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Wyche Okpareke, Alicia, and Christine L. Salisbury. "Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities." Journal of Education and Learning 7, no. 2 (December 21, 2017): 126. http://dx.doi.org/10.5539/jel.v7n2p126.
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This study deepens the field’s understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students’ social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions and their actions towards peers with disabilities. Results revealed that students without disabilities strong intentions to interact with peers with disabilities were unrelated to their actual behavior. However, students’ attitudes, norms, and feelings of efficacy were predictive of their intentions. Interpretations and implications for understanding the interplay of predisposing factors, intentions to socialize, and actual socializing behavior are discussed.
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Block, Martin E., and Iva Obrusnikova. "Inclusion in Physical Education: A Review of the Literature from 1995-2005." Adapted Physical Activity Quarterly 24, no. 2 (April 2007): 103–24. http://dx.doi.org/10.1123/apaq.24.2.103.
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The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) training and attitudes of GPE teachers. Recommendations for future practice and research are embedded throughout the article.
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Gill, Peggy, Ross Sherman, and Cynthia Sherman. "The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion." Journal of Teacher Education for Sustainability 11, no. 2 (January 1, 2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.
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The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.
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Cargiulo, Morgan, and Meghan Blaskowitz. "Training Peer Mentors to Support Students With Intellectual Disability in Higher Education." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610505064p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po64.
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Abstract Date Presented 04/01/2022 Peer mentors play a pivotal role in supporting students with intellectual and development disabilities (IDD) in their academic and social success in inclusive postsecondary education (IPSE) college programs. As IPSE programs grow across the United States, peer mentors require training to best support students with IDD in their academic and social pursuits on campus. This poster presents the role of OT in training peer mentors to effectively support IPSE students. Primary Author and Speaker: Morgan Cargiulo Additional Authors and Speakers: Meghan Blaskowitz
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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (April 25, 2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.
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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Elia, John P., and Jessica Tokunaga. "Sexuality education: implications for health, equity, and social justice in the United States." Health Education 115, no. 1 (January 5, 2015): 105–20. http://dx.doi.org/10.1108/he-01-2014-0001.
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Purpose – The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment. Design/methodology/approach – This paper uses critical analysis of current and historical school-based sexuality education methods and curricula used in the USA. Authors use both academic journals and their own expertise/experience teaching sexuality education in the USA to analyze and critique the sources of sexuality education information and curricula used in schools. Findings – Historically, sexuality education in school settings in the USA has been biased and has generally not offered an educational experience fostering sexual health for all students. There are now welcome signs of reform and movement toward a more inclusive and progressive approach, but there is still some way to go. Sexuality education programs in schools need to be further and fundamentally reformed to do more to foster sexual health particularly for LGBTQ individuals, students of color, and people with disabilities. Practical implications – This paper offers sexuality educators ways of addressing structural issues within the sexuality education curriculum to better serve all students to increase the quality of their sexual health. Integrating critical pedagogy and anti-oppressive education can increase students’ sexual health along physical, social, emotional, intellectual, and spiritual dimensions. Originality/value – This paper provides historical analysis along with the identification of structural difficulties in the sexuality education curriculum and proposes both critical pedagogy and anti-oppressive education as ways of addressing sex and relationships education.
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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (May 1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.
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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of these students, optimize their achievement, and ensure effective educational outcomes. To ignore the abilities and potentially rich contributions of students with learning disabilities will create imbalance and inequity within the educational system, restrict the quality of life for individuals, and diminish the nation's competitive status within a global economy.
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Anderson, Eric J., Matthew E. Brock, and Kara N. Shawbitz. "Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities." Education Sciences 12, no. 7 (July 12, 2022): 478. http://dx.doi.org/10.3390/educsci12070478.
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Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inclusion. The inclusion of students with developmental disabilities has long been a point of contention and disagreement among special education teachers, administrators, and scholars. It is the goal of this paper to carefully consider the perspectives and practical considerations that affect the placement of students with developmental disabilities and understand why these students spend less time in the regular education classroom than their peers with other disabilities. In addition, we weigh the relative advantages of inclusive and separate placements. After reviewing these issues, we believe that it is possible to simultaneously value a spectrum of placement options and advocate for increased inclusion in the regular education classroom. We discuss evidence-based practices to support inclusive placements and areas of future research to support inclusion of students with developmental disabilities in the regular education classroom.
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Gross, Kelly M. "Social interaction development in inclusive art rooms1,2." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 129–42. http://dx.doi.org/10.1386/eta_00021_1.
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Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed students to effectively interact with peers and led to student engagement. The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships.
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Grigal, Meg, Debra Hart, and Cate Weir. "A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States." Journal of Policy and Practice in Intellectual Disabilities 9, no. 4 (December 2012): 223–33. http://dx.doi.org/10.1111/jppi.12012.
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Anastasiou, Dimitris, and Stavroula Polychronopoulou. "Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece." Learning Disability Quarterly 32, no. 2 (May 2009): 55–69. http://dx.doi.org/10.2307/27740357.
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The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Greek governments seem to be partly justified by the phenomenon of a disproportionate percentage of students with dyslexia in secondary schools, when compared with that in elementary schools. This seems paradoxical, considering that the inadequacies in supportive special education services are much greater in the secondary-level education system. This finding was analyzed in terms of the legal and social actualities of Greece. Finally, a comparison between the Greek situation and the specific learning disabilities reality in the United States revealed differences regarding the issue of identification as well as similarities in the social factors that lead to distortions of the diagnostic procedures.
