Beginning in April 2007, the Japanese government implemented efforts to shift the focus of educational policy away from the notion of "Special Education" towards "Special Needs Education". The primary objective of this change in focus is to move towards a policy of ensuring that the educational needs of students with learning…

Volumes 22 and 23 of the "Advances in Special Education" address the current top perspectives and issues in the field of emotional and behavioral disorders (EBD) by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and…

Does AISD promote a culturally proficient and inclusive environment for all staff and students? This report summarizes data gathered from district-wide surveys that address issues related to cultural diversity for school years 2010-2011 and 2011-2012.

Dwayne is a Grade 6 student who came to Canada from Jamaica at the age of seven. Upon arrival in a new school Dwayne had to adapt to a new culture. In addition, Dwayne was identified as having severe behavioural problems and learning difficulties, and it was recommended within the first month of school that the boy be medicated in order for him to…

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream…

Legislation related to special education has impacted the way that public schools educate children with special needs. The movement toward inclusion and inclusive classrooms is intended to provide students with disabilities an optimal educational experience, both academically and socially. The success of inclusion, however, can be limited if…

This dissertation is a qualitative, ethnographic case study of 3 students with disabilities. The purpose of this research study was to observe and collect descriptive accounts of the social interactions that exist between the cultures in a 5th grade level inclusive classroom, such as the interactions between the special education students, general…

This mixed-methods study examined which attributes Professional-Technical Education (PTE) teachers desire to see in the best practices presented to them. The study used data from two separate pilot studies to create a survey administered during the June, 2009 PTE summer conference; which was returned by 229 responders; and in addition used to…

This qualitative study investigated the impact of the Gaskin v. Pennsylvania Department of Education Court Settlement Agreement on school districts in Southeast Pennsylvania. This class action suit was brought on behalf of students with physical, behavioral and developmental delays, their parents and eleven national organizations. The lawsuit…

This study examined whether or not an approved change to Kentucky's subgroup size increased the exclusion of the disabilities subgroup from middle grade AYP calculations, the influence poverty and disability have on these subgroups' inclusion in middle grade level AYP calculations, and the accuracy of middle grade AYP status determinations based…

Informal science education (ISE) experiences can provide powerful opportunities for people with disabilities to experience and learn about science. When designed to be inclusive, such experiences can lead people with disabilities to feel competent and empowered as science learners, generate excitement and enthusiasm for science, and be equitable…

Background: Life skills can be critical to the success of individuals with intellectual disabilities (ID) in terms of postschool outcomes. Yet, research suggests a decreasing emphasis on the acquisition of life skills in school for students with ID, raising the question if students then receive training in these areas after graduation. Method:…

This article examines the mutuality of interests between partners in a professional development school (PDS), with an emphasis on promoting inclusive classrooms and integrating special education students into the general education continuum. It highlights how delivery models that hinder inclusive practices stunt the growth of PDS partnerships. It…

This qualitative study examined general education teachers' beliefs and attitudes about current mainstreaming practices. Data were collected using focus groups and individual interviews. The following research questions were the basis for the interviews and observations: 1) What are teachers' beliefs and attitudes toward mainstreaming? The…

As educational leaders continue to struggle with the "Highly Qualified Teacher" mandate of the No Child Left Behind (NCLB) legislation, many are turning to co-teaching models that are designed to incorporate regular education and special education teachers into the same classroom to deliver instruction. This model appears to address the…