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1
Tallent, Phyllis E. "A Comparison of Classroom Teacher Attitudes Toward Mainstreaming (North Carolina, Exceptional Children)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2801.
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The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.
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Newman, Linda, of Western Sydney Nepean University, and Faculty of Education. "Building the bridges: the transition to school for children with special needs and their families." THESIS_FE_xxx_Newman_L.xml, 1995. http://handle.uws.edu.au:8081/1959.7/25.
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The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of planning and management of the transition process. During the transition process the attitudes and views of families and professionals are enmeshed within a framework of policies, management procedures and the decision making required within each. This thesis includes an outline of best practice and investigates the issue of continuity during the transition from early intervention services to school. Research was carried out in Western Sydney with a group of early childhood teachers who described their current beliefs and practices related to transition. The results are outlined and discussed and recommendations made for the delivery of more effective transitions to school for children with special needs and their familiesMaster of Education (Hons)
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Newman, Linda. "Building the bridges : the transition to school for children with special needs and their families /." View thesis View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030528.093102/index.html.
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O'REILLY, CAROLYN STOTZ. "SPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183983.
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Despite the large number of special education eligibility determinations in which school psychologists are involved, and the great deal of integration and interpretation of information that these decisions require, few investigations of the cognitive strategies that school psychologists utilize in assessing placement candidates have been reported. The purpose of this study was to examine the susceptibility of school psychologists to placement decision bias. Specifically, the influence of referral information on school psychologists' subsequent evaluation and classification of a special education candidate was tested. Forty currently practicing school psychologists evaluated a bogus psychological report allegedly written about a child referred for either Gifted or Learning Disabilities (LD) placement consideration. Although all assessment data were identical, the school psychologists receiving a Gifted referral were more likely to classify the child as Gifted, and those receiving an LD referral were more likely to classify the child as LD. Additionally, the school psychologists recalled and weighted the importance of assessment data in a referral-consistent manner.
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White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.
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Mack, Julie A. "Differentiating language difference from disability in special education eligibility assessment of English language learners /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7898.
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Marks, Lori J., J. Rodefer, and C. Walker. "Careers in Special Education: Recruiting High School and University Students into the Student Council for Exceptional Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3566.
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Chambers, Cynthia R. "How to Join the Student Leadership for the International Council for Exceptional Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3903.
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Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.
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Brown, Kathleen Marjorie. "How Parents of Exceptional Children Describe Their Relationships with Educational Professionals." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29877.
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The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was: How do parents of children with exceptionalities describe their relationships with educational professionals? Bronfenbrenner's (1979) ecological theory and Crockett's (2002) star model for Special Education Planning provided the framework for this qualitative inquiry. Methods included a content analysis of four decades of journal abstracts depicting the past voices of parents of exceptional children. This historical review spanned articles about the following topics: a child's exceptionality being the result of physical or social heredity; educators as experts who train parents; the involvement of parents sought in certain instances; and, finally, professionals seeking out parental impressions and perspectives of educational practices. Current voices of 14 parents of children with exceptionalities were captured by individual and group interviews, as well as observations at an open parent meeting led by state officials. The constant comparative method was used to analyze the qualitative data. The study found current parental dissatisfaction, mainly concerning their relationships with general education professionals. The study's findings were grouped into four thematic categories: Communication, Caring, Competence, and Continuity. A model of parent-professional relationships depicting these categories was developed to inform both special and regular educators of parents' concerns, and, to assist in the establishment and maintenance of ongoing positive relationships.Ph. D.
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Allan, Julie. "Pupils with special educational needs in mainstream schools : a Foucauldian analysis of discourses." Thesis, University of Stirling, 1995. http://hdl.handle.net/1893/2190.
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This research focuses on pupils with special needs in mainstream schools. It is concerned with how their identities and experiences are constructed at a formal level, within official documents, and informally, in the way the pupils are talked about. A Foucauldian perspective provided the framework for analysing formal and informal discourses and the power/knowledge relations these contain. Formal SEN discourses were examined by analysing the Warnock and HMI reports and earlier official documents. At an informal level, accounts were obtained from eleven pupils with a range of special educational needs and their peers. The pupils were also observed within mainstream classrooms and playgrounds. The pupils' accounts challenged the appropriateness of conventional binary divisions, for example disabled/able-bodied; integrated/segregated, for understanding the identities and experiences of pupils with SEN. The data suggest a much more continuous process of construction, characterised by oscillations, uncertainties and ambivalences and by resistance from the pupils with SEN. A number of implications for the placement of pupils with special educational needs in mainstream schools are considered. These relate to how schools might build on mainstream pupils' existing understanding of disability and ensure that integration is a positive experience for all.
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Fortney, Shirley. "The planned integration of special education students." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172219/.
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Buck, Linda Lee. "Perceptions of vocational special education coordinators in Ohio regarding the importance and level of performance of state-prescribed guidelines /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095448.