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Dupoux, Errol, Clara Wolman, and Elisa Estrada. "Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States." International Journal of Disability, Development and Education 52, no. 1 (March 2005): 43–58. http://dx.doi.org/10.1080/10349120500071894.
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Weis, Robert, Celeste P. Erickson, and Christina H. Till. "When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges." Journal of Learning Disabilities 50, no. 6 (May 24, 2016): 684–700. http://dx.doi.org/10.1177/0022219416646706.
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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States’ most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disability diagnoses and academic accommodations. Most students showed above-average cognitive abilities, average academic skills, and no evidence of impairment. Although nearly all students reported academic problems, most lacked objective evidence of academic difficulties prior to college as well as relative or normative deficits in broad academic skills or fluency. Results indicate a need for greater reliance on objective, multimethod/multi-informant data in the diagnostic process. Results also highlight limitations in the current professional guidelines for documentation decision making in higher education.
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Iryna Iashchyshchak, Iryna. "TECHNOLOGIES OF SOCIAL SUPPORT FOR STUDENTS IN US UNIVERSITIES." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 170–76. http://dx.doi.org/10.51706/2707-3076-2022-6-19.
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The article expands on the meaning of the concept of «social support» as a term that is often interpreted differently by social workers. The relevance of the study of social support of students arises due to the following factors: the diversification of problems typical for modern students; the increase in the number of students in need of social support; the presence of positive experience of social support for students in higher education institutions in the United States whose competent use in Ukrainian universities will contribute to the progress of the domestic education system. Scientific researches of social support as a direction of social work are analyzed. The problems of students include: the unavailability of higher education due to its high cost, which is also growing every year; socio-psychological adaptation of freshmen to new conditions of studying and living; the possibility of employment during training and after graduation; organization of leisure. The main sources of social support for students are identified: they are parents, teachers, classmates, friends and student social services. The student service of the institution can perform such types of work as recruitment of students or their transfer from other universities; assistance to students in creating thier individual study plan; consultancy; financial assistance to low-income students; provision of services to students with disabilities; assistance to students who have not yet decided on the choice of future profession or place of work; assistance to servicemen who are legally educated on preferential terms; assistance to those who are lagging behind in education; assistance to students who came to study in the United States from other countries; assistance to those who receive education mainly through the Internet; publication of diplomas and statements. Social support for students at US universities includes moral (emotional), financial (technical), academic (informational), service (professional), religious, and online support. The best option for a student is to form their own individual network of social support. In US universities, student social support is better developed as more support is provided and more specialized services and professionals are available. In addition, student services can use a wider range of resources, and therefore social support is longer in duration and better in quality.
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Kearns, Devin M., Natasha J. Feinberg, and Leslie J. Anderson. "Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice." Journal of Learning Disabilities 54, no. 5 (August 10, 2021): 365–72. http://dx.doi.org/10.1177/00222194211032403.
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The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)—especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI—especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research.
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Prude, Susan B., Rhonda K. Pecoraro, Dari K. Calamia, and Eileen L. Creel. "Faculty attitudes towards nursing students with disabilities in the clinical setting." Journal of Nursing Education and Practice 11, no. 9 (May 19, 2021): 52. http://dx.doi.org/10.5430/jnep.v11n9p52.
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Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed and analyzed using Colaizzi’s process for phenomenological data analysis. The social model of disability served as the conceptual framework for the study.Results: Six themes emerged from the data analysis: ‘Math is a basic required skill,’ ‘You can’t just skip clinical,’ ‘It’s my job to help them learn,’ ‘I’m not prepared for this,’ ‘What type of job will they get,’ and ‘overcoming obstacles.’ Nursing faculty reported positive attitudes towards students with disabilities, but also voiced concerns about patient safety and the ability for a student with a disability to find success. Several barriers including disclosure, lack of accessibility in hospitals, nursing culture, and faculty workload were identified.Conclusions: A lack of clear policies and guidelines leaves nursing faculty unsure of what accommodations are appropriate for students with disabilities and how to implement accommodations in clinical courses. The study demonstrates a need for continuing education regarding teaching methodologies that are effective and meaningful for students with attention deficit hyperactivity disorder, diagnosed anxiety, and specific learning disabilities. Further research is warranted to identify appropriate accommodations for students with disabilities in the clinical setting.
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Garwood, Justin D., Christopher L. Van Loan, and Margaret Gessler Werts. "Mindset of Paraprofessionals Serving Students with Emotional and Behavioral Disorders." Intervention in School and Clinic 53, no. 4 (June 14, 2017): 206–11. http://dx.doi.org/10.1177/1053451217712958.
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As schools across the United States move toward more inclusive models and as caseloads for special education teachers increase, special education paraprofessionals are being hired to fill service delivery gaps. Most often, paraprofessionals are asked to provide social and behavioral support to students with disabilities, and much of their time is spent in direct support of students with emotional and behavioral disorders. Special education teachers have reported that students with emotional and behavioral disorders are some of the hardest to serve, and those working in this field have the highest rate of burnout. Although there has been increased recognition of the importance of mental health and wellbeing for special education teachers, little attention has been paid to paraprofessionals’ needs. Based on recommendations for special education teachers in the extant literature, 12 survival mindsets to be adopted by paraprofessionals are proposed that may prevent burnout by promoting greater resiliency, emotional wellbeing, and self-awareness.
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Artiles, Alfredo J. "Untangling the Racialization of Disabilities." Du Bois Review: Social Science Research on Race 10, no. 2 (2013): 329–47. http://dx.doi.org/10.1017/s1742058x13000271.
