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Artículos de revistas sobre el tema "Regular Education Initiative"

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Publicado: 4 de junio de 2021
Última modificación: 25 de enero de 2023

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1

Silver, Larry B. "The Regular Education Initiative". Journal of Learning Disabilities 24, n.º 7 (agosto de 1991): 389–90. http://dx.doi.org/10.1177/002221949102400702.

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2

Phillips, William L., Keith Allred, Andrew R. Brulle y Kathlene S. Shank. "The Regular Education Initiative". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, n.º 3-4 (julio de 1990): 182–86. http://dx.doi.org/10.1177/088840649001300308.

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3

Davis, Jane C. y Larry Maheady. "The Regular Education Initiative". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, n.º 4 (octubre de 1991): 211–20. http://dx.doi.org/10.1177/088840649101400401.

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4

Gersten, Russell y John Woodward. "Rethinking the Regular Education Initiative". Remedial and Special Education 11, n.º 3 (mayo de 1990): 7–16. http://dx.doi.org/10.1177/074193259001100305.

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5

Slavin, Robert E. "General Education Under the Regular Education Initiative". Remedial and Special Education 11, n.º 3 (mayo de 1990): 40–50. http://dx.doi.org/10.1177/074193259001100310.

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6

Lowenthal, Barbara. "The United States Regular Education Initiative". European Journal of Special Needs Education 4, n.º 3 (octubre de 1989): 180–84. http://dx.doi.org/10.1080/0885625890040303.

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7

Chisholm, Douglas P. "Concerns Respecting the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 8 (octubre de 1988): 487–88. http://dx.doi.org/10.1177/002221948802100807.

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8

Coates, Robert D. "The Regular Education Initiative and Opinions of Regular Classroom Teachers". Journal of Learning Disabilities 22, n.º 9 (noviembre de 1989): 532–36. http://dx.doi.org/10.1177/002221948902200902.

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9

Hinders, Kathy. "Dual Certification and the Regular Education Initiative". Journal of Teacher Education 46, n.º 3 (mayo de 1995): 200–208. http://dx.doi.org/10.1177/0022487195046003006.

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10

Miller, Lynne. "The Regular Education Initiative and School Reform". Remedial and Special Education 11, n.º 3 (mayo de 1990): 17–22. http://dx.doi.org/10.1177/074193259001100306.

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11

D'Alonzo, Bruno J. y Elizabeth T. Boggs. "A Review of the Regular Education Initiative". Preventing School Failure: Alternative Education for Children and Youth 35, n.º 1 (octubre de 1990): 18–23. http://dx.doi.org/10.1080/1045988x.1990.9944244.

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12

Swartz, Stanley L., J. Francisco Hidalgo y Patricia A. Hays. "Teacher Preparation and the Regular Education Initiative". Action in Teacher Education 13, n.º 4 (enero de 1992): 55–61. http://dx.doi.org/10.1080/01626620.1992.10463122.

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13

Semmel, Melvyn I., Tammy V. Abernathy, Gretchen Butera y Sharon Lesar. "Teacher Perceptions of the Regular Education Initiative". Exceptional Children 58, n.º 1 (septiembre de 1991): 9–24. http://dx.doi.org/10.1177/001440299105800102.

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14

Kauffman, James M., Michael M. Gerber y Melvyn I. Semmel. "Arguable Assumptions Underlying the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 1 (enero de 1988): 6–11. http://dx.doi.org/10.1177/002221948802100102.

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15

Kauffman, James M. "The Regular Education Initiative as Reagan-Bush Education Policy". Journal of Special Education 23, n.º 3 (octubre de 1989): 256–78. http://dx.doi.org/10.1177/002246698902300303.

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16

Jenkins, Joseph R., Constance G. Pious y Mark Jewell. "Special Education and the Regular Education Initiative: Basic Assumptions". Exceptional Children 56, n.º 6 (abril de 1990): 479–91. http://dx.doi.org/10.1177/001440299005600601.

