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Haberlin, Steve – International Journal of Education & the Arts, 2017
During this inquiry, I describe my journey as a beginning arts-based researcher, using this methodological approach to explore the "peak experiences" of five, second-grade gifted students in a general classroom. Concerned with collecting valid data from young children through traditional interviewing techniques, I turned to Arts-Based…
Descriptors: Art Education, Educational Research, Creative Activities, Grade 2
Soto-Chodiman, Rebecca; Pooley, Julie Ann; Cohen, Lynne; Taylor, Myra Frances – Australasian Journal of Special Education, 2012
The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of…
Descriptors: Inclusion, Autism, Foreign Countries, Pervasive Developmental Disorders
Gurgur, Hasan; Uzuner, Yildiz – International Journal of Inclusive Education, 2011
In Turkey, the number of students in mainstream education is increasing, and a support service does not exist even though mainstreaming has been implemented for many years. Therefore, within this system, many students with special needs are failing. Thus, there is a need for evidence-based research projects concerning the ways of supporting these…
Descriptors: Action Research, Teaching Models, Regular and Special Education Relationship, Foreign Countries
Goetter, Kathleen – ProQuest LLC, 2011
This study examined how general education teachers perceive the effectiveness of the Response to Intervention (RtI) approach to instruction in identifying students with learning disabilities early. The study also examined how these perceptions impact and influence general education teachers' ability to successfully implement RtI in the classroom.…
Descriptors: General Education, Teacher Attitudes, Response to Intervention, Teaching Methods
Gurgur, Hasan; Uzuner, Yildiz – Educational Sciences: Theory and Practice, 2010
It is necessary to provide students both with and without special needs and the classroom teachers with special education support services in order to achieve successful inclusion applications. The determination of teachers' opinions about the applications they carry out is important in the planning and achievement of the future applications. The…
Descriptors: Action Research, Teacher Collaboration, Interviews, Special Education Teachers
Isaksson, Joakim; Lindqvist, Rafael; Bergstrom, Erik – International Journal of Inclusive Education, 2010
One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this paper was to explore how schools "socially construct", i.e. identify and support, pupils with special educational needs.…
Descriptors: Grounded Theory, Foreign Countries, School Personnel, Special Needs Students
Haslauer, Edina – ProQuest LLC, 2010
This study examines mainstream teachers' knowledge, beliefs and attitudes, and classroom practices in relation to English language learners. The study was guided by four questions: (1) What professional knowledge do mainstream teachers have about teaching English language learners, and where and how did they learn what they know? (2) What beliefs…
Descriptors: Teacher Education Programs, Second Language Learning, Grade 1, Grade 2
Argyropoulos, Vassilios S.; Nikolaraizi, Magda A. – European Journal of Special Needs Education, 2009
This paper highlights the framework and discusses the results of an action research network which aimed to promote academic access in two general educational settings within which a pupil with blindness and a deaf pupil were educated respectively. The persons involved in this collaborative scheme were general teachers, a school counsellor,…
Descriptors: Student Teachers, Action Research, Special Needs Students, Teaching Methods
Kasa-Hendrickson, Christi; Kluth, Paula – International Journal of Whole Schooling, 2005
In this qualitative study we analyzed the experiences of five teachers who were actively committed to practicing inclusion and seeking strategies to provide access and opportunity within the general education classroom. Findings from a long-term qualitative study suggested that teachers' thoughtful planning and systematic teaching created…
Descriptors: Autism, Special Needs Students, Communication Problems, Inclusive Schools