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AbstractThis article advances an intersectional perspective in the analysis of racial inequities in special education so that theoretical refinement of this problem will strengthen educational equity research and theory. Racial disproportionality in some disability categories continues to affect a sizable number of students in the United States, with dire long-term consequences for the educational trajectories of these learners. After more than four decades, the problem continues to be debated in research, practice, and policy circles. There is consensus among researchers that the racialization of disability embodies complexities that defy linear explanations. But this debate has overlooked the potential of intersectionality to document complexity and to transcend the individual-structure binary that tends to permeate previous scholarship. Indeed, intersectionality's explicit attention to how the complexity of people's everyday experiences is connected to larger historical processes could offer key insights. I analyze how disproportionality research has addressed the intersections of race and disability (along with other markers of oppression) through a contrapuntal reading of works framed with medical, social, and cultural disability models. I conclude with reflections for future research on racial disparities in special education that is mindful of intersectional complexity.
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Elliott, Stephen N., Michael Davies, and Ryan J. Kettler. "Australian Students with Disabilities Accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States." International Journal of Disability, Development and Education 59, no. 1 (March 2012): 7–19. http://dx.doi.org/10.1080/1034912x.2012.654934.
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Cornoldi, Cesare, Agnese Capodieci, Carla Colomer Diago, Ana Miranda, and Katharine G. Shepherd. "Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities." Journal of Learning Disabilities 51, no. 1 (November 18, 2016): 43–54. http://dx.doi.org/10.1177/0022219416678408.
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In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this study support the hypothesis that, in general, teachers in these areas are sufficiently well informed about students with LD and are in favor of policies supporting these students’ needs. However, substantial differences emerge among countries about the etiology of LD; teachers’ and specialists’ roles in managing LD students; intervention planning, inclusion, and compensatory provisions; and the range of emotional attitudes that teachers exhibit. These differences have implications for intervention and suggest that efforts should be made to increase collaboration and promotion of common policies across countries.
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Forber-Pratt, Anjali J. "(Re)defining disability culture: Perspectives from the Americans with Disabilities Act generation." Culture & Psychology 25, no. 2 (September 7, 2018): 241–56. http://dx.doi.org/10.1177/1354067x18799714.
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The present study examined the views of students with varying physical disabilities on disability culture in a post-Americans with Disability Act society. Qualitative, participatory research methods were used to observe approximately 30 disabled students and conduct in-depth interviews with four disabled students. The main objective was initially to answer the following question: Do disabled students recognize an identifiable disability culture at that particular university, and if so, what does it look like? While the sheer presence of disabled students does not automatically equate to a robust disability culture, it became apparent that there was a disability culture at this site, and therefore the research question was refined to: What are the features of disability culture according to this population? The participants were all students at an institute of higher education in the Midwestern United States. The researcher self-identifies as having a disability. Using in vivo coding for analysis to preserve the voices of the participants themselves, the results indicated that there was a disability culture and the key values defining this culture included independence, social justice, and giving back to others.
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Morley, Louise, and Alison Croft. "Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania." Research in Comparative and International Education 6, no. 4 (January 1, 2011): 383–99. http://dx.doi.org/10.2304/rcie.2011.6.4.383.
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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty – especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project ‘Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard’, funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities.
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Silvestri, Julia A., and Maria C. Hartman. "Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE." Education Sciences 12, no. 11 (October 31, 2022): 773. http://dx.doi.org/10.3390/educsci12110773.
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The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students.
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Никоненко, Наталія. "ЕВОЛЮЦІЯ СТАНДАРТІВ ПІДГОТОВКИ КВАЛІФІКОВАНОГО ВЧИТЕЛЯ СПЕЦІАЛЬНОЇ ОСВІТИ У США." Педагогічні науки: теорія, історія, інноваційні технології, no. 7(101) (September 28, 2020): 250–63. http://dx.doi.org/10.24139/2312-5993/2020.07/250-263.
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The systemic transformation of educational forms for children with special educational needs in the United States is considered one of the basic categories of the evolution of American education system and the corresponding changes in the system of teacher training for such children. The public awareness of the need to teach all children resulted in changes in the federal and state legislation, which directly affects the development of the education system, especially the availability and quality of education for all children, training teachers to work with them and implemented in various forms of interaction between students and teachers. Educators should be able to interact effectively with students with special educational needs, to self-actualize in the profession, and at the same time to find jobs in the profession easily, as their qualifications meet the requirements of the labor market, so developing corresponding standards becomes extremely important. The study of the American experience in the training of special education teachers provides a historical and comparative analysis of relevant standards. As a result of the analysis, conclusions were made about the dependence of special education teachers’ training standards on social, political, economic and other factors that determined the characteristics of care and education for people with disabilities, and thus directly influenced the formation of special education teachers’ training system in the United States. The analysed standards were adopted in different eras of special education teachers’ preparation: categorical orientation era (until late 1970s), noncategorical (1980-1990), and inclusive ones. The current content and organization of special education teacher training and inclusive education in the United States comply with the special teacher code of ethics, professional standards, and standards for the training, retraining, and certification of special education teachers according to their specialization. The purpose of this work is to study the specifics of standards for preservice special education teachers’ preparation in the USA as well as comparing the experience in Ukraine and formulating proposals for the domestic educational system reformation.
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Zion, Shelley, and Wanda Blanchett. "[Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence be Utilized to Achieve Inclusion and Equity for African American Students?" Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (October 2011): 2186–205. http://dx.doi.org/10.1177/016146811111301002.
