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Journal articles on the topic 'Students with social disabilities – Education – United States'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2025

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1

Wyche Okpareke, Alicia, and Christine L. Salisbury. "Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities." Journal of Education and Learning 7, no. 2 (2017): 126. http://dx.doi.org/10.5539/jel.v7n2p126.

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This study deepens the field’s understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students’ social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions

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Lu, Yiqun. "Study on Inclusive Education for Students with Disabilities in the United States." Lecture Notes in Education Psychology and Public Media 71, no. 1 (2024): 149–56. https://doi.org/10.54254/2753-7048/2025.lc18317.

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In the United States, inclusive education aims to provide equal educational opportunities for students with disabilities and their nondisabled peers. The Individuals with Disabilities Education Act's requirements for a free appropriate public education in the least restrictive environment provide strong legal support for this. Still, several socioeconomic barriers prevent complete inclusion. Among these are structural limitations, financial difficulties, social attitudes, and the framework of policy implementations. This paper will try to specify the difficult obstacles affecting all aspects o

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Anderson, Eric J., Emily Oehrtman, and Elizabeth K. Cohara. "Inclusive Practices Outside of the United States: A Scoping Literature Review." Education Sciences 14, no. 11 (2024): 1140. http://dx.doi.org/10.3390/educsci14111140.

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Regardless of differences in abilities, background, or citizenship, students have a right to effective education alongside their peers who do not have disabilities. For many students with disabilities (especially students with more significant support needs), education is something that happens outside of the general education classroom, which limits their access to the academic and social benefits of inclusive education. Fortunately, advocates, educators, and researchers are working to ensure that more students can access inclusive classrooms. Much is known about these practices within the Un

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Block, Martin E., and Iva Obrusnikova. "Inclusion in Physical Education: A Review of the Literature from 1995-2005." Adapted Physical Activity Quarterly 24, no. 2 (2007): 103–24. http://dx.doi.org/10.1123/apaq.24.2.103.

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The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) traini

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Gill, Peggy, Ross Sherman, and Cynthia Sherman. "The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion." Journal of Teacher Education for Sustainability 11, no. 2 (2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.

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The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 d

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Cargiulo, Morgan, and Meghan Blaskowitz. "Training Peer Mentors to Support Students With Intellectual Disability in Higher Education." American Journal of Occupational Therapy 76, Supplement_1 (2022): 7610505064p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po64.

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Abstract Date Presented 04/01/2022 Peer mentors play a pivotal role in supporting students with intellectual and development disabilities (IDD) in their academic and social success in inclusive postsecondary education (IPSE) college programs. As IPSE programs grow across the United States, peer mentors require training to best support students with IDD in their academic and social pursuits on campus. This poster presents the role of OT in training peer mentors to effectively support IPSE students. Primary Author and Speaker: Morgan Cargiulo Additional Authors and Speakers: Meghan Blaskowitz

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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.

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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors e

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Elia, John P., and Jessica Tokunaga. "Sexuality education: implications for health, equity, and social justice in the United States." Health Education 115, no. 1 (2015): 105–20. http://dx.doi.org/10.1108/he-01-2014-0001.

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Purpose – The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment. Design/methodology/approach – This pape

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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.

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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of

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Anderson, Eric J., Matthew E. Brock, and Kara N. Shawbitz. "Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities." Education Sciences 12, no. 7 (2022): 478. http://dx.doi.org/10.3390/educsci12070478.

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Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inc

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Gross, Kelly M. "Social interaction development in inclusive art rooms1,2." International Journal of Education Through Art 16, no. 1 (2020): 129–42. http://dx.doi.org/10.1386/eta_00021_1.

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Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed student

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Myagmar, Altantogos, and Erdenechimeg Gongor. "EXPLORING GLOBAL BEST PRACTICES IN HIGHER EDUCATION FOR STUDENTS WITH DISABILITIES AND OPPORTUNITIES FOR MONGOLIA." JOURNAL OF SOCIAL SCIENCES 8, no. 1 (2025): 51–63. https://doi.org/10.52326/jss.utm.2025.8(1).04.