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17

McDonald, Shirley. "Special Education through the Lens of the Regular Education Initiative". Children & Schools 14, n.º 1 (enero de 1992): 63–68. http://dx.doi.org/10.1093/cs/14.1.63.

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18

Blair, Kevin D. "The Regular Education Initiative and School Social Workers". Children & Schools 15, n.º 4 (octubre de 1993): 233–39. http://dx.doi.org/10.1093/cs/15.4.233.

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19

Schumaker, Jean B. y Donald D. Deshler. "Implementing the Regular Education Initiative in Secondary Schools". Journal of Learning Disabilities 21, n.º 1 (enero de 1988): 36–42. http://dx.doi.org/10.1177/002221948802100107.

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20

Braaten, Sheldon, James M. Kauffman, Barbara Braaten, Lewis Polsgrove y C. Michael Nelson. "The Regular Education Initiative: Patent Medicine for Behavioral Disorders". Exceptional Children 55, n.º 1 (septiembre de 1988): 21–27. http://dx.doi.org/10.1177/001440298805500102.

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Implications of the regular education initiative (REI) for students with behavioral disorders (BD) are examined in the context of integration and right to treatment. Arguments that BD students are being overidentified for special education are refuted. Labels for BD students are seen as important indicants of the seriousness with which professionals take their problems, not as the source of students' spoiled identities. Eligibility for services that encompass appropriate education, right to privacy, and implementation of appropriate interventions are viewed as particularly problematic issues related to realization of laudable goals of the REI.
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21

Davis, William E. "The Regular Education Initiative Debate: Its Promises and Problems". Exceptional Children 55, n.º 5 (febrero de 1989): 440–46. http://dx.doi.org/10.1177/001440298905500507.

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The most intense and controversial issue presently receiving attention in the special education professional literature is the Regular Education Initiative (REI) debate. The proposed merger of special and regular education into a unitary system has attracted both strong advocates and critics. This article examines the current parameters of this discourse, identifies specific problems and issues related to this debate, and suggests strategies for overcoming perceived obstacles and improving the overall dialogue. Particular attention is given to key groups, for example, local educators and students themselves, who have been largely excluded from the REI debate. Most of the suggested benefits of the REI movement will never accrue unless its present discourse is expanded to include these groups.
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22

LeBlanc, Linda A. "The Regular Education Initiative: Alternative Perspectives, Concepts, and Models". Research in Developmental Disabilities 13, n.º 5 (septiembre de 1992): 506–7. http://dx.doi.org/10.1016/0891-4222(92)90007-s.

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23

Hallahan, Daniel P., Clayton E. Keller, James D. McKinney, John Wills Lloyd y Tanis Bryan. "Examining the Research Base of the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 1 (enero de 1988): 29–35. http://dx.doi.org/10.1177/002221948802100106.

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24

Banks, Jeri. "A Comment on “Teacher Perceptions of the Regular Education Initiative”". Exceptional Children 58, n.º 6 (mayo de 1992): 564. http://dx.doi.org/10.1177/001440299205800611.

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25

Cappers, Colleen A. y John Larkin. "The Regular Education Initiative: Educational Reorganization for Rural School Districts". Journal of School Leadership 2, n.º 2 (marzo de 1992): 232–45. http://dx.doi.org/10.1177/105268469200200208.

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The purpose of this analysis is to explore how rural school administrators can implement educational processes to enable the full inclusion of students with disabilities into the general education program. First, we review related literature including the historical basis of inclusion, the limitations of traditional special education practices, arguments of those opposed to full inclusion, and the unique characteristics of rural communities. We ground our analysis in a theoretical framework comprised of a categorical description of organizational theories and behavior. We apply this framework to consider how rural community characteristics can enable or constrain the structural, human resource, political, and symbolic processes of restructuring schools to the benefit of all students. As the field of education moves into the twenty-first century, yet another challenge faces American educators. An issue, which both challenges and requires educational restructuring, is the full inclusion of students with disabilities in the general education program.
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26

Muir, Steven L. y Jerry B. Hutton. "Regular Education Initiative: Impact on Service to Mildly Handicapped Students". Action in Teacher Education 11, n.º 3 (octubre de 1989): 7–10. http://dx.doi.org/10.1080/01626620.1989.10462731.