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Background/Context Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education definitions or debates in the United States, and certainly not in practice. The purpose of this article is to examine: (a) the historical context of public schooling in America; (b) inclusive education in practice: segregation of African American and other students of color; (c) [re]conceptualizing inclusion: the importance of a social justice lens and critical theory; and (d) the relevance of interest convergence. Research Design Analytic essay. Conclusions/Recommendations The authors contend that the inclusive education movement has not resulted in positive outcomes or inclusion in general education for African American students because the movement was built on faulty assumptions that centered on ability and placement and did not look at the intersection of ability/disability with race, class, culture, and language. More important, the movement did not address issues of racism, White privilege, White dominance, and social class dominance. The authors assert that social justice, critical race theory, and interest convergence are powerful tools with which to [re]conceptualize inclusion and inclusive education in America.
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C Lizotte, Michelle, and Stacy C. Simplican. "Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 181–93. http://dx.doi.org/10.28945/3900.
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Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than undergraduate students with disabilities and that graduate advisers are pivotal to their success. Existing literature has several limitations, including small sample sizes, a reliance on survey and interview data, little attention to issues of diversity within doctoral students with disabilities, and difficulty defining disability. Methodology: This article utilizes a systemic literature review (SLR) in order to describe the current state of both the research and the practice of doctoral students with disabilities. Contribution: This paper defines major gaps in the existing literature and addresses potential ways to address these gaps through research and practice. Findings: There are barriers for doctoral students with disabilities at every level of the process, which is not being addressed or remediated resulting in greater disadvantages and decreased successful outcomes. Recommendations for Practitioners: In this context, practitioners will refer to professionals employed at university disability centers and university faculty. Recommendations include disability awareness and resource training for university faculty and staff. Faculty can maintain open lines of communication with their students and advisees related to disability and accommodations as well as increasing program flexibility. Recommendation for Researchers: Research is critically needed regarding the experiences, needs, and outcomes of doctoral students with disabilities. This research needs to come from both the individuals, faculty, and systemic level of higher education. Impact on Society: Individuals with disabilities are the largest minority group in the United States. However, this population rarely receives the research, funding, services, and social attention paid to other marginalized groups. Future Research: Future research needs to utilize larger scale quantitative studies to obtain reliable data. Longitudinal information would greatly improve the information regarding outcomes for doctoral students with disabilities.
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Haegele, Justin A., Takahiro Sato, Xihe Zhu, and Timothy Avery. "Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry." Journal of Visual Impairment & Blindness 111, no. 2 (March 2017): 135–47. http://dx.doi.org/10.1177/0145482x1711100205.
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Introduction Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion Two broadly defined interrelated themes emerged from the participants’ narratives. One theme, “being the only blind guy, to being one of the crowd,” explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of “being normal.” The second theme, “the bullies and the bullied,” explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were “able” and “less able.” Implications for practitioners Listening to the voices of individuals with disabilities can afford researchers and teachers with a better understanding of how they experience classes and help identify strategies to improve instruction. Two important implications for physical education teachers derived from this study were to ensure that adaptations are made to meet students’ needs, and that students are afforded choices within their physical education curriculum. Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.
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Nosenko, Yu G. "Citrix cloud solutions for children with special learning needs in the USA." CTE Workshop Proceedings 3 (March 20, 2015): 217–22. http://dx.doi.org/10.55056/cte.269.
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The research goal is to display the U.S. experience in the use of private Citrix clouds in teaching pupils with special educational needs: students who, are threatened to leave studying because of social circumstances (have to work, to take care of the child, or have problems of socialization, etc.), and students with various disabilities: autism, emotional disorders, developmental delays. Research objectives: separation of the learning process of children with special needs as a pedagogical problem; describing the perspectives of ICT use in teaching children with special needs; highlighting the experience of the United States on the use of private Citrix clouds in teaching students with special needs. Object of research: a learning process for students with special needs using cloud technologies. Subject of research: U.S. experience in using Citrix clouds in teaching students with special needs. Research methods used: descriptive (sources analysis, study of government documents). Results of the research. The U.S. law requires public schools to provide special education services to children with special needs. Since not all schools have developed enough for this infrastructure it has become common practice to attract private centers to address this problem. Recognized leader in this direction is the Educational Services of America, which uses private Citrix cloud. Thanks to cloud solutions, children with disabilities have access to instructional materials in accessible format allowing them to overcome barriers to learning, demonstrate learning achievements, to succeed. The main conclusions. The recent years are marked by significant changes in education: an increasing number of electronic resources; the learning process becomes more independent of the physical location of its subjects and of the time limits; new ways and possibilities to obtain education for children with special needs.
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Nykonenko, Nataliia. "THE INFLUENCE OF THE LATEST SOCIETY CHALLENGES ON DIFFERENT INSTRUCTIONAL PROGRAMS FOR SPECIAL EDUCATION TEACHER TRAINING IN THE USA." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 131–44. http://dx.doi.org/10.51706/2707-3076-2021-4-12.
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The aim of this work was to study the impact of the latest challenges of the globalized society on special education teacher training in the United States and Ukraine. For the needs of our research current instructional programs 13.1013 – Education/Teaching of Individuals with Autism and 13.1008 –Education/TeachingofIndividualswithOrthopedicandOtherPhysicalHealthImpairments that are used for the US educators’ preparation were proposed as examples. The global onset of the COVID-19 pandemic has changed the common lifestyle for the majority people. Constant uncertainty, social distancing, enormous off-schedule work and distance learning in the face of changing external constraints create an atmosphere of nervous tension that undoubtedly affects all people, but people with disabilities can be observed as especially vulnerable to these and other challenges. The researchers report symptoms of anxiety and depression among young people, feeling of having been left out of the society. There is no doubt in the necessity to support vulnerable students' mental health normalization mostly by psychologists and teachers. In order to adapt to innovations, educators should unite in professional pedagogical associations and become "agents of change". With the reference to the recommendations of the Council for Exceptional Children and scientific researches, the paper describes the list of professional skills a special teacher needs to obtain in the current conditions. Due to distance learning conditions teachers of students with autism should be able to take into account factors of social interaction and possible behaviours and communication that can affect the effectiveness of educational activities online. Together with proper arranging of classroom furniture and assigning seats, teachers of students withorthopedicandotherphysicalhealthimpairments should gain the skills of effective online communication, tailoring instructional methods, using technical and non-technical educational tools, and recognizing physical condition of a student for proper combining different academical tasks and physical exercises.
