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Frederickson, Norah; Jones, Alice P.; Lang, Jane – Journal of Research in Special Educational Needs, 2010
In the last decade, there has been a dramatic increase in the number of pupils with autism spectrum disorders (ASD) attending mainstream schools. However, particular concerns have been expressed about their inclusion, focused on an increased risk of peer rejection and lack of staff knowledge about appropriate teaching approaches. Parental views of…
Descriptors: Autism, Interviews, Parents, Rejection (Psychology)
Rydstrom, Helle – Improving Schools, 2010
This article examines the "inclusive education" strategy in Vietnam and the extent to which it facilitates learning in students with disabilities. After the introduction of the "doi moi" (renewal) policy in 1986, Vietnamese society went through a period of rapid transformation, including the educational sector. Debates on…
Descriptors: Learning Problems, Public Schools, Inclusive Schools, Females
Lindstrom, Jennifer H. – Intervention in School and Clinic, 2010
The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…
Descriptors: Testing Accommodations, Inclusive Schools, Learning Disabilities, Mathematics Tests
Harwood, Valerie – International Journal of Inclusive Education, 2010
Conceptualising difference is a key task for inclusive pedagogy, and vital to the politics of inclusion. My purpose in this paper is to consider the place that imagination has in helping us to conceptualise difference, and to argue that imagination has a key part to play in inclusive pedagogy. To do this I draw closely on the work of Maxine Greene…
Descriptors: Imagination, Creative Teaching, Teaching Methods, Inclusive Schools
Carrington, Suzanne; Selva, Gitta – Higher Education Research and Development, 2010
This paper reports on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service-learning as a pedagogical process with a focus on reflection. Critical social theory informed the design of the reflection process as it enabled a move away from knowledge transmission toward knowledge…
Descriptors: Transformative Learning, Social Theories, Reflection, Service Learning
Angelides, Panayiotis; Avraamidou, Lucy – Education, Knowledge & Economy: A Journal for Education and Social Enterprise, 2010
The idea of inclusive education has featured very highly in the educational priorities of many educational systems. However, the same educational systems are often criticised because of the failings of their teachers to respond to inclusive environments of learning, where all children, despite their different abilities, receive equal opportunities…
Descriptors: Qualitative Research, Inclusive Schools, Informal Education, Foreign Countries
Carroll, Stuart Z.; Petroff, Jerry G.; Blumberg, Richard – Teacher Education and Special Education, 2009
In 2006, the authors' college joined the ranks of those offering programs for young adults with intellectual disabilities on campus. The program includes several inclusive courses in which typical students study together with their peers with intellectual disabilities. This article describes how 12 pre-service teachers who participated in an…
Descriptors: Mental Retardation, Teaching Methods, Cooperative Learning, Inclusive Schools
Nilholm, Claes; Alm, Barbro – European Journal of Special Needs Education, 2010
A case study of what appears to be an inclusive classroom in Sweden is reported. The group of children in the class studied was very heterogeneous: five of the 15 children had a disability diagnosis at the time of the study. One aim of the study was to develop a methodology which can be used in order to investigate in what sense classrooms are…
Descriptors: Foreign Countries, Teaching Methods, Case Studies, Inclusive Schools
Adcock, Julie; Cuvo, Anthony J. – Research in Autism Spectrum Disorders, 2009
Children with autism spectrum disorders sometimes are fully included in regular education classrooms with its standard curriculum and instructional methods. Under these classroom conditions, the children might perform successfully for some academic subjects but not for others. For these latter academic subjects, standard instruction could be…
Descriptors: Autism, Teaching Methods, Pervasive Developmental Disorders, Regular and Special Education Relationship
O'Gorman, Elizabeth; Drudy, Sheelagh – Journal of Research in Special Educational Needs, 2010
This paper gives an account of one aspect of a recent research project that explored dimensions of inclusion in mainstream schools in Ireland. In particular, the working lives of teachers who have specific responsibility for students with disabilities and/or special educational needs (SEN) in mainstream schools were explored. In Ireland, such…
Descriptors: Educational Needs, Inclusive Schools, Teacher Role, Foreign Countries
Diez, Anabel Morina – Disability & Society, 2010
This article presents a selection of the results gleaned from research analyzing the way social exclusion processes are constructed among young adults between the ages of 18 and 25. The paper focuses on a subset of the population studied: young people with disabilities. Likewise, we limit our study to the dimension of school-related experiences.…
Descriptors: Disabilities, Young Adults, Social Isolation, Personal Narratives
Miller, Christina R.; Hinterlong, Jim; Greene, Anna D. – School Social Work Journal, 2010
This article highlights the potential for service learning as a pedagogy and intervention for students with disabilities. The article also conceptualizes the role of a school social worker in contributing to the development and implementation of an inclusive service-learning program. Findings are based on a qualitative study involving nineteen…
Descriptors: Disabilities, Service Learning, School Social Workers, Social Work
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
Cullen, Joseph P.; Gregory, Jess L.; Noto, Lori A. – Online Submission, 2010
Teacher attitudes toward the inclusion of children with disabilities into general education classrooms have been found to be strong predictors of the success of efforts to create inclusive learning communities. Specifically, research has shown that when teachers have positive mindsets toward inclusion, they more readily adapt their teaching…
Descriptors: Inclusive Schools, Reliability, Disabilities, Measures (Individuals)
McFall, Lindsey; Fitzpatrick, Michael – Intervention in School and Clinic, 2010
The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational…
Descriptors: Reading Difficulties, General Education, Learning Disabilities, Learning Strategies