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Teacher Perceptions of the Effectiveness of Inclusion in Elementary Classroom Settings
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Peacock, Delicia – ProQuest LLC, 2016
Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes…
Descriptors: Disabilities, Inclusion, Mainstreaming, Teacher Attitudes
Decreasing Disruptive Vocalizations of a Student with High-Functioning Autism across Three General Education Classrooms
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Banda, Devender R.; Hart, Stephanie L.; Kercood, Suneeta – Preventing School Failure, 2012
The authors conducted this study to decrease disruptive vocalizations in a 3rd-grade student with high-functioning autism across 3 general education classrooms. They used direct and indirect approaches of functional behavior assessment to determine the function of the disruptive behavior. Results indicated that the behavior was maintained by…
Descriptors: Behavior Problems, General Education, Autism, Functional Behavioral Assessment
Feature Issue on Supporting the Social Well-Being of Children and Youth with Disabilities. Impact. Volume 24, Number 1, Spring/Summer 2011
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Palmer, Susan, Ed.; Heyne, Linda, Ed.; Montie, Jo, Ed.; Abery, Brian, Ed. – Institute on Community Integration (NJ1), 2011
Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and…
Descriptors: Neighborhoods, Socialization, Extracurricular Activities, Youth Programs
Examining the Effectiveness of a Program Developed for Teaching Social Skills to Hearing Impaired Students Based on Cooperative Learning
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Avcioglu, Hasan – Educational Sciences: Theory and Practice, 2007
The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning…
Descriptors: Cooperative Learning, Interpersonal Competence, Teaching Methods, Program Effectiveness
The Use of the Welsh Inclusion Model and Its Effect on Elementary School Students
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Pickard, Stephen R. – Education, 2009
Dr. Stephen R. Pickard is currently serving as an adjunct professor at Gardner-Webb University located in Boiling Springs North Carolina. He is a retired educator having served 21 years as a classroom teacher at both the middle and elementary levels. In addition to his service as a classroom teacher, Dr. Pickard served as a public school…
Descriptors: Elementary School Students, Grade 3, At Risk Students, Focus Groups
Achieving Inclusion through CLAD: Collaborative Learning Assessment through Dialogue
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Fitch, E. Frank; Hulgin, Kathleen M. – International Journal of Inclusive Education, 2008
This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their…
Descriptors: Feedback (Response), Intervention, Reading Achievement, Inclusive Schools