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27

Byrnes, Maryann. "The Regular Education Initiative Debate: A View from the Field". Exceptional Children 56, n.º 4 (enero de 1990): 345–49. http://dx.doi.org/10.1177/001440299005600407.

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28

Davis, William E. "Broad Perspectives on the Regular Education Initiative: Response to Byrnes". Exceptional Children 56, n.º 4 (enero de 1990): 349–51. http://dx.doi.org/10.1177/001440299005600408.

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29

Xu, Su Qiong, Paul Cooper y Kenneth Sin. "The ‘Learning in Regular Classrooms’ initiative for inclusive education in China". International Journal of Inclusive Education 22, n.º 1 (6 de julio de 2017): 54–73. http://dx.doi.org/10.1080/13603116.2017.1348547.

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30

McKinney, James D. y Anne M. Hocutt. "The Need for Policy Analysis in Evaluating the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 1 (enero de 1988): 12–18. http://dx.doi.org/10.1177/002221948802100103.

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31

Bryan, Tanis, Mary Bay y Mavis Donahue. "Implications of the Learning Disabilities Definition for the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 1 (enero de 1988): 23–28. http://dx.doi.org/10.1177/002221948802100105.

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32

Jeongsuk Hong. "Regular Education Initiative and the Implication in Korea -Focusing on Learning Disabilities-". Journal of Special Children Education 9, n.º 2 (junio de 2007): 41–60. http://dx.doi.org/10.21075/kacsn.2007.9.2.41.

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33

Loucks-Horsley, Susan y Deborah S. Roody. "Using What Is Known About Change to Inform the Regular Education Initiative". Remedial and Special Education 11, n.º 3 (mayo de 1990): 51–56. http://dx.doi.org/10.1177/074193259001100311.

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34

Katsiyannis, Antonis y Pamela Buckner. "Improved reading comprehension: Making the regular education initiative work in secondary settings". Journal of Developmental and Physical Disabilities 4, n.º 4 (diciembre de 1992): 353–59. http://dx.doi.org/10.1007/bf01047436.

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35

Reynolds, Maynard C. "A Reaction to the JLD Special Series on the Regular Education Initiative". Journal of Learning Disabilities 21, n.º 6 (junio de 1988): 352–56. http://dx.doi.org/10.1177/002221948802100606.

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36

Korinek, Lori A. y Irginia K. Laycock. "Evidence of the Regular Education initiative In Federally Funded Personnel Preparation Programs". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 11, n.º 3 (julio de 1988): 95–102. http://dx.doi.org/10.1177/088840648801100302.

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37

Valesky, Thomas C. y Marilyn A. Hirth. "Survey of the States: Special Education Knowledge Requirements for School Administrators". Exceptional Children 58, n.º 5 (marzo de 1992): 399–406. http://dx.doi.org/10.1177/001440299205800504.

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Regular education administrators must possess a knowledge of special education to effectively implement P. L. 94-142, and to experiment with and accomplish many of the proposed objectives of the regular education initiative. To determine the existing knowledge base of school administrators in special education and special education law, we surveyed state directors of special education. This article reports the results of the survey, discusses implications, and offers suggestions for improvement.
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38

Maheady, Larry y Bob Algozzine. "The Regular Education Initiative— Can We Proceed in an Orderly and Scientific Manner?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, n.º 1 (enero de 1991): 66–73. http://dx.doi.org/10.1177/088840649101400111.