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Moors, Alison. "A follow-up study of the effects of learner-validated, fluency-based behavioral instruction on special needs students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2028.
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Thesis (M.A.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vi, 72 p. : ill. Includes abstract. Includes bibliographical references (p. 50-51).
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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.
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Brown, Patricia A. "Mandated transition services : an examination of the linkages between policy, secondary special education programs, and student outcomes /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7592.
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Berg, Shannon L. "The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005bergs.pdf.
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Lambert-Melcher, Stacey. "An examination of reported mainstreaming attitudes and practices in San Bernardino City Unified School District." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/801.
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Mohamed, Naglaa. "Experiences of culturally and linguistically diverse families of exceptional children regarding their school engagement: A focus on Arabic-speaking parents." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157591155280779.
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Webb, Paula J. (Paula Jean). "An Analysis of Texas Special Education Due Process Hearings from September 1, 1983, to September 1, 1992: Implications for the Administration of Special Education Programs." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279368/.
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The purpose of this study was to assess the effects of selected characteristics on the outcomes of those special education due process hearings brought forth in the state of Texas from September 1, 1983, to September 1, 1992. A further purpose was to determine if district characteristics of size or location affect the likelihood of a district's becoming involved in a special education due process hearing. Data for the study was collected for all special education due process hearings conducted in the State of Texas from September 1, 1983, to September 1, 1992. A coding system was used to record the data for the study and the Chi-square test of independence was used to determine whether a relationship existed between the selected variable (hearing issue, disability classifications and restrictiveness of placement) and hearing outcome. The frequency of involvement in hearings for districts of various size and urban characteristics was displayed as a percentage.
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O'Brian, Mary M. Smith Paula J. "A comparative study of paradigms related to the assessment process for determination of individual student needs a journey through the maze /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803732.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Paula Smith (chair), Jeffrey Bakken, Raymond Schmitt, Mark Swerdlik, David Tucker. Includes bibliographical references (leaves 95-105) and abstract. Also available in print.
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Lewis, Daniel. "The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.
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This is a case study of eight teachers who have transferred from mainstream schools to special schools. It uses their reflections on the transition process gained through a series of interviews and tasks that illuminate their perceptions of their change process. These reflections are then analysed using a model that differentiates between the professional practice of the teacher, the school’s culture and Community of Practice and the wider educational system consisting of, for example, Teaching Standards, performance management and Ofsted inspections. It looks to answer some of the questions raised by the Salt Review (2010) about the quality of the supply of teachers into special schools. It addresses the issue of whether specialist skills are required for teaching in special schools and proposes a way to understand the key difference between the demands placed upon teachers in each if the two different sectors by looking in detail at the teachers’ understandings of their teaching practices. It finally proposes an induction model that can be individualised for the teacher which will support the transition process for them. It is located within a qualitative research approach and assumes the social construction of a shared cultural reality.
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Quigley, Simon Christopher. "Improving opportunities for mathematical learning amongst students identified as having behavioural, emotional and social difficulties within a special school environment." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69052/.
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This thesis reports on a small scale action research study conducted within the mathematics classroom of a special school in England, categorized as catering for students with Behavioural, Emotional and Social and Difficulties (BESD). In the UK, more students are identified as having BESD than any other category of Special Educational Need and yet students identified in this way experience some of the poorest educational outcomes. This study sought to explore how one class of six Year 10 students (aged 14 -15) viewed and experienced their learning of mathematics. It aimed to identify whether particular pedagogical approaches could provide improved opportunities for learning. Instead of focusing on strategies and sanctions to manage behaviour, this research concentrated on better understanding the specific learning needs of this small but diverse group of students. The study was informed by theories of learning that emphasise the importance of social and cognitive processes in the learning of mathematics. In order to encourage peer communication and social interaction, the teacher adopted the role of facilitator, increasing opportunities for students to engage in dialogue and learn from each other. The curriculum area of measurement estimation was chosen as the focus of the intervention. As this is an area of mathematics that does not necessarily lead to a single correct answer, it reduced the risk to students of getting it ‘wrong' which could further exacerbate issues of low self-esteem and confidence. Data were gathered at each phase of the action research cycle and included: audio recordings made during and after each of the seven learning activities that comprised the intervention; notes from the teacher-researcher's research journal and copies of students' work. As the study aimed to capture the students' perspective of their mathematical learning, they each took part in an individual, semi-structured interview during the reconnaissance phase and a focus group discussion following the intervention stage. Data collected from the reconnaissance stage were analysed using a process of thematic analysis and informed the development of the intervention. The study poses a number of challenges for those interested in improving the opportunities for mathematical learning amongst students identified as having BESD. Although all six students within this study initially expressed a preference for working alone, pedagogical approaches based on active and participatory learning were found to be motivating and engaging for the majority of learners. Although most students demonstrated an increased capacity to work together cooperatively, some struggled to learn collaboratively. The study highlighted that, in developing social constructivist approaches to learning mathematics, students' social competence and trust in each other, needs to be nurtured. Finally, the teacher's role in stimulating ‘talk' was identified as a key factor in increasing opportunities for students to learn mathematics.