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The right of students with disabilities to higher education is a fundamental aspect of social development and an essential human rights issue addressed globally. It reflects the core principle of humanism, which emphasizes equality, providing equal opportunities, and treating all individuals as equals without discrimination. Ensuring the equal inclusion of students with disabilities in higher education not only guarantees the right to education but also promotes their professional and economic independence. It enhances self-confidence, improves quality of life, and boosts societal participatio

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Grigal, Meg, Debra Hart, and Cate Weir. "A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States." Journal of Policy and Practice in Intellectual Disabilities 9, no. 4 (2012): 223–33. http://dx.doi.org/10.1111/jppi.12012.

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Anastasiou, Dimitris, and Stavroula Polychronopoulou. "Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece." Learning Disability Quarterly 32, no. 2 (2009): 55–69. http://dx.doi.org/10.2307/27740357.

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The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Gr

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Mangawang, Shaira D. "Challenges and Opportunities for Students with Multiple Disabilities and Health Impairments in the United States." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 206–14. https://doi.org/10.5281/zenodo.15383589.

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<strong>Abstract:</strong>   This study examines the complex and interconnected challenges faced by students with multiple disabilities and health impairments (MDHI) in the United States. The research delves into the prevalence of MDHI, disparities in healthcare access, and the impact of educational disruptions, including those exacerbated by the COVID-19 pandemic. It highlights the systemic barriers that limit these students’ ability to access appropriate healthcare, specialized education, and therapeutic interventions. By employing the IMRAD framework, the paper synthesizes data f

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Weis, Robert, Celeste P. Erickson, and Christina H. Till. "When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges." Journal of Learning Disabilities 50, no. 6 (2016): 684–700. http://dx.doi.org/10.1177/0022219416646706.

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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States’ most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disa

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Dupoux, Errol, Clara Wolman, and Elisa Estrada. "Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States." International Journal of Disability, Development and Education 52, no. 1 (2005): 43–58. http://dx.doi.org/10.1080/10349120500071894.

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Karageorgopoulos, Ioannis, Evangelia Georgiou, Athanasios Risvas, and Constantinos Koutsojannis. "Professional Rights of Social Workers in Special Education: A Comparative Analysis of Europe, the United States and the Greek Context." International Journal of Social Work 12, no. 1 (2025): 70. https://doi.org/10.5296/ijsw.v12i1.22877.

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Social workers play a pivotal role in advancing inclusive education systems, particularly within special education settings. This paper provides a comprehensive comparative analysis of the professional rights, legal recognition, and institutional integration of social workers in special education across selected countries in Europe—the United Kingdom, Germany, and Sweden—as well as the United States. These countries demonstrate strong institutional frameworks that embed social work through policy design, professional certification, and interdisciplinary collaboration. Social workers are positi

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Iryna Iashchyshchak, Iryna. "TECHNOLOGIES OF SOCIAL SUPPORT FOR STUDENTS IN US UNIVERSITIES." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 170–76. http://dx.doi.org/10.51706/2707-3076-2022-6-19.

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The article expands on the meaning of the concept of «social support» as a term that is often interpreted differently by social workers. The relevance of the study of social support of students arises due to the following factors: the diversification of problems typical for modern students; the increase in the number of students in need of social support; the presence of positive experience of social support for students in higher education institutions in the United States whose competent use in Ukrainian universities will contribute to the progress of the domestic education system. Scientifi

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Kearns, Devin M., Natasha J. Feinberg, and Leslie J. Anderson. "Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice." Journal of Learning Disabilities 54, no. 5 (2021): 365–72. http://dx.doi.org/10.1177/00222194211032403.

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The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for

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Prude, Susan B., Rhonda K. Pecoraro, Dari K. Calamia, and Eileen L. Creel. "Faculty attitudes towards nursing students with disabilities in the clinical setting." Journal of Nursing Education and Practice 11, no. 9 (2021): 52. http://dx.doi.org/10.5430/jnep.v11n9p52.

