This report describes the inclusion of students with disabilities in state assessment that is part of the No Child Left Behind Act (NCLB) accountability system. It is specifically directed to charter schools and includes information about the basic statutory and regulatory requirements for general and alternate types of assessments and their use…

Children who learn math fundamentals in preschool and kindergarten have the best chance of later achievement in school--but too often, children don't get the effective early math instruction that makes all the difference. Now there's a core early childhood textbook that helps current and future educators teach the most critical math concepts to…

In November 2003, the Scottish Executive Education Department (SEED) commissioned the SCRE Centre at the University of Glasgow to evaluate the impact of Section 15 of the "Standards in Scotland's Schools etc Act 2000". The evaluation took place between January 2004 and August 2005. A major strand of the research was the impact of the…

Attitudes about inclusion are extremely complex and vary from teacher to teacher and school to school. This article explores the attitudes of teachers about inclusion of special needs children in their secondary schools in general education. This study adopted a descriptive survey research design, with 60 teachers as participants from selected…

Research on pre-service teachers' perspectives toward inclusion in the Egyptian context is almost non-existent. Given this dearth of research, the purpose of this study was to examine pre-service teachers' attitudes toward including students with special needs in general education classrooms in Egypt. More specifically, this study examined the…

The purpose of this study was to examine the elementary school assistant principals' attitudes and recommended instructional arrangement related to the inclusion of special needs students in the general education setting. The following six questions guided the study: (1) Are the attitudes of the elementary school assistant principals more positive…

Dyscalculia is considered to be a learning difficulty or difference. It is increasingly being recognised and "diagnosed" within adult learning. However, practitioners are often unclear about whether learners who are considered to have dyscalculia are entitled to access arrangements for examinations and assessments, and which access…

The population of students attending Jewish day schools includes an increasing number of students with exceptional needs. How Jewish schools meet the needs of these students is an important question. Inclusive education is a service model predicated on legal and philosophical mores as well as pedagogical and psychological findings. The quality of…

This study was conducted with school personnel in Yun-Lin County, a rural school district of Taiwan, to identify and compare the attitudes of school administrators, regular education teachers, and special education teachers toward the inclusion of students with disabilities in the regular classroom and to identify the extent to which inclusion is…

In early childhood settings prior to school and in the early years of primary school, debate continues over the meaning of inclusion and its scope in terms of the groups under consideration. The genealogies of early childhood education and care, early primary school, special education and cultural education were examined to identify recurring and…

Curiosity, wonder, creativity, questions, initiation by the child, and framing by the teacher--all these characterize the project approach. Projects can be an invaluable part of any curriculum, providing opportunities for children to study subjects they find interesting in detail. Project work is not a method one uses after the "real" teaching has…

The purposes of this study were to research the current inclusive practices in primary school music education in the Republic of Korea (ROK), identify issues that hamper optimal inclusion, and develop instructional strategies and recommendations to assist general educators in the accommodation of students with disabilities in their music classes.…

The purpose of this action research study was to support the members of a fourth grade inclusion team, namely three fourth grade teachers and a teacher assistant in (1) developing a deeper understanding of student belongingness, (2) identifying teacher practices that contribute to a student's sense of belongingness, and (3) developing and…

The purpose of this study is to compare attitudes toward inclusion among general education (GE) and special education (SE) teachers. Between 1997 and 2007, many changes took place within the Individuals with Disabilities Act and in 2002 the introduction of No Child Left Behind. This meta-synthesis examines the teacher's attitude towards inclusion.…

The Blazing the Trail summit provided a unique experience for a national dialogue on actions that need to be taken to improve policy and practice in the youth development and leadership field, and to ensure that youth with disabilities (including those with mental health needs), are included in opportunities available to all youth. The report…