies, are key to transitioning to inclusive education of students with disability.
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Ellis, Christopher D., Byoung-Suk Kweon, and Mark Storie. Sidwell Friends Middle School. Landscape Architecture Foundation, 2012. http://dx.doi.org/10.31353/cs0320.

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Ozen, Zafer, and Nielsen Pereira. Predicting Indiana Public Middle School Science Achievement by School Demographics. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317460.

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Fischer, Kelly. Cultivating Environmental Stewardship in Middle School Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.560.

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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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Morris, Donald C., James Maravelias, Gregory Cravedi, Thomas Best, Ian Campbell, Nicholas Grudziecki, and Robert Spelfogel. Final Environmental Assessment: Replace Hanscom AFB Middle School. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada611832.

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Mathur, Chhavi, Sara Ahmed, Aakriti Parasha, Darab Nagarwalla, Sanskriti Menon, Bhageerath Swaraj, Rifa Meddapil, et al. Development of Water Classrooms for Middle School Students. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1206.2023.

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Water, recognised by United Nations’ Sustainable Development Goal 6, is essential to sustain all life. It intersects with various aspects of our civilisation, heritage, health, and survival. In this project, we developed pedagogical tools using place-based, multidisciplinary, imaginal, and interactive content for middle school students. The expected outcome of this pedagogy is to equip students with knowledge and core competencies such as critical transdisciplinary analysis, systems thinking, and collaborative decision-making that are essential to reimagine just, resilient, and equitable water futures. We called this curriculum the “Water Classrooms”. The core partners in this work included Living Waters Museum, Centre for Water Research, Science Activity Centre at Indian Institute of Science Education and Research (IISER Pune), and the Centre for Environment Education (Pune).

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