Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 9 |
Since 2006 (last 20 years) | 42 |
Descriptor
Mainstreaming | 142 |
Teacher Role | 142 |
Teaching Methods | 142 |
Disabilities | 47 |
Elementary Secondary Education | 40 |
Classroom Techniques | 30 |
Inclusive Schools | 23 |
Regular and Special Education… | 22 |
Teacher Attitudes | 21 |
Foreign Countries | 19 |
Special Education | 18 |
More ▼ |
Source
Author
Publication Type
Education Level
Audience
Practitioners | 40 |
Teachers | 29 |
Parents | 2 |
Administrators | 1 |
Community | 1 |
Location
Canada | 8 |
United Kingdom (England) | 4 |
Australia | 3 |
Kentucky | 2 |
New York | 2 |
Tennessee | 2 |
Austria | 1 |
Canada (Winnipeg) | 1 |
Delaware | 1 |
Illinois (Champaign) | 1 |
Iowa | 1 |
More ▼ |
Laws, Policies, & Programs
Education for All Handicapped… | 3 |
Elementary and Secondary… | 1 |
Individuals with Disabilities… | 1 |
Kentucky Education Reform Act… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Todorov, Michelle; Galvin, Karyn; Punch, Renée; Klieve, Sharon; Rickards, Field – Deafness & Education International, 2022
Classroom engagement can be problematic for students who are deaf or hard-of-hearing (DHH), but is essential to ensure that they can reach their best educational and postschool outcomes. This study used semi-structured interviews to explore the self-perceived barriers and facilitators to classroom engagement for 16 DHH students educated in…
Descriptors: Deafness, Hearing Impairments, Barriers, Students with Disabilities
Webster, Rob; Blatchford, Peter – European Journal of Special Needs Education, 2019
This paper reports on results from a descriptive study of the nature and quality of the day-to-day educational experiences of 49 13-14 year olds with special education needs and/or disabilities (SEND). All pupils had either an Education Health and Care Plan (EHCP) or a Statement, and attended in mainstream secondary school in England. Pupils…
Descriptors: Individualized Instruction, Teaching Methods, Teacher Role, Teaching Assistants
Guler, Nilufer – Innovation in Language Learning and Teaching, 2020
The number of English language learners (ELLs) is increasing rapidly at US schools. Mainstream teachers have an important role in academic success of these students because ELLs spend most of their school time in mainstream classes, and pulled-out a few hours in a school day for ELL services. However, research on mainstream teachers and ELL…
Descriptors: Online Courses, English Language Learners, Teacher Role, Academic Achievement
Pickl, Gonda; Holzinger, Andrea; Kopp-Sixt, Silvia – International Journal of Inclusive Education, 2016
In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special…
Descriptors: Foreign Countries, Special Education Teachers, Teacher Competencies, Inclusion
Johnson, Celia E. – Advances in Special Education, 2016
Since the inception of Public Law 94-142, the delivery of services to children with exceptional learning needs (ELNs) has continually changed in an effort to provide optimal programming in least restrictive environments. The roles and responsibilities of teachers have also changed with the most dramatic changes likely seen in the roles of general…
Descriptors: General Education, Teacher Role, Inclusion, Regular and Special Education Relationship
Bauler, Clara V.; Kang, Emily; Afanador-Vega, Annabelle; Stevenson, Anita – TESL-EJ, 2019
English Language Learners (ELLs) are often deprived of using English for academic purposes in meaningful and authentic contexts when pulled out of the classroom for English Language Development services. To tackle this issue, schools have increasingly integrated ELLs in the mainstream classroom through an inclusive model of co-teaching between one…
Descriptors: Team Teaching, English Language Learners, English (Second Language), Second Language Learning
Davies, Kath; Henderson, Peter – Education Endowment Foundation, 2020
Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers.…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
Cullen, Mairi Ann; Lindsay, Geoff; Hastings, Richard; Denne, Louise; Stanford, Catherine – Education Endowment Foundation, 2020
This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
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
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
Schall-Leckrone, Laura; Pavlak, Christina – Association of Mexican American Educators Journal, 2014
This article reports empirical evidence about the influence of a pre-service methods course on preparing aspiring and practicing content teachers to work with adolescent bilingual learners in secondary schools. Qualitative methods were used to analyze the extent to which participants developed abilities to plan instruction and to think complexly…
Descriptors: Teaching Methods, Secondary School Students, Teacher Role, Language Teachers
Roessingh, Hetty – Canadian Journal of Learning and Technology, 2014
Task based learning (TBL) continues to evolve as information and communication technology (ICT) inspired tools and teaching approaches afford the possibilities of transforming students' learning experiences by heightening their motivation and sense of autonomy, and in turn, their vocabulary development. To capture this synergy, teachers will need…
Descriptors: Teacher Role, Information Technology, Task Analysis, Second Language Learning
Obiakor, Festus E.; Harris, Mateba; Mutua, Kagendo; Rotatori, Anthony; Algozzine, Bob – Education and Treatment of Children, 2012
The goal of any educational program is to help students maximize their performance. For many students with disabilities, the environment in which to achieve this outcome is under continuing debate and sometimes diminishes the likelihood of achievement. As a result of a long and sometimes difficult history of treatment, individuals with…
Descriptors: Disabilities, General Education, Special Education Teachers, Inclusion
Simpson, Richard; Mundschenk, Nancy A. – Advances in Special Education (MS), 2012
There is a clear national trend toward the inclusion of students with disabilities in general education classrooms. This trend poses particularly vexing challenges for delivering appropriate programs for students with emotional and behavioral disorders (EBD). This chapter describes the complexity of determining appropriate inclusive placements for…
Descriptors: Inclusion, Behavior Disorders, Teaching Methods, Mainstreaming
Sucuoglu, Nimet Bulbin; Akalin, Selma; Pinar, Elif Sazak – International Journal of Special Education, 2014
The purpose of this study is twofold: to determine the instructional variables of the inclusive classrooms in Turkey and to investigate to what extent the student behaviors change according to eco-behavioral characteristics of inclusive classrooms. The study group consisted of 44 students between the ages of six and 12 with mild disabilities who…
Descriptors: Foreign Countries, Inclusion, Regular and Special Education Relationship, Mainstreaming