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Nyewe, Peter Khwezi. "The mainstreaming debate: a survey of parents' views in a special school for intellectually handicapped children in a disadvantaged context in the Western Cape." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17554.
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The main purpose of this study was to investigate the range of beliefs that a certain group of South African parents held about the appropriate educational placement of their children with mild to moderate intellectual handicaps. The sample consisted of 14 parents of children with mild to moderate intellectual handicaps attending at a special school for intellectually handicapped children in a disadvantaged context in the Western Cape. In line with the qualitative approach, semi-structured interviews with open elided questions were used to collect the data. Interviews were used rather than questionnaires because parents were illiterate and they felt more comfortable and confident with a personal interview and were able to use their own language. The data were analyzed according to Glaser and Strauss' Constant Comparative method as described by Maykut and Morehouse (1994). As has been found in other research studies, the parents in this study were not in principle against mainstreaming or inclusion of their children. Rather, they were at present not supportive of it as they perceive the conditions at the ordinary school to be unstable for their children. The qualitative analysis outcome revealed that parents were concerned about· teacher qualities, acceptance of their children by the ordinary school children and the ordinary school curriculum which they felt was only focusing on academic subjects. Parent involvement and inclusion are central concepts in the reconstruction of education in South Africa. Inclusion of intellectually handicapped learners is being considered by policy makers but it is not likely to be successful without parent support. This study is a small contribution to the debate.
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Van, Staden Shauwn Quinton. "Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.
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Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.
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Herman, Jerry R. "The Adaptation of Regular Elementary Classrooms for Children With Moderate and Severe Disabilities: Inclusion Practices from the Principal's Perspective." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2698.
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This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.
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Arrington, Linda Ruth. "Integrating special education students into the regular classroom: An investigation and analysis of principal and teacher attitudes." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185984.
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The purpose of this study was to examine the attitudes among elementary principals and regular education teachers in Tucson, Arizona schools regarding perceptions of (1) what principals and teachers perceive as requirements for successful classroom integration of special education students; and (2) principals' and teachers' perception about the potential for student success in integrated, partially integrated, and non-integrated classroom settings. The study elicited responses from 117 principals and teachers during the 1992 school year. A survey instrument was used to obtain information from principals and teachers regarding their opinions on 18 items that have implications for integrating special education students into the regular classroom. Principals and teachers were also asked to indicate their level of support for integrating special education students into the regular classroom. Statistical analysis revealed significant differences among principals and teachers regarding their support of integrating special education students into the regular classroom setting; integration would not be in the best interest of all students; integration requires a change in the attitudes of principals and regular education personnel; and that educational programs should be delivered to handicapped students primarily by special educators outside the regular classroom. Most principals indicated that the majority of regular classroom teachers in their school are able to provide an appropriate education for any student without the assistance of a special educator. While principals and teachers support the inclusion of most students with handicapping conditions in general education classes, some respondents questioned the appropriateness of extending the regular class placement option to students with severe disabilities. Significant differences were found with regard to additional background and training associated with how principals and teachers view their success in educating special education students in the regular classroom. Results of this study hold implications for policy makers, researchers, regular and special education teachers, and administrators.
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Qureshi, Saneeya. "An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7619/.
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The research reported in this thesis examines the impact that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs are central to supporting children’s inclusion and achievement, the research centres around three research questions: whether SENCOs are able to motivate teachers to take the initiative in addressing the needs of children with SEN in their classrooms; whether SENCOs enhance teachers’ abilities to become effective teachers of children with SEN; and how the impact of SENCOs is currently being assessed within primary schools. The project was conducted within an interpretivist framework, and applied a mixed methods approach consisting of two phases: an exploratory questionnaire survey of 223 (responses n=42) primary school SENCOs from the ‘National Award for SEN Coordination’ Course; and semi-structured interviews of 18 SENCOs and 18 teachers, including head teachers. Document scrutiny of school SEN policies and other related documentation was also undertaken. Data triangulation aimed at ensuring the trustworthiness of data was accomplished through a multi-pronged methodological approach. The research was conducted in accordance with an Ethical Code informed by the British Educational Research Association (BERA) and University of Northampton guidelines. Results indicated that SENCOs have a complex role, impacting upon teachers’ practices by utilising a wide range of skills, knowledge and expertise across different contexts. This is influenced by whether or not they are members of their School Leadership Teams. Further, SENCOs’ time management is a constant concern in balancing competing priorities and demands, which include liaising with external agencies and keeping up to date with legislative changes which impact the requirements of the role. There is evidence that the degree to which SENCOs have a positive impact on teachers’ inclusive skills varies, as the SENCO-teacher dynamic is influenced by SENCOs’ training and skills and the dissemination to teachers; SENCOs’ and teachers’ professional identity; SENCO-teacher engagement and perceptions of inclusion; and the interventions and provision made for children with SEN. Implications for further possible research that were identified included the use of contact and non-contact time by SENCOs, the impact of the mandatory SENCO training and also the role of the SEN Governor as a crucial advocate for SEN at management level.
