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Peer reviewed
Direct linkMorán, María Lucía; Gómez, Laura E.; Alcedo, María Ángeles; Pedrosa, Ignacio – Journal of Autism and Developmental Disorders, 2019
The aim of this study was to delve into the role of gender differences in social inclusion of children and youth with autism spectrum disorder (ASD) and intellectual disability (ID). A sample of 420 participants with ASD and ID aged between 4 and 21 years was evaluated using the ASD-KidsLife Scale. Females obtained lower scores in most of the…
Descriptors: Gender Differences, Autism, Pervasive Developmental Disorders, Inclusion
Mills, Jack I.; Bisbee, Yolanda; Aston, Barbara; Komlos, Barbara Z.; Lokensgard, Kenneth H.; Carris, Lori M.; Arouca, Raquel A. – New Directions for Higher Education, 2019
Rather than implementing diversity initiatives piecemeal, institutions seeking to broaden the participation of Indigenous students in higher education should consider adopting a comprehensive strategy of transformation. This chapter provides elements of a comprehensive strategy to ensure the success of Indigenous students.
Descriptors: Indigenous Populations, Graduate Students, Student Participation, Inclusion
Download full textMeyer, Edgar R.; Cui, Dongmei – HAPS Educator, 2019
Given the ever-increasing diversity of both the global and national community, diversity and inclusion are critical topics for consideration in healthy organizational settings. Promotion of diversity and inclusion is especially important for institutions of higher learning since diverse and inclusive environments more accurately teach learners…
Descriptors: Anatomy, Physiology, Diversity, Inclusion
Qu, Xiao – Journal of Research in Special Educational Needs, 2019
The global debates over inclusive education have long moved beyond the archaic notion of physical integration and more towards the meaningful participation in education, children's rights and breaking down institutional barriers. The latest inclusion policy in China also recognises the need for schools to develop provisions to accommodate…
Descriptors: Foreign Countries, Norms, Collectivism, Inclusion
Baak, Melanie – International Journal of Inclusive Education, 2019
Since 2000, approximately 50,000 people from sub-Saharan African countries have been resettled in Australia under Australia's Humanitarian Entrant Program for refugees. They have formed part of a visibly different minority group in a settler society that is shaped by a racialised history. For young former refugees, schools are a primary site in…
Descriptors: Race, Foreign Countries, Refugees, Inclusion
Alnahdi, Ghaleb H.; Saloviita, Timo; Elhadi, Ayman – Support for Learning, 2019
This study compared two samples of pre-service teachers from Saudi Arabia (n = 306) and Finland (n = 186) regarding their attitudes towards inclusive education. The Teachers' Attitudes towards Inclusive Education Scale (TAIS) was used to measure the participants' attitudes. The results were analysed using five different statistical analysis.…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Inclusion
Guth, Lorraine J.; Pollard, Brittany L.; Nitza, Amy; Puig, Ana; Chan, Christian D.; Singh, Anneliese A.; Bailey, Hopeton – Journal for Specialists in Group Work, 2019
The Association for Specialists in Group Work's (ASGW) Special Initiatives Committee created a document offering 10 strategies for intentionally using group work to transform hate, facilitate courageous conversations, and enhance community building. Group workers can utilize these methods and resources to promote diversity, equity, and inclusion…
Descriptors: Group Counseling, Social Bias, Inclusion, Counseling Techniques
Abrahamson, Dor; Flood, Virginia J.; Miele, Joshua A.; Siu, Yue-Ting – ZDM: The International Journal on Mathematics Education, 2019
Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing…
Descriptors: Access to Education, Visual Impairments, Blindness, Mathematics Instruction
Longobardi, Claudio; Badenes-Ribera, Laura; Gastaldi, Francesca Giovanna Maria; Prino, Laura Elvira – Psychology in the Schools, 2019
Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student-teacher relationship and its effects on behavior and work, and on social…
Descriptors: Teacher Student Relationship, Communication Disorders, Anxiety Disorders, Interpersonal Competence
McMahon, H. George; Patel, Shruti – Professional School Counseling, 2019
Inclusive innovation is a research framework used to assess the degree to which innovations are accessible to and useful within communities experiencing high need. We describe the tenets of inclusive innovation research and outline how the model could be added to the current evidence-based school counseling research agenda to begin to answer…
Descriptors: Inclusion, Innovation, Evidence Based Practice, School Counseling
Durtschi, Melissa Dayle – ProQuest LLC, 2019
This study explored the affect race had on gifted referrals at the 90th and 95th percentiles, based on the Cognitive Abilities Text 7 (CogAT 7). Achievement, Opportunity and Excellence Gaps are defined and put into historical context including systems of power and privilege. Giftedness is defined. The history of Gifted Education is explored…
Descriptors: Gifted Education, Inclusion, Referral, Race
Ciara Gunning; Órfhlaith Breathnach; Jennifer Holloway; Aoife McTiernan; Bevin Malone – Review Journal of Autism and Developmental Disorders, 2019
Peer-mediated interventions (PMI) are implemented for skills teaching for children with autism spectrum disorder (ASD), particularly within the context of early learning environments. PMI have several potential advantages in comparison to adult-led intervention; however, there is a lack of research evaluating the use of PMI with younger…
Descriptors: Peer Teaching, Intervention, Preschool Children, Autism Spectrum Disorders
Aranda, Maurina L.; Diaz, Michelle; Mena, Lorenzo Gastelum; Ortiz, Jocelyn I.; Rivera-Nolan, Christian; Sanchez, Daniela C.; Sanchez, Melissa J.; Upchurch, Allison M.; Williams, Carleigh S.; Boorstin, Stephanie N.; Cardoso, Laura M.; Dominguez, Matthew; Elias, Sarah; Lopez, Elmer E.; Ramirez, Ruby E.; Romero, Paola Juliet; Tigress, Falina Nicole; Wilson, Jenee Alexandra; Winstead, Ryan; Cantley, Jason T.; Chen, Joseph C.; Fuse, Megumi; Goldman, Michael A.; Govindan, Brinda; Ingmire, Peter; Knight, Jonathan D.; Pasion, Sally G.; Pennings, Pleuni S.; Sehgal, Ravinder N. M.; de Vera, Patricia Tiongco; Kelley, Loretta; Schinske, Jeffrey N.; Riggs, Blake; Burrus, Laura W.; Tanner, Kimberly D. – CBE - Life Sciences Education, 2021
Scientist Spotlights--curricular materials that employ the personal and professional stories of scientists from diverse backgrounds--have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might produce…
Descriptors: Science Education, Student Developed Materials, Scientists, Undergraduate Students
Padilla, Alexis; Vasile, Pamela; Kamil; Tan, Paulo – Multiple Voices: Disability, Race, and Language Intersections in Special Education, 2021
The purpose of this essay is to identify and interrogate listening practices, which can restrict and facilitate educators' capacity to authentically care for neurodiverse students and their families. We reconceptualize listening as integral to consciousness formation by unveiling our own listening experiences as parents and collaborative…
Descriptors: Listening Skills, Teacher Student Relationship, Neurological Impairments, Consciousness Raising
Erby, Kelly; Burdick, Melanie; Tutwiler, Sandra Winn; Petersen, Dan – To Improve the Academy, 2021
This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end…
Descriptors: College Faculty, Faculty Development, Inclusion, Instruction