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Pizana, Ruby F. "Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 9 (September 13, 2022): 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.
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Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school district in the United States. Bandura’s (1977) social cognitive theory and efficacy as a set of proximal determining factors of teachers’ affect and actions theoretically framed the study. The research questions used focused on understanding the kinds of things that create challenges for teachers. Also, they considered the combination of the current ability, resources, and opportunities for teachers and the co-teaching team. The data from the instruments were collected, categorized, and tabulated for interpretation and analysis. The findings show correlated efficacy factors in student engagement, instructional practices, and classroom management. The results recommended for same planning time, collaboration, and understanding of shared roles of the co-teaching team.
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Bondar, Tamara. "HISTORICAL OVERVIEW OF U.S. INCLUSIVE EDUCATION FEDERAL LEGISLATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 39–43. http://dx.doi.org/10.24144/2524-0609.2021.48.39-43.
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The relevance of the research problem tackling the inclusive education evolution in the United States is explained by the fact that it the USA has been a leader in developing a rights-based model of inclusive education. The research is conditioned by the current stage of national education that undergoes modernization, the steady course of Ukraine to create an inclusive school, and government’s request to implement its initiatives. The purpose of this article is to present a reconsidered historical analysis of the inclusive education in the USA that represents an expansion of earlier research conducted by the author. Methods applied include historical and comparative research. The author’s periodization that describes the phases in the inclusive education development in the USA is presented. This is based on the chronologically arranged U.S. federal legislation related to ensuring equal rights and opportunities. It is stated that some court decisions and federal legislation that incorporated court decisions clearly marked the phases in inclusive education development. These legislative milestones beginning each phase include the U.S. Supreme Court decision Brown v. Board of Education of Topeka (1954), the Education for All Handicapped Children Act (1975), the Education of the Handicapped Students Act Amendments (1986), No Child Left Behind Act (2001), and Every Student Succeeds Act (2015). Consequently, there are five phases in the inclusive education development and each phase reflects the general trend in the U.S. inclusive education. The initial phase is referred to as the active social movement for the right to education (1954–1974). In the second phase, children with disabilities were integrated into regular schools through mainstreaming (1975–1985). Then comes the so-called Regular Education Initiative phase or full inclusion (1986–2000), followed by the accountable inclusive education phase (2001–2014). Finally, the phase of the high-quality inclusive education started in 2015 and continues today.
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Zuo, Xinyue, Cristiano Mazzei, and Denise Ives. "Reconceptualizing educational interpreting: A case study in US K–12 classrooms." Just. Journal of Language Rights & Minorities, Revista de Drets Lingüístics i Minories 3, no. 1 (April 16, 2024): 223. http://dx.doi.org/10.7203/just.3.27560.
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In response to students’ right to education, interpreting services have been provided to a subset of English language learners (ELLs) in the United States to make educational opportunities accessible to them. This qualitative case study delves into the nature of the interpreting services, focusing on exploring the varied responsibilities undertaken by interpreters in K–12 classrooms within a Northeastern US public school district. Data were collected through interviews and documentation and analyzed thematically combined with the constant comparative technique. The study reveals that the ELLs the interpreters worked with had diverse backgrounds, including learners with interrupted education, potential learning disabilities, and varying academic foundations. Though the interpreters were initially required to interpret instruction to make the curriculum accessible, in practice they often extended their roles to serve as instructional aides, advocates, and social-emotional guides. This expansion partly stemmed from the inherent interplay between content and language learning in educational settings and was partly driven by the interpreters’ shared experiences and empathy for ELLs. The study advocates for a reconceptualization of interpreters’ roles and responsibilities and providing expanded training programs that reflect interpreters’ everyday practices. Furthermore, it calls for a shift toward culturally responsive interpreting that acknowledges the multilingual and multicultural nature of educational settings.
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Bradshaw, Jill, Nick Gore, and Cathy Darvell. "Supporting the direct involvement of students with disabilities in functional assessment through use of Talking Mats®." Tizard Learning Disability Review 23, no. 2 (April 3, 2018): 111–16. http://dx.doi.org/10.1108/tldr-01-2018-0004.
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Purpose Bowring et al. describe ways of using the Behavior Problems Inventory – Short Form, illustrating how to use clinical norms to evaluate change. This commentary focuses on the importance of considering information gained directly from people with intellectual and developmental disabilities (IDD) during assessment. The paper aims to discuss these issues. Design/methodology/approach A pilot project involved interviews with four children with IDD. A Talking Mats® (TM) framework was used to gather children’s views regarding challenging behaviours (CBs) and variables relevant to a functional behavioural assessment, such as things they found to be reinforcing, things that set the occasion for CB and things that helped prevent this. Findings The children were able to provide information and insight into several areas that are influential in the maintenance of behaviour that challenges. Some of this information may not have been obtainable from other sources or informants using traditional assessment methods alone. Originality/value Gathering the views of people with IDD is important. The Convention on the Rights of Persons with Disabilities (United Nations, 2009) states that people have the right to be heard. Many people with IDD have difficulties communicating. A TM framework is one method by which people may be able to express their views. Taking the views of the individual into account during the process of gathering information about behaviours that challenge should lead to greater understanding of the functions of any behaviours and therefore to more targeted, acceptable and effective forms of support.