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Gous, Jennifer. "How inclusive education is understood by principals of independent schools." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-192908.
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Thompson, Jacob C. (Jacob Cecil). "The Use of Group Achievement Test Data to Determine Special Education Referral Accuracy in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278974/.
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This study was designed to ascertain whether group achievement test data can determine special education referral accuracy. One hundred eighty-nine special education referrals from four school districts in Texas were examined. The demographics were limited to group achievement test data: grade equivalents and percentiles in the subject areas of reading, spelling, language arts, and mathematics. Also examined were referral and eligibility outcomes to special education.
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Davies, Jean-Marie. "Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17451.
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Includes bibliography.The primary aim of this study was to investigate the attitudes of primary school teachers in ordinary classrooms towards learners with low to medium special educational needs, and to discover under what conditions, if any, they would be willing to accommodate these learners in their classrooms. It was hypothesized that teachers are not willing to accept these students without considerable support. The secondary aim of the study was to explore individual teachers' reservations about mainstreaming and methods by which these concerns could be overcome. A research design and methodology incorporating both a quantitative and a qualitative dimension was used. The sample consisted of 113 teachers drawn from six primary schools in the broader Cape Town area. Two schools were included from each of the three ex-Education Departments. A questionnaire based on the Classroom Integration Inventory (Paul, Turnbull and Cruikshank, 1977) was developed and administered to the teachers. This provided the data for the primary investigation. The data for the secondary investigation was collected by means of semi-structured interviews which were conducted with the respondents who were least willing to accept learners with special educational needs. Contrary to the literature, the quantitative results of this study indicated that primary school teachers generally had positive attitudes towards mainstreaming learners with special educational needs. The qualitative analysis outcomes revealed that class size, a lack of skills, and the additional time and work which would be involved, were the most prominent concerns. Suggestions offered to overcome these reservations included decreased class sizes and in-service training. These findings were similar to those in the literature. This investigation was considered to be important as a policy of progressive mainstreaming is a currently debated proposal for the South African education crisis. The support of the ordinary classroom teachers would be vital for such educational reform to succeed. Although the quantitative results indicated a favourable response to mainstreaming, the data were gathered by means of questionnaires depicting a hypothetical situation, and some teachers may have supplied "politically correct" responses. Thus it was recommended that this finding be supported by further investigation.
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Turner, Bobbiette Morreau Lanny E. Lian Ming-Gon John. "Teachers' perceptions of inclusionary practices in an urban school setting." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633429.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 25, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Thomas E. Caldwell, Larry D. Kennedy. Includes bibliographical references (leaves 129-149) and abstract. Also available in print.
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Webb-Kidd, Paulette Lian Ming-Gon John Morreau Lanny E. "Effects of teacher retraining in best practices for inclusive programs on the school performance of students with mild to moderate disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 26, 2006. Dissertation Committee: Ming-Gon John Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 119-134) and abstract. Also available in print.
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Waegerle, Dawn Colleen Johnson. "A national study of professional standards in special education teacher preparation programs using the standards adopted by the National Council for Accreditation of Teacher Education and the Council for Exceptional Children." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618309.
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Teacher preparation programs in special education are responding to demands for quality. Sources inside and outside the field of education have called for change. In 1986, the National Council for Accreditation of Teacher Education (NCATE) accreditation redesign was implemented. The Council For Exceptional Children (CEC) adopted Standards for the Preparation of Special Education Personnel in 1983 and these standards for special education programs have become a part of the NCATE redesign. This study proposes to answer the question of whether these professional standards and the NCATE redesign have had a direct impact on masters level special education teacher preparation program quality and development.;Research was conducted on a national level surveying teacher preparation programs for the mildly and moderately handicapped. The sample of 150 included members of NCATE due for program review in 1987-88 and those in 1990-91, as well as a sample of programs that are non-NCATE members. Analysis viewed differences in NCATE/non-NCATE teacher preparation programs, programs being reviewed for continuing accreditation in 1987-88 and 1990-91, and the extent to which the CEC standards for the Preparation of Personnel and Code of Ethics are addressed when comparing the NCATE and non-NCATE accredited institutions.
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Momberg, Naadia. "Teachers' attitudes towards working with students with special educational needs in mainstream classes in Egypt." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20448.
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Thesis (MEdPsych)--Stellenbosch University, 2008.Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.
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Watkins, Amanda. "A reflective investigation into special needs education teachers' professional learning through research into their own practice." Thesis, University of Northampton, 2006. http://nectar.northampton.ac.uk/2803/.
