This research was conducted to determine the ideal school that mainstream students dream of. The research was conducted using the phenemology approach, one of the qualitative research models. Participating in the research were students with mild special needs who attended inclusive education in Turkey and had no problems understanding and…

This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes…

As the number of English language learners in mainstream classrooms increases, so too does the need for teachers skilled in classroom-based language assessment (CBLA). All teachers must be able to monitor, evaluate, and support the English language development of their students. With a paucity of research on how to prepare teachers to enact…

This research explored the biliteracy experiences of three kohanga reo children as they started school in one of three school settings: a bilingual unit, a mainstream classroom, and kura kaupapa Maori. A Kaupapa Maori approach underpinned this research and guided the case study methodology employed. The children's literacy experiences were…

There is limited research available in the area of science education for deaf children. In the twenty-first century, the importance of science and specifically scientific argumentation cannot be overlooked as a vital aspect of the curriculum. Current science teaching presents a range of difficulties for deaf students particularly when abstract…

The present study describes teacher (K-12) opinions and practices related to grading and providing modified instruction, assignments, and assessments for students with low-incidence disabilities in inclusive settings. One hundred and thirty nine teachers working in K-12 inclusive schools in Arizona and California completed an on-line survey…

In the years since the publication in South Africa of White Paper Six: Special needs education (Department of Education (DoE) 2001) various schools in the state and independent sectors have begun to implement inclusive policies and practices. With reference to the Guidelines for full-service/inclusive schools issued in 2009, and by discussing a…

This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very…

In this article, we describe a model of teacher learning which is grounded in an apprenticeship approach to developing both practical knowledge and a critical understanding of the everyday practices that result in marginalisation. Beginning with an exploration of self and the lenses that teachers use to understand, assess and predict the…

Norwegian schools have had a reputation for being inclusive for a relatively long time. Education is supposed to meet everyone's needs in a school for all, irrespective of (dis)ability, gender, ethnicity, social class, etc. However, inclusive ideals are one thing, but realisation of inclusive practices in many ways has proven to be something else,…

This study explored the performance of seventh-grade students with and without disabilities, educated in inclusive mathematics classes, on a mathematics assessment aligned to state standards with graphing calculators as an accommodation. The study used random assignment of classes to condition with students nested in classes. Students did not use…

Written by expert teachers and researchers, "Best Practices for the Inclusive Classroom: Scientifically Based Strategies for Success" looks at field-tested strategies that teachers of inclusive classrooms need to implement to successfully teach all of the learners in their classroom. The purpose of the book is to provide both general and special…

Many English teachers feel underprepared to teach students with disabilities. While teachers may want to do whatever they can to make all their students successful, some may feel that they don't have as much time as they would like to prepare high-quality differentiated instruction, to fully accommodate every student, or even to know what…

One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using…

Presents techniques to integrate handicapped students into the home economics classroom with the help of the home economics teacher, a special education teacher (resource specialist), and a "buddy" in the class working with the handicapped student. (MF)