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N.V., Nykonenko. "INFLUENCE OF US SPECIAL EDUCATION LEGISLATION IN 1975–1989 ON SPECIAL EDUCATION DEVELOPMENT." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 7–14. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-1.
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The article deals with studying of social transformations in 1975-1989 and new democratic traditions caused with the US legislation on education of individuals with disabilities.The role of the period for the current special education system creation in the United States is highlighted. US federal legislation in 1975–1989 introduced the legal basis of the special education system, which finally determined the vector of its development and caused a revolution in the whole education system. Active civil movement for equal rights enabled the adoption of The Education for All Handicapped Children Act of 1975, known after the renewal as The Individuals with Disabilities Education Act of 1990. The main innovations of the adopted law in the field of US special education were ensuring free access to appropriate public education for American children with disabilities aged 3 to 21, a right to be served in the least restrictive environment, at public expense, and under public supervision; introduction of individualized educational programs, launching early intervention programs for children at risk, funding of additional educational services for students with special educational needs, etc. The law adoption guaranteed millions of students who were raised in residential institutions or did not receive appropriate educational services in regular schools a possibility to study for free in accordance with state standards with their peers.According to the amendments to this law in 1983 and 1986, the leading principle of special education has been the partnership of parents or caregivers and professionals. To intensify active parental interaction, the law provided their mandatory participation in each stage of individualized educational programs for their children, the opportunity to discuss the conditions of the child’s education and the right to sue the school in case of a controversial educational decision.Key words: history of US special education, legal regulation of US special education, periods of US special education legislation, special education in the USA, periods of special education legislation. Ухвалені Конгресом США у 1975–1989 рр. законодавчі акти запровадили правові основи системи спеціальної освіти, які остаточно визначили вектор її розвитку та спричинили революцію в системі освіти країни загалом. Зауважено роль активного руху за рівні права для всіх громадян країни в ухваленні Закону «Про освіту для всіх дітей з інвалідністю» після оновлення у 1990 р. відомого під назвою «Освіта осіб з особливими освітніми потребами». Досліджено, що головними нововведеннями галузі спеціальної освіти у США після ухвалення зазначеного закону стали забезпечення доступу американський дітей з обмеженнями життєдіяльності віком від 3 до 21 року до безкоштовної освіти належної якості у державних закладах освіти і під контролем громадськості, запровадження індивідуальних навчальних планів, програм раннього втручання для дітей групи ризику, фінансування додаткових освітніх послуг для учнів з особливими освітніми потребами тощо. Підкреслено, що після ухвалення зазначеного закону мільйони учнів, які раніше зростали в закритих спеціалізованих установах або не отримували належних освітніх послуг у загальних школах, отримали можливість безкоштовно навчатися відповідно державних стандартів разом зі своїми однолітками.Указано, що відповідно до поправок до вказаного закону 1983 та 1986 рр. провідним принципом спеціальної освіти стала партнерська взаємодія батьків або опікунів та фахівців. Наголошено, що для активізації цієї взаємодії законом передбачено обов’язкову участь членів сім’ї на кожному етапі укладання індивідуальних навчальних програм для своїх дітей, можливість обговорювати умови навчання дитини та право подавати позов на школу в разі ухвалення суперечливого рішення.Ключові слова: спеціальна освіта у США, правове врегулювання спеціальної освіти, періодизація розвитку правового забезпечення спеціальної освіти, періодизація становлення правового забезпечення спеціальної освіти США.
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Corn, Anne L., and Kelly E. Lusk. "An Analysis of Parents' Reports on Educational Services for Their Children with Albinism." Journal of Visual Impairment & Blindness 112, no. 6 (November 2018): 667–82. http://dx.doi.org/10.1177/0145482x1811200603.
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Introduction The purpose of this study was to gain information from parents in the United States about their children with albinism. The first article (in this issue) focused on the data from this study that addressed medical and low vision care. This article focuses on information and services related to the education of children with albinism. Methods An online questionnaire was used to collect data for this study from parents of children with albinism. Representing 223 children with albinism from 40 states in the U.S., 192 parents completed surveys and had opportunities to submit additional information. Results A snapshot of the data indicates that, as a whole, parents perceive their children to do well academically, but they experience social and emotional challenges; 98 children were receiving direct instruction from a teacher of students with visual impairments and 84 were receiving consultation services. Although parents were generally satisfied with their level of involvement in the development of their children's education plans, many could not provide key information about the assessments their children had received, their children's reading rates, or the services with which their children were being provided. Discussion These data illuminate the fact that, despite the premise of the Individuals with Disabilities Education Act (IDEA, 2004) that parents be equal partners in the education of their children with special needs, these parents of children with albinism were not as informed about the assessments and services that their children were receiving as might be expected. Findings also suggest the possibility that students with albinism may not be receiving appropriate educational services to address the limitations imposed by their low vision. In particular, it appears that these students, most of whom will be non-drivers, are not receiving orientation and mobility services. In addition, there was evidence that over half of these children may not be receiving instruction in the use of low vision devices. Implications for practitioners The data gathered in this study provide directions for educators who work with children who have albinism and their families, as well as for those who design and administer services for children with visual impairments. Based on these reports from parents, it appears that children with albinism are not being assessed in the areas key to understanding their functioning and, although as a group they are doing well academically, other needs related to the Expanded Core Curriculum (ECC) are not being addressed as frequently. Teachers of students with visual impairments may want to be more explicit when describing to parents the assessments on which their educational recommendations are being made. Further research is needed to determine if children with low vision are being provided with educational services based on educational assessments and needs or if other administrative factors are driving these services.