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The focus of this research study is upon the possible benefits research can offer special needs education (SNE) teachers. The project has been based upon a ‘study of a study’ with a piece of small-scale personal research - an observational study of the play of children with severe learning difficulties — being used as the starting point for examining the opportunities for learning about professional practice research can present teachers working in SNE. This project has linked two professional interests: a desire to systematically investigate a teaching and learning issue whilst reflecting upon the process of conducting that investigation. This reflection upon the process of conducting research was both personal and also involved asking other researchers — teacher researchers and professional researchers who support teacher researchers — about their experiences of conducting research. The project has involved using a reflective diary on personal research as well as semi-structured interviews with teacher researchers and professional researchers as a means of collecting data about the possible benefits of teacher research. The analysis of this data then led to the generation of a series of hypotheses and recommendations about possible future SNE teachers’ research. It is hoped this small-scale research project will be of interest to other teachers who are either engaged in or considering becoming involved in research, as well as the school managers, professional researchers and policy makers who support these teacher researchers in different aspects of their professional learning and development
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McCracken, Robert C. "A comparative study of costs for inclusive special education in the Commonwealth of Virginia." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40168.
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Tan, Guat Lan Abi. "The attitudes of students towards people with disabilities in integrated environments in Singapore." Faculty of Education, 2009. http://ro.uow.edu.au/theses/3037.
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This thesis examined the attitudes of regular students in Singapore towards peers with physical and sensory disabilities who were integrated into the mainstream classroom. The concept of integration impacting on the attitudinal development in this study is based on the socio-cultural perspectives of child development (Bronfenbrenner, 1989; Vygotsky, 1993) and the discourse of contact experience (Allport, 1954; Zajonc, 2001). Child development theorists advocate that children’s learning requires support structures such as informed adults to guide learning and that development is intricately intertwined with the socio-cultural contexts. Alternatively, contact theory suggests that the contact experience has an inherent positive impact on attitudes and behaviour. The 397 participants were grade 4 and grade 5 students from integrated and regular classes in integrated and regular schools in Singapore. Qualitative and quantitative methodologies were used to assess the attitudes of regular students in both integrated and regular classes towards people with disabilities. The participants completed a researcher-designed questionnaire, took part in focus group interviews and were observed in class. The integrated class teachers were also interviewed.This study supported the conclusion that an integrated learning environment had a significant impact on regular students’ attitudes towards people with disabilities. In the quantitative study, regular students in integrated classrooms were found to have negative attitudes towards peers who had a disability. On the other hand, students in regular classes were found to be generally more able to appreciate the strengths of people with disabilities. The findings challenged the ‘contact model’ that states that contacts with people with disabilities influence children’s attitudes in a positive way. The qualitative study highlighted the importance of the socio-cultural context and the quality of the contact experience in students’ attitudes towards people with disabilities. It was found that contact which was supported by specific school and classroom programs at school and class level was associated with positive attitudes of regular students towards peers with disabilities. Such support programs promoted inclusive ideals, positive differentiation and provided opportunities for meaningful experiences. The study affirmed the significant role of the teacher in facilitating the positive contact experience. The integrated class with the teacher, who modelled positive communication that promoted acceptance and positive perception, was found to have more positive attitudes. The teachers in the integrated classes, where students’ attitudes towards people with disabilities were found to be negative, were lacking in knowledge of special education and needed guidelines to intervene with their special needs students. This suggests that appropriately informed teaching practice that encourages social interaction among students could help reduce misunderstanding and stereotyping of people with disabilities. The social-cultural contexts at a broader level were also examined in this research. It was found that societal aspirations for academic excellence had an impact on students. The students in this study displayed signs of being anxious over their academic performance being affected by the presence of peers with disabilities. Regular students perceived integration as acceptable only if it was not at the expense of their academic performance.The findings of this study have significant implications for the future of integration in Singaporean schools and understanding the impact of integration on regular students. The study affirmed that positive integrated learning experiences articulated through supportive school cultures, effective classroom practice and enlightened teachers could affect regular students’ attitudes towards people with disabilities in a positive way. However, an achievement-focused culture can impact on students’ acceptance of people with disabilities. Achievement pressure experienced by regular students is entwined with societal values and this can challenge the potential outcomes of integration programs in the Singaporean context.
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Barlow, Cathy L. "A study of the discrepancy of perception between the actual role and the ideal role of the public school elementary principal in mainstreaming handicapped students in Oklahoma as reported by principals, teachers, and special education teachers /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711961.
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Villines, Meredith. "Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/425.