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39

Mostert, Mark P. "The Regular Education Initiative: Strategy for Denial of Handicap and the Perpetuation of Difference". Disability, Handicap & Society 6, n.º 2 (enero de 1991): 91–101. http://dx.doi.org/10.1080/02674649166780121.

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40

Sawyer, Richard J., Margaret J. McLaughlin y Marianne Winglee. "Is Integration of Students with Disabilities Happening?" Remedial and Special Education 15, n.º 4 (julio de 1994): 204–15. http://dx.doi.org/10.1177/074193259401500402.

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This Study Analyzed National Program Record Data to Determine the Extent to which Students with Various Disabilities have been Integrated into General Public Schools, Since 1977, and General Education Classrooms, Since 1985. The Least Restrictive Environment (LRE) Mandate, Historical Origins of LRE, Recent LRE Initiatives, Including the Regular Education Initiative, and Relevant Research are Discussed. The Utility and Reliability of the Data are also Examined. Results Indicate that, Overall, Increases in Placements within General Public Schools have Occurred for Most Students with Disabilities. Increased Placements in General Education Classrooms have also Occurred and have been Even More Pronounced. Integration Patterns, However, have Varied Substantially Across Disabilities; Possible Reasons for these Differences are Presented.
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41

Villa, Richard A., Jacqueline S. Thousand, Herman Meyers y Ann Nevin. "Teacher and Administrator Perceptions of Heterogeneous Education". Exceptional Children 63, n.º 1 (octubre de 1996): 29–45. http://dx.doi.org/10.1177/001440299606300103.

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Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.
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42

Ishimaru, Ann M. "From Family Engagement to Equitable Collaboration". Educational Policy 33, n.º 2 (1 de marzo de 2017): 350–85. http://dx.doi.org/10.1177/0895904817691841.

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Policy makers have long seen parents and families as key levers for improving U.S. student outcomes and success, and new cross-sector collaborative policy and initiatives provide a promising context for innovations in efforts to engage nondominant families in educational equity reform. Drawing on a lens of equitable collaboration, this study examined the strategies in three organizational efforts to improve family engagement in education within a common cross-sector collaboration initiative in a Western region of the United States. Although conventional approaches persisted amid regular exchanges across organizations, we identified more reciprocal, collective, and relational strategies: (a) parent capacity-building, (b) relationship-building, and (c) systemic capacity-building efforts. Despite promising strategies, the dynamics of implementation in the cross-sector collaborative constrained change and mirrored limitations in family engagement practice and policy. The article concludes with next steps for research, practice, and policy in the journey toward more equitable collaboration.
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43

Huebner, E. Scott y Paula Sachs Wise. "Training Preservice School Psychologists to Facilitate the Implementation of the Regular Education Initiative in Rural Schools". Rural Special Education Quarterly 11, n.º 3 (septiembre de 1992): 20–29. http://dx.doi.org/10.1177/875687059201100304.

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The rationale, structure, and content of a proposed rural-focused preservice training program for school psychologists is described. The training approach is derived from the rural school psychology literature and responds to prioritized state needs. The major objective of the rural-focused curriculum proposal is to prepare rural school psychologists to facilitate the implementation of the Regular Education Initiative. This objective would be accomplished through generalized training with an emphasis upon leadership and team building skills.
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44

Kauffman, James M., Sheldon Braaten, C. Michael Nelson, Lewis Polsgrove y Barbara Braaten. "The Regular Education Initiative and Patent Medicine: A Rejoinder to Algozzine, Maheady, Sacca, O'Shea, and O'Shea". Exceptional Children 56, n.º 6 (abril de 1990): 558–60. http://dx.doi.org/10.1177/001440299005600607.

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45

Huefner, Dixie Snow. "The Consulting Teacher Model: Risks and Opportunities". Exceptional Children 54, n.º 5 (febrero de 1988): 403–14. http://dx.doi.org/10.1177/001440298805400503.

