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Relevant bibliographies by topics / Regular education students

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Academic literature on the topic 'Regular education students'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Regular education students"

1

Hallenbeck, Mark J., and Darlene McMaster. "Disability Simulation for Regular Education Students." TEACHING Exceptional Children 23, no. 3 (1991): 12–15. http://dx.doi.org/10.1177/004005999102300304.

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Hussien, Jalal H., and Ibrahim Al-Qaryouti. "Regular Education Teachers’ Attitudes towards Inclusion in Oman." Journal of Educational and Psychological Studies [JEPS] 8, no. 4 (2014): 617. http://dx.doi.org/10.24200/jeps.vol8iss4pp617-626.

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The objectives of the study were to investigate regular education teachers’ attitudes towards inclusion and their educational setting preferences for teaching students with disabilities. In addition, the impact of teachers’ gender and teaching experience on the attitudes towards inclusion were examined. Seven hundred three Omani regular education teachers participated in this study. The findings suggest that the Omani regular education teachers held neutral behavior, cognitive, and affective attitudes towards inclusion; and a small minority of teachers believed that full inclusion in regular e

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Vargas, Isabel Menacho. "Phonological awareness and reading comprehension of second grade students in regular basic education." International Journal of Early Childhood Special Education 12, no. 1 (2020): 415–24. http://dx.doi.org/10.9756/int-jecse/v12i1.201021.

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Wright, Susan L., and Jeff Sigafoos. "Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school." Australasian Journal of Special Education 21, no. 2 (1997): 67–80. http://dx.doi.org/10.1017/s1030011200023873.

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The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implem

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Top, Brent L., and Russell T. Osguthorpe. "Reverse-Role Tutoring: The Effects of Handicapped Students Tutoring Regular Class Students." Elementary School Journal 87, no. 4 (1987): 413–23. http://dx.doi.org/10.1086/461505.

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Alper, Sandra, and Diane Lea Ryndak. "Educating Students with Severe Handicaps in Regular Classes." Elementary School Journal 92, no. 3 (1992): 373–87. http://dx.doi.org/10.1086/461698.

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Munson, Susan M. "Regular Education Teacher Modifications for Mainstreamed Mildly Handicapped Students." Journal of Special Education 20, no. 4 (1986): 489–502. http://dx.doi.org/10.1177/002246698602000409.

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Shinn, Mark, and Doug Marston. "Differentiating Mildly Handicapped, Low-Achieving, and Regular Education Students." Remedial and Special Education 6, no. 2 (1985): 31–38. http://dx.doi.org/10.1177/074193258500600207.

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Alghazo, Emad M., and Mohammad Salman Alkhazaleh. "Collaboration between Special Education Teachers and Regular Education Teachers: Implications for Professional Development." International Journal of Early Childhood Special Education 13, no. 1 (2021): 35–41. http://dx.doi.org/10.9756/int-jecse/v13i1.211005.

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It is essential that special education teachers help and support regular education teachers so tat they can work effectively with special needs students in their classes. Students with disabilities need modified lesson plans and methods of teaching in order to succeed and since the majority of teachers in regular education are not trained to work with special needs students, it becomes important that they collaborate with special education to teachers to provide the needed support for those students. Hence, the current study aimed at identifying the level of practicing collaboration between sp

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Braaten, Sheldon, James M. Kauffman, Barbara Braaten, Lewis Polsgrove, and C. Michael Nelson. "The Regular Education Initiative: Patent Medicine for Behavioral Disorders." Exceptional Children 55, no. 1 (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 r

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Dissertations / Theses on the topic "Regular education students"

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Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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Edelburg, Elizabeth. "Differences in social skills between learning disabled students and regular education students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998edelburge.pdf.

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Atkinson, Michael Henry 1962. "Immune disease, headaches, and handedness in learning disabled and regular education students." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278020.