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Inclusion of children with disabilities in early childhood settings remains a goal for many early care and education centers and professionals. In this study, the perceptions of supports needed to accomplish this goal were examined. Early childhood teachers from a university-based child care center, which is inspired by the schools in Reggio Emilia, Italy, were interviewed and asked to explore their feelings and thoughts on fully including children with disabilities in their classrooms. An examination of their perceptions led to the identification of four major themes: a) everyone is valuable in the classroom community, b) additional training is needed, c) support from administrators, peers, specialists, and therapists, d) experience fosters success. From these themes the researcher found that teachers felt support from administrators(staffing, policies and procedures, time for meetings), peers, and on-site consultants, additional training, and an over arching philosophy of accepting differences were crucial to successful inclusion. The participants also indicated that all new teachers, whether in pre-service or through in-service should have access to these supports and be provided with information about the benefits and positive experiences of others who have included a child with a disability into their classroom. This study will add to the continuing discussion of early childhood inclusion and provide additional information for programmatic decision making within a particular setting.
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Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030728.091747/index.html.
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Bardien, Faeza. "Factors influencing grade 1 school placement and subsequent changes in school placement of learners with cochlear implants." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2240.
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Thesis (MAud (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy)--Stellenbosch University, 2008.Over the past decade an increasing number of learners with cochlear implants have been placed in mainstream settings in South Africa (Müller & Wagenfeld, 2003). The aim of the present study was to describe possible factors that influence the initial grade 1 school placement as well as subsequent changes in placement of learners with cochlear implants. Data collection consisted of a retrospective record review of the children implanted at the Tygerberg Hospital-University of Stellenbosch Cochlear Implant Unit and a questionnaire aimed at assessing parental perceptions regarding the basis of grade 1 school placement for their children. The record review incorporated children implanted in 1988, the year of inception of the unit and included the most recently implanted children who have already started grade 1. Results of the 47 participants indicated that multiple factors influenced the selection of grade 1 school placement. Recommendations by professionals and parental preference were the most important determinants in the selection process. The mainstreamed learners were implanted at a much younger age than the learners placed in special school settings and therefore had a longer duration of implant use at the start of grade 1. Subsequent to grade 1 placement, the number of learners in mainstream placement, increased from 55% to 70%. The aspects identified in the study could be utilised when counselling parents during the school placement decision making process. Long term monitoring of the academic achievement of these learners needs to be an aim of future research.
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Martinotto, Cara Brustolin. "Escolarização da criança psicótica : registros do cotidiano." reponame:Repositório Institucional da UCS, 2018. https://repositorio.ucs.br/11338/4065.
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Esta pesquisa teve por objetivo investigar, a partir de recortes do cotidiano, a escolarização da criança psicótica, procurando pensar sobre o que pode impulsionála na direção do conhecimento e do laço social. Utilizou-se de autores da psicanálise que seguem o pensamento de Freud e Lacan. Nesta pesquisa, entende-se a psicose na infância sob a perspectiva de autores como Bernardino (2000), que a considera como estrutura não decidida. Na introdução, buscou-se situar a importância da questão da psicose infantil no contexto da educação na perspectiva da inclusão, enfatizando as dificuldades do professor ao deparar-se com uma criança psicótica. No segundo capítulo, foi trabalhado o conceito de psicose, destacando suas particularidades e propondo breve discussão acerca do diagnóstico da psicose infantil na psiquiatria e na psicanálise. Ainda neste capítulo, procurou-se discutir acerca do conhecimento na psicose, perpassando pelo conceito de Lacan (1987) acerca do conhecimento paranoico e pela proposta de Kupfer (2000) sobre as ilhas de inteligência. Na última parte, buscou-se compreender a psicose infantil e a questão do laço social, trazendo para discussão a dificuldade desses sujeitos em inserir-se no laço social. Para esta dissertação, utilizou-se do método de pesquisa psicanalítica, tendo como objeto de investigação a escuta dos significantes que circulam no contexto escolar, propondo a realização de um ensaio metapsicológico construído a partir da articulação entre a teoria e a escuta realizada ao longo de quatro anos de experiência na escola. Para a construção do ensaio metapsicológico foram feitos recortes de algumas cenas escolares que permitiram identificar significantes que circulam em torno do laço social e do conhecimento. No tocante ao laço social, foi possível escutar alguns significantes em torno dos alunos nomeados como “estranhos”, mas que, por sua vez, buscam formas de participar do social que a escola oferece. Nesse sentido, foi possível ancorar a discussão com a investigação do (un)heimlich, de Freud (1919/1996). Identificaram-se, também, significantes que apontam para o conhecimento na psicose. Nessa direção, alguns resultados permitiram pensar em ilhas de inteligência e possibilidades de aprender, mesmo que de uma forma diferente, na medida em que o sujeito pode reconstruir em si o conhecimento do outro. Foi possível, ainda, refletir acerca da transferência e do lugar ocupado pelo professor como forma de proporcionar o conhecimento e o laço social. Por fim, considerou-se o lugar da escola e do professor mediante essas crianças, pensando nas possibilidades e limites na inclusão destes sujeitosThis paper aimed to investigate, from daily snippets, the schooling of psychotic children, inquiring about what could propel them to knowledge and social bond. It was based on authors of psychoanalysis who follow the thoughts of Freud and Lacan. In this research, childhood psychosis is understood from the perspective of authors such as