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Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed

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Garwood, Justin D., Christopher L. Van Loan, and Margaret Gessler Werts. "Mindset of Paraprofessionals Serving Students with Emotional and Behavioral Disorders." Intervention in School and Clinic 53, no. 4 (2017): 206–11. http://dx.doi.org/10.1177/1053451217712958.

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As schools across the United States move toward more inclusive models and as caseloads for special education teachers increase, special education paraprofessionals are being hired to fill service delivery gaps. Most often, paraprofessionals are asked to provide social and behavioral support to students with disabilities, and much of their time is spent in direct support of students with emotional and behavioral disorders. Special education teachers have reported that students with emotional and behavioral disorders are some of the hardest to serve, and those working in this field have the high

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Artiles, Alfredo J. "Untangling the Racialization of Disabilities." Du Bois Review: Social Science Research on Race 10, no. 2 (2013): 329–47. http://dx.doi.org/10.1017/s1742058x13000271.

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AbstractThis article advances an intersectional perspective in the analysis of racial inequities in special education so that theoretical refinement of this problem will strengthen educational equity research and theory. Racial disproportionality in some disability categories continues to affect a sizable number of students in the United States, with dire long-term consequences for the educational trajectories of these learners. After more than four decades, the problem continues to be debated in research, practice, and policy circles. There is consensus among researchers that the racializatio

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Cornoldi, Cesare, Agnese Capodieci, Carla Colomer Diago, Ana Miranda, and Katharine G. Shepherd. "Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities." Journal of Learning Disabilities 51, no. 1 (2016): 43–54. http://dx.doi.org/10.1177/0022219416678408.

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In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this s

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Elliott, Stephen N., Michael Davies, and Ryan J. Kettler. "Australian Students with Disabilities Accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States." International Journal of Disability, Development and Education 59, no. 1 (2012): 7–19. http://dx.doi.org/10.1080/1034912x.2012.654934.

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Forber-Pratt, Anjali J. "(Re)defining disability culture: Perspectives from the Americans with Disabilities Act generation." Culture & Psychology 25, no. 2 (2018): 241–56. http://dx.doi.org/10.1177/1354067x18799714.

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The present study examined the views of students with varying physical disabilities on disability culture in a post-Americans with Disability Act society. Qualitative, participatory research methods were used to observe approximately 30 disabled students and conduct in-depth interviews with four disabled students. The main objective was initially to answer the following question: Do disabled students recognize an identifiable disability culture at that particular university, and if so, what does it look like? While the sheer presence of disabled students does not automatically equate to a robu

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Silvestri, Julia A., and Maria C. Hartman. "Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE." Education Sciences 12, no. 11 (2022): 773. http://dx.doi.org/10.3390/educsci12110773.

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The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible e

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Morley, Louise, and Alison Croft. "Agency and Advocacy: Disabled Students in Higher Education in Ghana and Tanzania." Research in Comparative and International Education 6, no. 4 (2011): 383–99. http://dx.doi.org/10.2304/rcie.2011.6.4.383.

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Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, N

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Никоненко, Наталія. "ЕВОЛЮЦІЯ СТАНДАРТІВ ПІДГОТОВКИ КВАЛІФІКОВАНОГО ВЧИТЕЛЯ СПЕЦІАЛЬНОЇ ОСВІТИ У США". Педагогічні науки: теорія, історія, інноваційні технології, № 7(101) (28 вересня 2020): 250–63. http://dx.doi.org/10.24139/2312-5993/2020.07/250-263.

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The systemic transformation of educational forms for children with special educational needs in the United States is considered one of the basic categories of the evolution of American education system and the corresponding changes in the system of teacher training for such children. The public awareness of the need to teach all children resulted in changes in the federal and state legislation, which directly affects the development of the education system, especially the availability and quality of education for all children, training teachers to work with them and implemented in various form

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Zion, Shelley, and Wanda Blanchett. "[Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence be Utilized to Achieve Inclusion and Equity for African American Students?" Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (2011): 2186–205. http://dx.doi.org/10.1177/016146811111301002.