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The consulting teacher model is receiving increasing attention in state departments of education and local school districts. It offers possibilities for improving educational service in the mainstream to mildly handicapped children and other children at risk and is consonant with the current regular/special education initiative being promoted by the federal government. It also is consistent with reform strategies urging creation of master teachers. Because of its intuitive attractiveness, a risk exists that the model will be implemented prematurely on a statewide level. Among the likely and undesirable side-effects of hasty implementation are ineffective caseload management, conversion of the model into yet another tutoring model, premature replacement of the resource model, inadequate training of both regular and special educators, neglect of financial and program evaluation, and insufficient funding support from regular education. To increase the odds of successful implementation, states must accommodate multiple goals for the model, create administrative incentives that do not undermine it, and assure adequate preparation of teachers as consulting teachers. Without sufficient attention, resources, and planning, the consulting teacher model will fail to achieve its potential.
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46

O'Shea, Lawrence J., Dorothy J. O'Shea y Bob Algozzine. "The Regular Education Initiative in the U.S.: What Is Its Relevance to the Integration Movement in Australia?" International Journal of Disability, Development and Education 36, n.º 1 (enero de 1989): 5–14. http://dx.doi.org/10.1080/0156655890360102.

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47

Bondar, Tamara. "HISTORICAL OVERVIEW OF U.S. INCLUSIVE EDUCATION FEDERAL LEGISLATION". Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», n.º 1(48) (27 de mayo de 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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48

Skrtic, Thomas. "The Special Education Paradox: Equity as the Way to Excellence". Harvard Educational Review 61, n.º 2 (1 de julio de 1991): 148–207. http://dx.doi.org/10.17763/haer.61.2.0q702751580h0617.

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In this article, Thomas M. Skrtic analyzes and critiques the special education system in the United States, focusing on its policies, practices, and grounding assumptions. He provides an expansive and in-depth literature review, applying a form of criticism he calls "immanent critique" to three areas: 1) special education as a professional practice, 2) special education as an institutional practice, and 3) public education as a social practice of society. In critiquing these areas, he compares the debate over the Education for All Handicapped Children Act of 1975 with the current debate over the Regular Education Initiative and reflects on the positions of the leading scholars who advocate reform within special and regular education. After deconstructing the discourses in these areas, Skrtic argues that the current bureaucratic school organizational structure and specialized professional culture are inappropriate forms to fulfill our social goals of educational excellence and equity. In their place, Skrtic proposes an alternative school organizational structure and professional culture,which he terms "adhocracy." He argues that this form, which stresses collaboration and active problem solving, would provide all students with schooling that is both excellent and equitable, and thus prepare today's youth for the challenges and requirements of the post-industrial era of the coming twenty-first century.
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49

Goins, Gregory, Mingxiang Chen, Catherine White, Dominic Clemence, Thomas Redd y Vinaya Kelkar. "An Initiative to Broaden Diversity in Undergraduate Biomathematics Training". CBE—Life Sciences Education 9, n.º 3 (septiembre de 2010): 241–47. http://dx.doi.org/10.1187/cbe.10-03-0043.

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At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.
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50

Cook, Bryan G., Melvyn I. Semmel y Michael M. Gerber. "Attitudes of Principals and Special Education Teachers Toward the Inclusion of Students with Mild Disabilities". Remedial and Special Education 20, n.º 4 (julio de 1999): 199–207. http://dx.doi.org/10.1177/074193259902000403.

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Attitudes of 49 principals and 64 special education teachers regarding the inclusion of students with mild disabilities were investigated. Results of a discriminant analysis indicated that principals and special educators were separated into groups with 76% accuracy according to their responses to items drawn from the Regular Education Initiative Teacher Survey (Semmel, Abernathy, Butera, & Lesar, 1991). items measuring attitudes toward the efficacy of included placements with consultative services, the academic outcomes associated with included placements, and the protection of resources devoted to students with mild disabilities correlated most highly with the discriminant function. Findings are discussed in relation to their implications for the implementation of inclusion reforms and the educational opportunities of students with mild disabilities.
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