Bernadino (2000), who consider it as an undecided structure. In the Introduction, it was situated the importance of the children psychosis issue, in the context of education, from the perspective of inclusion, emphasizing teacher’s difficulties when faced with a psychotic child. In the second chapter, it was developed the concept of psychosis, highlighting its particularities and proposing a brief discussion about the diagnosis of childhood psychosis in psychiatry and psychoanalysis. Furthermore, it was also discussed about knowledge in psychosis coursing through the concept of Lacan (1987) about paranoid knowledge and Kupfer’s (2000) concept of islands of intelligence. In the last part, it was analyzed childhood psychosis and the social bond issue, bringing to discussion the difficulty of these subjects in inserting themselves into social bond. For this dissertation, it was used the psychoanalytic method of research, aiming as object of investigation the listening of the signifiers which surround the school environment, proposing a metapsychological rehearsal built from the articulation between theory and listening along four years of school experience. In order to build the metapsychological rehearsal, some snippets of school scenes were done, which allowed the identification of signifiers that surround the social bond and knowledge. Regarding the social bond, it was possible to listen to some signifiers around the students named as “strange” but who, in turn, search for ways of participating in the social activities the school offers. In this regard, it was possible to anchor the discussion with the study of Freud’s (1919/1996) (un)heimlich term. Signifiers which point to the knowledge in psychosis were also identified. Therefore, some results led to think of islands of intelligence and learning possibilities, even if in a different way, since the subject can reconstruct into themselves the knowledge of the others. It was also possible to ponder the transference and the place of the teacher as a way of providing knowledge and social bond. In conclusion, it was considered the place of the school and the teacher towards these children, regarding the possibilities and limits about the inclusion of these subjects
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Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
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Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
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Myles, Janet. "Exploring the restructuring of special educational needs in one local authority with a particular focus on the impact on school leaders." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39613/.
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This thesis is about change, and the impact of change on the restructuring of special educational needs provision. The impetus for my research came from my work with the National Association of Head Teachers, supporting school leaders in managing the education of a more diverse pupil population. The research relates to the Labour Government's policy to increase the number of children with more complex needs in mainstream schools. Following Baroness Warnock's (2005) call for a review of special educational needs, the House of Commons Education and Skills Committee carried out an ‘Inquiry'. Their final report (SEN: Third Report of Session 2005-06), identified high levels of dissatisfaction amongst parents and teachers, and it concluded that the Special Educational Needs framework was no longer fit for purpose. In response, the Labour Government stated that it was too early to carry out a review because their ‘Every Child Matters' initiative was still developing. However, they stated that, in future, local authorities would be required to demonstrate improved special educational needs provision when restructuring their overall educational provision. This significant response prompted me to explore the implementation of the restructuring of provision as several authorities were putting forward proposals for change during 2007-08. The research began in 2008. It is a piece of small-scale educational research which explores the perspectives of school leaders in one local authority and the local authority's documented evidence. The concepts of ‘inclusion' and ‘change' provided the foundation to develop my research study within a broad ‘constructivist interpretative' paradigm and, the direction to review relevant literature on inclusive education and on strategies for implementing change. It discusses the qualitative methods used to investigate my overarching research question: What is the nature and impact of change, in the restructuring of special educational needs provision? I set out to explore two aspects of the nature of change: the first objective was to investigate the process and the second was to investigate the impact of change. My intention was to tease out whether school leaders in mainstream schools, subject to competing government policies (‘inclusion' and ‘market' ideologies) would choose to increase their provision and the impact of proposed change on the individuals and schools involved. My fieldwork was carried out during 2008-09, and follow-up interviews were carried out with those respondents, who were directly involved in the restructuring of provision, during 2010-11. The findings illustrate the influence of individual values and attitudes and the importance of effective school leaders in driving forward reform. It describes the actions of the local authority during the process of implementing change and highlights the improvements that could be made during the stages of transition. Importantly, the significance is considered of internal and external influences that impact on the actions of school leaders and how they influenced the policies of the local authority. Each individual's, or body's, interaction within and between each level (i.e. national, local, school and individual levels), created an impact on the other levels, a process that was far from straightforward. A significant finding of the research was the importance of the interrelationship between these four dimensions, building on Fullan's (2003) tri-level reform. Although the findings demonstrated that to implement progressive change requires motivated school leaders, it also depends on the collaborative effort of all stakeholders involved. However, even with a concerted effort other unexpected events may alter its course: change may be influenced but it cannot be controlled. It is therefore important to develop and understand those strategies and dimensions that contribute to the effective implementation of ‘change' because, in the world of education, change is on going.
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Roberts, Anna. "Forest schools and mental wellbeing." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16363/.