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Schulte, Ann C., Susan S. Osborne, and William P. Erchul. "Special education in the United States: effective special education: a United States dilemma." Educational and Child Psychology 15, no. 1 (1998): 84–99. http://dx.doi.org/10.53841/bpsecp.1998.15.1.84.
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This article offers an overview of special education legislation and a description of how special education services are typically provided in the U. S. Research regarding special education efficacy is reviewed, with an emphasis on interventions designed to improve the academic functioning of students with mild, high incidence disabilities. Promising instructional interventions for these students are discussed and critiqued, and implications for the school psychologist are presented.
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Székely, Csilla Imola. "Spirituality and Concept of ’Child’ in Kokas Pedagogy for Children with Special Educational Needs." Central European Journal of Educational Research 2, no. 1 (April 28, 2020): 11–16. http://dx.doi.org/10.37441/cejer/2020/2/1/5754.
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Klára Kokas was a music teacher and music psychologist (1929-2010). Her method is based on music, motion and manual arts, therefore it can be defined as a form of reform pedagogy, otherwise it is called complex art pedagogy. The main elements and characteristics of Klára Kokas’s pedagogy were revolutionary new ideas in the fields of personality development, and music education – compared to the practices of reform pedagogy trends in the 20th century Europe and the United States (Pukánszky-Németh, 1996). The main elements of this concept are music, dance improvisation, motion, imaginative stories, visual arts, painting and drawing. However, its most important component is the very specific and intimate relation, which connected her to children. This distinctive feature of the Kokas-method is hard to teach. Klára Kokas approached to people with problems, suffering and disabilities, especially to marginalized and disadvantaged children with utmost empathy. She struggled to develop the social-cognition skills and affectionate behavior of the handicapped children through her own invented musical method.Her writings reflected her relationship with God, namely the presence of Him which can be felt behind the scenes. His name was mostly unspoken, yet when she named Him, it was to reveal that God was always in her mind, like in her words and musical activities too.The goal of this paper is to search and frame that text corpus, which can outline the spirituality of Klára Kokas with the aim of drawing up her relationship with God and children – according to her publications, writings, essays, books, short-film compilations, movie archives and interviews (Kokas, 1992; 1999; 2002; 2007; 2012; 2013). The contours of her spirituality from her teachings, manuscripts and publications couldn’t be attributed to any religious denomination. Also, to be presented are her notions about youth and teenage spirit and a unique relation with the world, her own students, the talents, the music and the holiness: the spirituality of Klára Kokas. The importance of beliefs and moral convictions in the art of education will be outlined.A single paragraph of about 150-200 words maximum. For research articles, abstracts should give a complete overview of the work. We encourage authors to use the following style of abstracts: background, methods, results and conclusion. The abstract should give an objective representation of the article.
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Browder, Diane M., Fred Spooner, and Mary Anna Bingham. "Current Practices in Alternate Assessment and Access to the General Curriculum for Students with Severe Disabilities in the United States of America." Australasian Journal of Special Education 28, no. 2 (January 2004): 17–29. http://dx.doi.org/10.1017/s1030011200025148.
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Alternate assessment and access to the general curriculum are the focus of much attention today for professionals and practitioners who provide services to students who have severe disabilities. Current legislation in the United States requires states to include students with severe disabilities in state‐wide assessments. The rationale is to require schools to be accountable for the progress of all students. Including students with severe disabilities in school accountability systems has created the need to rethink curriculum for this population and develop alternate assessments. In recent decades educators have focused on functional curriculum for students with severe disabilities, but recent federal legislation in the United States called No Child Left Behind requires schools to collect data on the yearly progress in academic content areas. Educators are focusing on ways to define alternate achievement standards for reading and mathematics for students with severe disabilities. States have developed a variety of formats for alternate assessments to be used for students who cannot participate in large scale assessments with accommodations. This article describes: (a) how the move towards including all students in school accountability is impacting curriculum for students with severe disabilities, (b) the decisions states must make in developing alternate assessments, and (c) recommendations for future practice and research.
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Kumi-Yeboah, Alex, James Dogbey, Guangji Yuan, and Patriann Smith. "Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–46. http://dx.doi.org/10.1177/016146812012200708.
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Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms. Population/Participants/Subjects Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments? Research Design This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom. Findings/Results The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education— support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. Conclusions and Recommendations Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education.
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Moats, Louisa Cook, and G. Reid Lyon. "Learning Disabilities in the United States." Journal of Learning Disabilities 26, no. 5 (May 1993): 282–94. http://dx.doi.org/10.1177/002221949302600501.
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Weishaar, Phillip M., and Mary Konya Weishaar. "Access to public school education for students with disabilities: United States and Ukraine." Social welfare : interdisciplinary approach 1, no. 2 (December 30, 2011): 34–42. http://dx.doi.org/10.15388/sw.2011.28301.
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Although Ukraine and the United States developed their education systems under different contexts and histories, both struggled with providing access to public school education for students with disabilities. This article describes the different paths each country took leading to the development of access to a public school education for students with disabilities. Implications for Ukraine are detailed.
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Denisova, O. A., and O. L. Lekhanova. "Inclusive Education of Students with Disabilities in the Regional Multidisciplinary University: The Experience of Cherepovets State University." Психологическая наука и образование 22, no. 1 (2017): 119–29. http://dx.doi.org/10.17759/pse.2017220114.