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The relationship of immune disease, headaches, and handedness to learning disabilities and attention deficit disorder (ADD) was investigated. Questionnaires were completed by the parents of learning disabled (LD) and regular education students attending public middle school. A measure of ADD was included to separate the sample of LD students into two categories: those with academic and behavior disorders and those with only academic disorders. Discriminant analyses failed to indicate a significant difference between the LD and regular education students on measures of immune disease, headaches

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Burnette, Anita. "A Comparison of the Transition of Special Needs Students to Regular Education Students." TopSCHOLAR®, 1999. http://digitalcommons.wku.edu/theses/746.

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This study investigated the success of transition from school to community life of special needs students in comparison to a similar population served in regular education. Graduates of a western Kentucky high school over a three year period composed the population for the study- Variables observed were KIRIS test results, economic status, and successful transition as measured by the KIRIS Adult Report to Life. Results indicated special needs students were as successful in the transition process as the population to which they were compared. Results have implications that transition plans and

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Myers, Mindy D. Mrs. "Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2266.

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The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed c

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Case, Gerald D. "Career development of gifted and regular elementary school students." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862265.

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The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the

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Thomson, Marty C. "Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277716/.

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The purpose of this study was to explore regular education student perceptions of the effects of implementing behavioral interventions for seriously emotionally disturbed students (SED) in the regular classroom. Student perceptions of classroom friction or disruptiveness, apathy, and general enjoyment or satisfaction were evaluated. It was predicted that regular education students would report more classroom friction, increased apathy, and less satisfaction when interventions were implemented in the regular classroom for a target SED student.

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Johnson, Sarah A. "Awareness, attitudes, and perceptions of regular education students towards students who receive special education services in their classes." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004johnsons.pdf.

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Launder, Brittany L. "Supporting Gifted Students in the Regular Education Elementary Classroom Through Differentiated Instruction." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1320976431.

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Holmes, Yvonne Patricia. "A survey of attitudes of special and regular educators toward the inclusion of students with severe disabilities in regular education classrooms." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1537.

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Books on the topic "Regular education students"

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Gifted students in regular classrooms. Allyn and Bacon, 1989.

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Stainback, Susan Bray. Integration of students with severe handicaps into regular schools. Council for Exceptional Children, 1985.

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Gloeckler, Ted. Exceptional students in regular classrooms: Challenges, services, and methods. Mayfield Pub. Co., 1988.

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D'Zamko, Mary Elizabeth. Helping exceptional students succeed in the regular classroom. Parker, 1985.

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Beecher, Margaret. Developing the gifts & talents of all students: In the regular classroom. Creative Learning Press, 1995.

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S, Renzulli Joseph, ed. Developing the gifts & talents of all students: In the regular classroom. Creative Learning Press, 1995.

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Manus, Rosanne M. The skillful teacher's handbook: Effectively teaching regular and special education students. C.C. Thomas, 1990.

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8

A teacher's guide to including students with disabilities in regular physical education. Brookes, 1994.

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Stager, John. Teacher support teams: Meeting the challenge of at-risk students in regular education. Massachusetts Dept. of Education, Office of Planning, Research and Evaluation, 1990.

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1942-, Walker Keith D., ed. The doubtful gift: Strategies for educating gifted children in the regular classroom. R.P. Frye & Co., 1985.

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Book chapters on the topic "Regular education students"

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Farrell, Peter. "Participation and Learning of All Students in the Regular Classroom." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_47-1.

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Maschietto, Michela. "Teachers, Students and Resources in Mathematics Laboratory." In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_30.

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Carreira, Susana. "Mathematical Problem Solving Beyond School: Digital Tools and Students’ Mathematical Representations." In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_6.

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Lim, Chap Sam. "Riding the Third Wave: Negotiating Teacher and Students’ Value Preferences Relating to Effective Mathematics Lesson." In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_27.

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Jankvist, Uffe Thomas. "History, Application, and Philosophy of Mathematics in Mathematics Education: Accessing and Assessing Students’ Overview and Judgment." In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_22.