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There has been growing interest in forest school’s utility as an intervention for building social skills, self-confidence and self-esteem. Given the diverse array of research regarding the benefits of nature contact and that the effects of forest school are under-researched, the present research investigated the relationship between forest school participation, wellbeing, resilience and nature connectedness. A mixed methods crossover design, involving 130 participants, was employed with measures of wellbeing, resilience and connectedness to nature administered pre- and post-forest school. Qualitative data was also collected. Results indicated significant improvements over time for resilience scores following forest school. Gender effects were found, with male participants showing significant improvements in their levels of wellbeing, resilience and connectedness to nature. Early environmental experiences, resilience and connectedness to nature were found to predict mental wellbeing. The findings provide initial evidence for the potential of forest school in providing beneficial outcomes for resiliency in young people.
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Sharon, Yael. "Meaning in life through children's eyes : the views and experiences of eight year old children in Israel." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48890/.
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The study reported here originated in my therapeutic work with children at risk and my search for a therapeutic approach which would help them develop the inner strength to cope with their difficulties. The concept of ‘meaning in life' as a source of strength has been extensively and richly studied among older age groups, both with respect to the different personal meanings which everyone finds in their life and with respect to the effect on one's life of possessing a sense of 'meaning in life', but it has been neglected almost entirely among children. As a result, the aim of this research was to further knowledge about the concept of 'meaning in life' for children. Due to the paucity of research with children regarding this issue, it was needed to first establish that meaning in life was at all a relevant and researchable concept for children. Consequently, the primary research questions were as follows: Does the concept of ‘meaning in life' have relevance for children? Relatedly, what are the (dis)connections between children's understandings of their own lives, and what matters to them, and, the adult concept of ‘meaning in life? To examine these over-arching questions, the following four sub-questions were devised: - What do children think are the most important and meaningful things in their lives? - What do children think is the best way to live life? - What nature of goals and purpose do children have for their lives and do they believe that they have character traits and strengths which would help them to fulfil their goals/purpose? - How do children's individuality and the differences between them show themselves in their perspectives on meaning in life? To what extent is gender associated with variations in response? The research adopted a Constructivist-Phenomenological approach, with the aim of getting as close as possible to the children's own perceptions and experience of their world. Thirty eight-year-old children in their third year at two primary schools in different neighbourhoods of the same central Israeli city were interviewed using semi-structured interviews. This data collection approach was complemented by two creative elements: a short semi-humorous story told at the start to set the tone of the interview, and a picture drawn at the end of the interview by the children to illustrate what was important in their life. Some interviews were carried out individually and some as a group. The data analysis method chosen was Smith's (1996) and Smith and Osborn's (2008) Interpretative Phenomenological Analysis (IPA). This thesis makes two original contributions to knowledge. The first is the discovery that meaning in life is as pertinent a concept among children as it is among adults. Children may not understand the concept of 'meaning in life' in as full a way as an adult might, but they do have clear and well-shaped opinions about the most important things in their lives (e.g. family and friends) and how they should best live (e.g. by helping others and living in peace). They have goals and plans for the future (e.g. Ambitions to become a pilot or teacher) and they believe that they have traits and strengths that will help them in reaching their goals (e.g. that being wise, kind or curious will help them in life). The second important contribution is methodological: the research technics developed in this study (the semi-structured interview enriched by story-telling and picture-drawing) has provided what appears to be a reliable way of generating valid responses from the participants. It could be used by researchers in the future to further understanding about how children perceive the notion of meaning in life.
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Bomela, Yolisa Faith. "Teachers' talk regarding inclusion: a comparative discursive study." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006135.
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Much research on the educators' perceptions of and attitudes towards inclusive education has been conducted both in South Africa and abroad. What is absent in this literature is an acknowledgement of the socially constructed nature of teachers' responses to inclusive education and its recipients. In this study, the talk of educators involved in piloting inclusive education is compared to that of educators who are not involved, in order to determine the discourses from which educators draw in their construction of inclusive education. It is a comparative study premised on the social constructionist perspective in which discourse analysis was employed. The sample was drawn from schools piloting inclusive education in the East London District of the Eastern Cape Province in South Africa and was compared with schools not involved in the pilot, but in the same area. Semi- structured interviews were conducted with eight educators spread across two piloting and two non piloting schools. The analysis revealed significant similarities and quite minimal differences in the manner in which educators across the two settings construct their experiences of inclusive education. Even though the educators draw on the rights driven anti-discriminatory discourse, they still embrace the special needs/medical/expertise and charity discourses. These discourses construct disability around notions of disputed degrees of impairment, feared status and perceptions of disability as a personal issue rather than a public responsibility, and they undermine the status of people with a disability while supporting notions of dependency. In this article, I will argue that the historical legacy within which these discourses were originally constructed, will essentially continue unless there is a change in how diversity is viewed.
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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
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Du, Plessis Anna-Barbara. "The academic self-concept of learners with hearing impairment in two South African public school contexts special and full-service inclusion schools /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-08162005-105250/.
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