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Background/Context Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower s

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C Lizotte, Michelle, and Stacy C. Simplican. "Doctoral Students with Disabilities: Challenges in Academic Programs and Research Methodology." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 181–93. http://dx.doi.org/10.28945/3900.

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Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than

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Nogueras, Raquel H. "Equity in Educational Technology: Exploring Digital Access and Implementation in Special Education." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 806–13. https://doi.org/10.5281/zenodo.15530907.

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<strong>This study explores the integration of technology in special education across the United States, with a particular focus on the opportunities and challenges associated with its implementation. While educational technology has demonstrated significant potential to enhance accessibility, engagement, and personalized learning for students with disabilities, systemic barriers continue to limit its equitable use. Drawing on a wide range of scholarly literature, this study examines how assistive technologies, digital platforms, and instructional tools support differentiated learning and prom

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Haegele, Justin A., Takahiro Sato, Xihe Zhu, and Timothy Avery. "Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry." Journal of Visual Impairment & Blindness 111, no. 2 (2017): 135–47. http://dx.doi.org/10.1177/0145482x1711100205.

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Introduction Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods A group of five adult males who attended physical education at residential schools in

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Omosule, Johnson, and Beverly Barksdale. "PERCEPTIONS OF STEM FACULTY ON TRAINING NEEDS TO SUPPORT STUDENTS WITH DISABILITIES IN DISTANCE LEARNING." International Journal of Advanced Research 13, no. 01 (2025): 864–71. https://doi.org/10.21474/ijar01/20271.

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There is a need to understand how science, technology, engineering, and mathematics (STEM) faculty and support staff perceive the benefits of training in improving their ability to provide accessible services to students with disabilities (SWD). The purpose of this qualitative phenomenological study was to explore how STEM academic faculty and support staff perceive their training requirements for accommodating SWD in distance learning classrooms. The researcher explored the perceptions of faculty and staff based at a community college in the northeastern United States. The population for this

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Silvia, Cynthia, and Karolina Kopczynski. "Why Some Students Fail to Complete Their Education." Journal of Education and Development 9, no. 2 (2025): 39. https://doi.org/10.20849/jed.v9i2.1501.

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Students must have strong cognitive skills in math and literacy, as well as the ability to solve problems, to succeed in a constantly evolving professional environment. Nevertheless, the UNESCO Institute for Statistics has reported that a global education crisis significantly impacts 617 million students (Montoya, 2018). Two-thirds of these students either drop out or remain in school without acquiring these fundamental skills, as they struggle with math and literacy. The crisis threatens their ability to secure better employment and escape poverty. The data from UNESCO indicates that 80% of s

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Nosenko, Yu G. "Citrix cloud solutions for children with special learning needs in the USA." CTE Workshop Proceedings 3 (March 20, 2015): 217–22. http://dx.doi.org/10.55056/cte.269.

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The research goal is to display the U.S. experience in the use of private Citrix clouds in teaching pupils with special educational needs: students who, are threatened to leave studying because of social circumstances (have to work, to take care of the child, or have problems of socialization, etc.), and students with various disabilities: autism, emotional disorders, developmental delays. Research objectives: separation of the learning process of children with special needs as a pedagogical problem; describing the perspectives of ICT use in teaching children with special needs; highlighting t

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Inglehart, Marita R., Lynne M. Taiclet, and Gülsün Gül. "ADEA Climate Study results for students, staff, faculty, and administrators with versus without self‐reported cognitive, emotional, and/or physical diverse abilities/disabilities." Journal of Dental Education 89, no. 5 (2025): 697–711. https://doi.org/10.1002/jdd.13731.