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Malak, Md Saiful, and Tanjilut Tasnuba. "Secondary School Teachers’ Views on Inclusion of Students with Special Educational Needs in Regular Classrooms." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0708-9_7.

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Uesaka, Yuri, Shun Saso, and Takeshi Akisawa. "How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.

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Wehmeyer, Michael L., Sung Hyeon Cheon, Youngsun Lee, and Matthew Silver. "Self-Determination in Positive Education." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_9.

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AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.

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Wong, Khoon Yoong. "Use of Student Mathematics Questioning to Promote Active Learning and Metacognition." In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_49.

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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

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Conference papers on the topic "Regular education students"

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Musayaroh, Siti, Endang Rochyadi, and Imas Diana Aprilia. "Regular Students Responses to The Presence of Students with Hearing Impairment in Inclusive Classes." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.23.

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Alfonte Zapana, Reynaldo, and María del Carmen Córdova Martínez. "Sensor-based mobile application for teaching physics to regular basic education students." In ICEEL 2020: 2020 The 4th International Conference on Education and E-Learning. ACM, 2020. http://dx.doi.org/10.1145/3439147.3439158.

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Tihomirova, Kristina, and Linda Mezule. "Information overload and lecturer mistakes during engineering course organization." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11190.

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It has been observed that huge amount of information received from teachers can create a feeling of overload for students. Selection of modern teaching methods do not always help to solve this issue. To identify the link between information overload at various study course organization models (regular, advanced and super-advanced), various lecturer types have been described. These include apathetic, formal, teacher-centred egoist, student-centred chaotic lecturer and activist. The results demonstrated that course organization in engineering studies is closely linked to the personality of the l

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Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.

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Greece and Portugal are two Southern European countries, with nearly the same population as well as a centralized educational system that follows the same vertical structure. Both countries were deeply affected by the economic crisis during the last decade. Despite being severely hit by the economic crisis, Portugal has advanced to the OECD average level in students’ mathematical performance in the Programme for International Student Assessment (PISA 2018), while Greece has performed below the OECD average. PISA, as one of the most influential international educational surveys, aims to evaluat

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Gunawan and Hendrik Mentara. "Differences of Students' Motivation and Learning Outcomes for Regular and Non Regular of Physical, Health, and Recreation Education Study Program at FKIP Tadulako University." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.120.

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Riahta, Rafidah, and Farida Kurniawati. "Regular Students Attitude toward Students with Special Educational Needs: A Comparative Study in Inclusive Private and Public Primary Schools." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.46.

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Vicente, Romero de Ávila Serrano, Sarai Diaz García, Laura Asensio Sánchez, et al. "Developing speaking competences in technical English for Spanish civil engineering students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5564.

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Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English

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Freire, Sofia, Patricia Gamboa, and Joana Pipa. "INCLUSION IN REGULAR SCHOOLS: PATTERNS OF ACCEPTANCE AND REJECTION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1462.

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Lackova, Lucia, Tereza Kimplova, and Antonia Ramírez García. "LONGITUDINAL STUDY OF THE EFFECT OF REGULAR MBSR PRACTICE ON EXPERIENCING STRESSFUL SITUATIONS IN UNIVERSITY STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2747.

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Sorensen, Carl D., Robert H. Todd, Spencer P. Magleby, and Alan R. Parkinson. "Re-Engineering Design Education: Design Process and Learning Activities." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0031.

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Abstract To achieve superior product and process designs with “typical” engineering students requires careful attention to the design process that is taught and the teaching methods to be followed. The Integrated Product and Process Design (or Capstone) program at BYU has applied both. The Capstone program has been in operation for four years, with over 300 students having been through the program, and over 60 projects sponsored by industry. The design process taught in Capstone starts with a rapid cycle through to preliminary concept selection. The process is then repeated, starting with the

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Reports on the topic "Regular education students"

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Providing Appropriate Education for Students With Learning Disabilities in Regular Education Classrooms. American Speech-Language-Hearing Association, 1991. http://dx.doi.org/10.1044/policy.ps1991-00101.

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