This study investigated how mainstream preservice teachers in educator preparation programs (EPPs) in the State of Indiana feel they are ready to meet the growing EL population's needs. Further, the study investigated how EPP faculty perceive the readiness to educate ELs of the mainstream preservice teachers they prepare. Additionally, this study…

There is a dearth of evaluation and research on academic and social integration for college students who are blind and visually impaired (BVI), not only in Saudi Arabia, but around the globe. Failure to integrate students academically and socially at the university could affect the student's self-esteem, self-determination, and sense of belonging,…

In 2016, the California Legislative Analyst's Office found that Deaf and Hard of Hearing (DHH) students were not being educated effectively in State Special Schools. They recommended that public schools include DHH students in mainstream classrooms. However, no current teacher preparation programs prepare future teachers to educate DHH students.…

This qualitative collective case study investigates how mainstream preservice secondary teachers in a university-based program learn to teach emergent bilinguals in their student teaching. Despite the facts that emergent bilinguals are the fastest growing but lowest performing student population in the U.S. and secondary emergent bilinguals are…

Policies regarding inclusion that have been adopted by Kuwait emphasize the rights of individuals with disabilities to be integrated into society and learn beside students without disabilities (Al-Kandari & Salih, 2008). Of particular concern in this study was the lack of research regarding the topic of inclusive education in the State of…

The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to…

This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students…

Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from UNESCO and other nongovernmental organizations have contributed to the consensus that all children have a right to a free and appropriate education and that all students…

Research indicates that many general education teachers have negative attitudes about the inclusion of students with disabilities. Ways to promote positive attitudes in preservice teachers are needed, particularly in Puerto Rico, where the autism identification rate is the highest in the world. The purposes of this concurrent mixed method study…

The purpose of this study is to examine the relationship of preservice teachers by examining their attitudes and perceptions to English Language Learners in the mainstream classroom. An ever-increasing population of ELLs in U.S. classrooms has challenged the preparation of preservice teachers to meet the specific needs of this group of students.…

Since the passage of the No Child Left Behind Act in 2002, federal law requires schools to demonstrate yearly progress toward academic proficiency. Data have shown that students with special needs often achieve higher levels of academic growth in inclusive classrooms than in special education classrooms. Furthermore, studies have also suggested…

Increasing numbers of students with disabilities are being included full time in general education classrooms. General education teachers are assuming greater responsibility for the academic progress of students with special needs. Prior to the EAHCA, the education of students with disabilities was the primary responsibility of the special…

The experiences of Seventh-day Adventist students at secular universities was examined. Seven women and two men attending universities in Michigan and New York were interviewed. The researcher employed a heuristically guided phenomenological method to get rich descriptions of the participants' experiences in the secular university setting.…

This study examined the impact of a service-based course in diversity on pre-service teachers attitudes toward the inclusion of diverse learners (ethnically, socioeconomically, and disabled) in the general classroom. One-hundred and ten students at a private liberal arts university in North Carolina completed the Pluralism and Diversity Attitude…

Historically, the provision of special education has moved from settings isolated from children without disabilities to services in public school classrooms with non-disabled peers. As advocates began to impact civil rights legislation, the educational rights of individuals with disabilities were realized, and laws began to protect them. Public…