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AbstractObjectivesIn 2024, the Centers for Disease Control and Prevention reported that 28.7% of adults in the United States experienced some form of disability. The objectives were to assess if respondents who self‐identified by positively responding to the question if they had versus did not have “cognitive, emotional, and/or physical diverse abilities/disabilities” differed in perceptions of (a) their academic units’ cultural climate, (b) social relationships/social support, (c) mental health/well‐being, and (d) academic/professional outcomes. Additional objectives were to analyze these ans

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Nykonenko, Nataliia. "THE INFLUENCE OF THE LATEST SOCIETY CHALLENGES ON DIFFERENT INSTRUCTIONAL PROGRAMS FOR SPECIAL EDUCATION TEACHER TRAINING IN THE USA." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 131–44. http://dx.doi.org/10.51706/2707-3076-2021-4-12.

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The aim of this work was to study the impact of the latest challenges of the globalized society on special education teacher training in the United States and Ukraine. For the needs of our research current instructional programs 13.1013 – Education/Teaching of Individuals with Autism and 13.1008 –Education/TeachingofIndividualswithOrthopedicandOtherPhysicalHealthImpairments that are used for the US educators’ preparation were proposed as examples. The global onset of the COVID-19 pandemic has changed the common lifestyle for the majority people. Constant uncertainty, social distancing, enormou

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Pizana, Ruby F. "Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 9 (2022): 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.

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Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school distri

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Bondar, Tamara. "HISTORICAL OVERVIEW OF U.S. INCLUSIVE EDUCATION FEDERAL LEGISLATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 39–43. http://dx.doi.org/10.24144/2524-0609.2021.48.39-43.

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The relevance of the research problem tackling the inclusive education evolution in the United States is explained by the fact that it the USA has been a leader in developing a rights-based model of inclusive education. The research is conditioned by the current stage of national education that undergoes modernization, the steady course of Ukraine to create an inclusive school, and government’s request to implement its initiatives. The purpose of this article is to present a reconsidered historical analysis of the inclusive education in the USA that represents an expansion of earlier research

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Zuo, Xinyue, Cristiano Mazzei, and Denise Ives. "Reconceptualizing educational interpreting: A case study in US K–12 classrooms." Just. Journal of Language Rights & Minorities, Revista de Drets Lingüístics i Minories 3, no. 1 (2024): 223. http://dx.doi.org/10.7203/just.3.27560.

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In response to students’ right to education, interpreting services have been provided to a subset of English language learners (ELLs) in the United States to make educational opportunities accessible to them. This qualitative case study delves into the nature of the interpreting services, focusing on exploring the varied responsibilities undertaken by interpreters in K–12 classrooms within a Northeastern US public school district. Data were collected through interviews and documentation and analyzed thematically combined with the constant comparative technique. The study reveals that the ELLs

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Bradshaw, Jill, Nick Gore, and Cathy Darvell. "Supporting the direct involvement of students with disabilities in functional assessment through use of Talking Mats®." Tizard Learning Disability Review 23, no. 2 (2018): 111–16. http://dx.doi.org/10.1108/tldr-01-2018-0004.

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Purpose Bowring et al. describe ways of using the Behavior Problems Inventory – Short Form, illustrating how to use clinical norms to evaluate change. This commentary focuses on the importance of considering information gained directly from people with intellectual and developmental disabilities (IDD) during assessment. The paper aims to discuss these issues. Design/methodology/approach A pilot project involved interviews with four children with IDD. A Talking Mats® (TM) framework was used to gather children’s views regarding challenging behaviours (CBs) and variables relevant to a functional

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N.V., Nykonenko. "INFLUENCE OF US SPECIAL EDUCATION LEGISLATION IN 1975–1989 ON SPECIAL EDUCATION DEVELOPMENT." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 7–14. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-1.

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The article deals with studying of social transformations in 1975-1989 and new democratic traditions caused with the US legislation on education of individuals with disabilities.The role of the period for the current special education system creation in the United States is highlighted. US federal legislation in 1975–1989 introduced the legal basis of the special education system, which finally determined the vector of its development and caused a revolution in the whole education system. Active civil movement for equal rights enabled the adoption of The Education for All Handicapped Children

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Corn, Anne L., and Kelly E. Lusk. "An Analysis of Parents' Reports on Educational Services for Their Children with Albinism." Journal of Visual Impairment & Blindness 112, no. 6 (2018): 667–82. http://dx.doi.org/10.1177/0145482x1811200603.

