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Toward an Understanding of Student Agency within Institutional Dis/Ableism: A Critical Phenomenological Study
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Sarju, Shalinie – ProQuest LLC, 2021
Students classified with dis/abilities and situated in segregated special classes learn in a system of compulsory able-bodiedness. Peripheralized school high students in special classes experience marginalization and oppression leading to poor academic and postschool outcomes. This critical phenomenological study sought to investigate the lived…
Descriptors: Students with Disabilities, Special Classes, High School Students, Personal Autonomy
High-Ability Students' Need Satisfaction and Motivation in Pull-Out and Regular Classes: A Quantitative and Qualitative Comparison between Settings
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Hornstra, Lisette; van Weerdenburg, Marjolijn; van den Brand, Maartje; Hoogeveen, Lianne; Bakx, Anouke – Roeper Review, 2022
In this two-part study, high-ability students' experiences of need support, need satisfaction, and motivation in regular and pull-out classes were compared. Quantitative results from Study 1 indicated that high-ability students (N = 203) reported more satisfaction of their needs for autonomy, competence, and relatedness and more favorable…
Descriptors: Academically Gifted, Gifted Education, Student Needs, Special Classes
Decision-Making Opportunities Provided to Moderately and Severely Intellectually Limited Students, Ages 16-21 Years, within Special Education Classrooms.
Rose, Beverly Dupack – 1987
A passive participant observation method was used in three classrooms to determine the decision-making opportunities provided by special education teachers to moderately and severely intellectually limited students, ages 16-21 years (N=105). Teachers provided such opportunities through verbal directions, nonverbal communications, and in the…
Descriptors: Classroom Environment, Decision Making, Decision Making Skills, Moderate Mental Retardation
Establishing Behavioral and Assessment Criteria through the Use of a Behavioral Level System for Dealing with Self Contained EH Elementary School Children.
Vogelmann-Peper, Marcella – 1990
This practicum was designed to establish behavioral and assessment criteria for dealing with seriously emotionally disturbed elementary students enrolled in self-contained emotionally handicapped (EH) units. A primary goal was to provide out-of-field EH teachers with an objective tool for continuously assessing students' individual behavioral and…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Elementary Education