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This article describes the regional experience of teaching students with disabilities in a multidisciplinary university. Analysis of resources and algorithms of educational support provided at the university creates the opportunity to share this experience and to evaluate its significance for the development of higher inclusive education, as well as to assess the perspectives for its application in similar educational environments. Consulting, education, coordination and rehabilitation services are the main forms of assistance to students and teachers at all stages of education and socialization of people with disabilities. The university has a department that provides support to students with disabilities and their teachers. The analysis of the successes and challenges of higher education of persons with disabilities shows that there is an objective need to unite the efforts of the university with the regional non-governmental organizations and the authorities of the region, with health care, education and social services in order to support young people with disabilities.
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Kauffman, James M., Andrew L. Wiley, Jason C. Travers, Jeanmarie Badar, and Dimitris Anastasiou. "Endrew and FAPE: Concepts and Implications for All Students With Disabilities." Behavior Modification 45, no. 1 (March 5, 2019): 177–98. http://dx.doi.org/10.1177/0145445519832990.
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The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant portion of their school day in general education. The aspects of the Individuals with Disabilities Education Act most relevant to the Endrew case are also compared with Article 24 of the United Nations’s Convention on the Rights of Persons with Disabilities. The opinion in Endrew may affect the course of special education and the role of behavior modification in meeting the needs of all students with disabilities.
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Decker, Jim, and Paul Jansma. "Physical Education Least Restrictive Environment Continua Used in the United States." Adapted Physical Activity Quarterly 12, no. 2 (April 1995): 124–38. http://dx.doi.org/10.1123/apaq.12.2.124.
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For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.
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Crockett, Jean B. "Legal Aspects of Teaching Music Students with Disabilities." Music Educators Journal 104, no. 2 (December 2017): 45–50. http://dx.doi.org/10.1177/0027432117712802.
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The public education of students with disabilities in the United States is governed by federal policies that promote school improvement, protect students from discrimination, and provide those who need it with special education and related services to meet their individual needs. This article explains the legal aspects of teaching students with disabilities in the context of music education. Topics address promoting student achievement through the Every Student Succeeds Act, protecting individual access to the music curriculum under Section 504 and the Americans with Disabilities Act, and providing music instruction to special education students under the Individuals with Disabilities Education Act. Guidelines are provided for making music instruction for students with disabilities both legally correct and educationally meaningful.
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Yoho, Louise M. "Academic discourse surrounding college students with disabilities in the United States." Disability & Society 35, no. 8 (November 5, 2019): 1248–73. http://dx.doi.org/10.1080/09687599.2019.1680343.
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Moon, Nathan W., Paul M. A. Baker, Robert G. B. Roy, and Ariyana Bozzorg. "Disability Issues and Planning Education." International Journal of E-Planning Research 3, no. 3 (July 2014): 38–52. http://dx.doi.org/10.4018/ijepr.2014070103.
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In the United States, planning education is frequently concerned with problems and solutions associated with the physical environment rather than socioeconomic barriers and solutions, including issues of workforce/workplace, community inclusion and participation, and e-democracy. Legislation such as the 1973 Rehabilitation Act and the 1990 Americans with Disabilities Act, generally place more emphasis on accessibility in the physical landscape than on social and economic barriers faced by people with disabilities. Through a longitudinal survey of selected university planning programs in the United States (in 2005 and again in 2013), this article discusses how the lack of attention to disability issues in planning literature may be linked to the education of planners and planning curricula. It also suggests possible areas of progress as an emerging group of planners have become concerned with the role of technologies such as telecommuting in facilitating the inclusion of people with disabilities into the social environment.
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Charmatz, Marc. "Department of Education issues guidance for students with diabetes." Disability Compliance for Higher Education 29, no. 10 (April 15, 2024): 3. http://dx.doi.org/10.1002/dhe.31730.
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In February 2024, the United States Department of Education Office for Civil Rights issued guidance pursuant to Section 504 of the Rehabilitation Act to assist colleges and universities for students with diabetes (https://www.ed.gov/news/press‐releases/us‐department‐educations‐office‐ civil‐rights‐releases‐new‐resources‐students‐disabilities). Section 504 applies to postsecondary educational institutions receiving federal financial assistance.
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Bicehouse, Vaughn, and Jean Faieta. "IDEA At Age Forty: Weathering Common Core Standards And Data Driven Decision Making." Contemporary Issues in Education Research (CIER) 10, no. 1 (December 22, 2016): 33–44. http://dx.doi.org/10.19030/cier.v10i1.9878.
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Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the “special” out of special education?
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Potishchuk, Olga, and Tamara Rudenko. "Inclusive education as a component of social work." Social work and social education, no. 1(6) (April 15, 2021): 43–51. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234128.
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The article considers inclusive education as one of the areas of development of children with disabilities. Modern society makes demands on the field of education, which is a main part of society. Nowadays, education is available at the state level. Inclusive education is based on a social model of equal rights and freedoms for people with disabilities. The experience of European countries has shaped the treatment of people with disabilities internationally, bridging the gap between people with disabilities and society. An inclusive educational environment in Ukraine requires innovative support. The problem of inclusive education in Ukraine is insufficiently developed, which increased the relevance of the study. There is a need for highly qualified social educators and social workers.
The role and features of inclusive education, which provides comfortable and humanistic development, integration of children with disabilities, are studied. The experience of inclusive education of foreign countries in the United States of America and Israel has been considered. The international and Ukrainian legal framework is analyzed. It is determined that new approaches, methods for revealing abilities, creative potential, education of harmonious personality, etc. arise and are formed within the framework of inclusive education. The social policy of states is aimed at inclusive education development as the main component of social work.