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Introduction The purpose of this study was to gain information from parents in the United States about their children with albinism. The first article (in this issue) focused on the data from this study that addressed medical and low vision care. This article focuses on information and services related to the education of children with albinism. Methods An online questionnaire was used to collect data for this study from parents of children with albinism. Representing 223 children with albinism from 40 states in the U.S., 192 parents completed surveys and had opportunities to submit additional

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Akram, Mian Muhammad, and Dr. Najia Asrar Zaidi. "Unveiling the Disability A Study of Social Discrimination in Contemporary American Memoires." Journal of English Language, Literature and Education 7, no. 1 (2025): 1–20. https://doi.org/10.54692/jelle.2025.0701251.

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The study aims to explore social discrimination as experienced by disabled persons and depicted in contemporary American memoirs by the disabled person. It investigates the effects of stigmatization and negative stereotypes as experienced by disabled persons in their memoirs, which further trigger social discrimination in contemporary societies. By examining these memoirs, the research aims to shed light on the societal challenges faced by disabled persons and contribute to a broader understanding of disability in the social context, with special reference to “Haben: The Deafblind Woman Who Co

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Schulte, Ann C., Susan S. Osborne, and William P. Erchul. "Special education in the United States: effective special education: a United States dilemma." Educational and Child Psychology 15, no. 1 (1998): 84–99. http://dx.doi.org/10.53841/bpsecp.1998.15.1.84.

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This article offers an overview of special education legislation and a description of how special education services are typically provided in the U. S. Research regarding special education efficacy is reviewed, with an emphasis on interventions designed to improve the academic functioning of students with mild, high incidence disabilities. Promising instructional interventions for these students are discussed and critiqued, and implications for the school psychologist are presented.

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Székely, Csilla Imola. "Spirituality and Concept of ’Child’ in Kokas Pedagogy for Children with Special Educational Needs." Central European Journal of Educational Research 2, no. 1 (2020): 11–16. http://dx.doi.org/10.37441/cejer/2020/2/1/5754.

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Klára Kokas was a music teacher and music psychologist (1929-2010). Her method is based on music, motion and manual arts, therefore it can be defined as a form of reform pedagogy, otherwise it is called complex art pedagogy. The main elements and characteristics of Klára Kokas’s pedagogy were revolutionary new ideas in the fields of personality development, and music education – compared to the practices of reform pedagogy trends in the 20th century Europe and the United States (Pukánszky-Németh, 1996). The main elements of this concept are music, dance improvisation, motion, imaginative stori

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Browder, Diane M., Fred Spooner, and Mary Anna Bingham. "Current Practices in Alternate Assessment and Access to the General Curriculum for Students with Severe Disabilities in the United States of America." Australasian Journal of Special Education 28, no. 2 (2004): 17–29. http://dx.doi.org/10.1017/s1030011200025148.

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Alternate assessment and access to the general curriculum are the focus of much attention today for professionals and practitioners who provide services to students who have severe disabilities. Current legislation in the United States requires states to include students with severe disabilities in state‐wide assessments. The rationale is to require schools to be accountable for the progress of all students. Including students with severe disabilities in school accountability systems has created the need to rethink curriculum for this population and develop alternate assessments. In recent dec

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Kumi-Yeboah, Alex, James Dogbey, Guangji Yuan, and Patriann Smith. "Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (2020): 1–46. http://dx.doi.org/10.1177/016146812012200708.

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Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms

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Kauffman, James M., Andrew L. Wiley, Jason C. Travers, Jeanmarie Badar, and Dimitris Anastasiou. "Endrew and FAPE: Concepts and Implications for All Students With Disabilities." Behavior Modification 45, no. 1 (2019): 177–98. http://dx.doi.org/10.1177/0145445519832990.

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The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant portion of their school day in general education. The aspects of the Individuals with Disabilities Education Act most relevant to the Endrew case are also compared with Article 24 of the United Nations’s Convention on the Rights of Persons with Disabi

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