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Yang, Xuexue – International Multilingual Research Journal, 2020
Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted…
Descriptors: Testing Accommodations, Measurement, Bilingualism, Second Language Learning
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Kharade, Kalpana; Ha, Huong; Ubale, Amol – International Journal of Special Education, 2017
Disaster risk management (DRM) education to visually impaired (VI) students has posed a great challenge to worldwide educators. International aid agencies report that people with disabilities have often been excluded from several educational interventions to manage disaster risks. It is, therefore, imperative to ensure that people with…
Descriptors: Natural Disasters, Risk Management, Visual Impairments, Foreign Countries
Teng, Yanjiang – ProQuest LLC, 2018
In the past few decades, public schools in the United States have witnessed a fast-growing student population of English language learners (ELLs), who come from homes where a language other than English is dominant. The dual task of content and the English language learning has brought ELLs huge academic challenges, such as one-size-fit-all…
Descriptors: Classroom Techniques, English Language Learners, English (Second Language), Second Language Learning
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Fyssa, Aristea; Vlachou, Anastasia – Journal of Early Intervention, 2015
The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive…
Descriptors: Foreign Countries, Teaching Methods, Classroom Techniques, Inclusion
Sigee, Alicia D. – ProQuest LLC, 2015
This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral…
Descriptors: Qualitative Research, Phenomenology, Mainstreaming, Emotional Disturbances
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Pappamihiel, N. Eleni; Lynn, C. Allen – TESL-EJ, 2016
While many teachers and teacher educators in the United States K-12 system acknowledge that the English language learners (ELLs) in our schools need modifications and accommodations to help them succeed in school, few attempt to parse out how different types of accommodations may affect learning in the mainstream classroom, specifically linguistic…
Descriptors: English Language Learners, Validity, Teaching Methods, Academic Achievement
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Liu, Yongcan; Fisher, Linda; Forbes, Karen; Evans, Michael – Language and Intercultural Communication, 2017
This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include diversifying teaching resources by using bilingual materials…
Descriptors: Knowledge Base for Teaching, Multilingualism, Classroom Techniques, Secondary Schools
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Costley, Tracey – Language and Education, 2014
This paper is focused on the ways in which social policy and social concerns have impacted upon and shaped provision for students who consider English as an additional language (EAL). It provides an overview of practice and provision in relation to EAL learners in the context of state-funded education in England over the last 60 years in order to…
Descriptors: English (Second Language), Second Language Learning, Public Policy, Classroom Techniques
Hart, Juliet E. – Phi Delta Kappan, 2012
The unique challenges presented by children with autism can quickly overwhelm unprepared teachers. Educators need direction on how to begin to understand and address the behavioral problems and social communication needs of children with autism. They require practical techniques that can be incorporated during naturally occurring instructional…
Descriptors: Autism, Behavior Problems, Interpersonal Competence, Communication Skills
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Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A. – Research and Practice for Persons with Severe Disabilities, 2015
The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…
Descriptors: Severe Disabilities, Inclusion, Mainstreaming, Regular and Special Education Relationship
Brussino, Ottavia – OECD Publishing, 2020
Across OECD countries, there are various and diverse policy approaches in place to promote inclusive education systems for students with special education needs (SEN), understood as learning disabilities, physical impairments and disorders related to mental health. Analysing current policies in place across OECD countries and investigating…
Descriptors: Educational Policy, Inclusion, Students with Disabilities, Regular and Special Education Relationship
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Wood, Tara; Dolmage, Jay; Price, Margaret; Lewiecki-Wilson, Cynthia – Composition Studies, 2014
The authors' perception, as specialists at the intersection of disability studies and composition studies, is that disability has arrived--in the sense that it is now on most peoples' radar. Most have come to think of it as "Disability 2.0": the state where acceptance of disabled students and teachers as belonging in our…
Descriptors: Accessibility (for Disabled), Disabilities, Attitudes toward Disabilities, Classroom Communication
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Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B. – TEACHING Exceptional Children, 2015
Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can…
Descriptors: Severe Disabilities, Inclusion, Mainstreaming, Peer Teaching
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Buli-Holmberg, Jorun; Jeyaprathaban, Sujathamalini – International Journal of Special Education, 2016
The present study attempts to evaluate the effective teaching practice for children with special learning needs. The research question framed in the present study for investigation is which practice will be effective in different inclusive classroom settings and what are the factors that contribute for effective practices? Qualitative research was…
Descriptors: Teaching Methods, Disabilities, Qualitative Research, Case Studies
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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
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