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Download full textCarla Paredes; Adrienne Barnes-Story; Stephanie Zuilkowski; Bodunrin Akinrinmade – Global Education Review, 2023
In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading…
Descriptors: Informal Education, Foreign Countries, Reading Achievement, Reading Ability
Direct linkPeacock, 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
Dorminy, Kimberly Powers; Luscre, Deanna; Gast, David L. – Education and Training in Developmental Disabilities, 2009
A multiple baseline design across participants was used to evaluate the effectiveness of a file box system plus self-monitoring on the organizational skills of four fourth and fifth grade students with high functioning autism (HFA) and Asperger's Syndrome (AS). Instruction took place in general education classrooms and consisted of teaching…
Descriptors: Mainstreaming, Autism, Asperger Syndrome, Skill Development
Owen-DeSchryver, Jamie S.; Carr, Edward G.; Cale, Sanja I.; Blakeley-Smith, Audrey – Focus on Autism and Other Developmental Disabilities, 2008
This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased…
Descriptors: Inclusive Schools, Intervention, Autism, Training
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
