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Direct linkRattaz, Cécile; Munir, Kerim; Michelon, Cécile; Picot, Marie-Christine; Baghdadli, Amaria; Baghdadli, Amaria; Baghdadli, Amaria; Chabaux, Catherine; Chatel, Clarisse; Cohen, David; Damville, Emmanuel; Geoffray, Marie-Maude; Gicquel, Ludovic; Jardri, Renaud; Maffre, Thierry; Novo, Alexandre; Odoyer, Roxane; Oreve, Marie-Joëlle; Périsse, Didier; Poinso, François; Pottelette, Julien; Robel, Laurence; Rolland, Catherine; Schoenberger, Marie; Serret, Sylvie; Sonié, Sandrine; Speranza, Mario; Vespirini, Stéphanie – Journal of Autism and Developmental Disorders, 2020
Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages…
Descriptors: Foreign Countries, Inclusion, Children, Adolescents
Download full textTorabi, Saeede – Anatolian Journal of Education, 2020
The present study aimed to investigate the relationship between self-actualization (SA) and speaking skill, creativity (C) and speaking skill, and also the interaction of both creativity and self-actualization and speaking skill to find out which of the two variables of SA or C can better predict speaking skill of the intermediate EFL learners. In…
Descriptors: Correlation, Second Language Learning, Second Language Instruction, English (Second Language)
Ohio Department of Education, 2020
State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education…
Descriptors: Special Education, Public Education, Related Services (Special Education), Students with Disabilities
Education Commission of the States, 2020
This report documents the results to date of reforms underway from Ohio Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. Through Ohio Strong Start to Finish, the Ohio Department of Higher Education (ODHE), along with the Ohio…
Descriptors: Educational Change, College Mathematics, College English, Student Placement
Welsh, Richard O. – Educational Policy, 2022
School discipline is a salient challenge in K-12 districts nationwide. The majority of prior studies have focused on suspensions with relatively little attention paid to other forms of exclusionary discipline. This mixed-methods study provides a descriptive analysis of overlooked disciplinary consequences, namely, assignment to alternative…
Descriptors: Discipline Policy, Hearings, School Districts, Nontraditional Education
Aderibigbe, Semiyu Adejare; Holland, Eimear; Marusic, Iris; Shanks, Rachel – Mentoring & Tutoring: Partnership in Learning, 2022
Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have…
Descriptors: Barriers, Mentors, Beginning Teachers, Cross Cultural Studies
Christopher N. Hall – ProQuest LLC, 2022
The overrepresentation of Black students in special education, particularly in the most restrictive educational placements, is well documented in the literature. In addition, Black students are disproportionately placed into far more segregated educational spaces than their same-aged White peers with similar dis/ability labels. With limited…
Descriptors: Race, Disproportionate Representation, African American Students, Special Education
Scott, Terrance M.; Burt, Jonathan L. – Rural Special Education Quarterly, 2018
Teachers report that students with emotional and behavioral disorders (EBD) present challenges that are among the greatest they face on a daily basis. Research, however, clearly shows that teachers routinely receive little or no training in how to effectively work with students with challenging behaviors. This is particularly frustrating when…
Descriptors: Emotional Disturbances, Behavior Disorders, Intervention, Teacher Role
Kauffman, James M.; Felder, Marion; Ahrbeck, Bernd; Badar, Jeanmarie; Schneiders, Katrin – Journal of International Special Needs Education, 2018
Including students with disabilities in general education when appropriate is an important goal of special education. However, inclusion is not as important as effective instruction, which must be the first concern of education, general or special. "Full" inclusion, the claim that "all" students with disabilities are best…
Descriptors: Inclusion, Disabilities, Regular and Special Education Relationship, Student Placement
Sorensen, Nicholas; Cade, Whitney; de la Torre, Marisa; Eisner, Ryan; Walters, Kirk; Rickles, Jordan – Society for Research on Educational Effectiveness, 2018
Enrollment in eighth-grade algebra doubled from the 1990s to 2012 (National Center for Education Statistics, 2013) as research demonstrated that Algebra I operates as a "gateway" to advanced mathematics courses in high school (Adelman, 2006), and that students who succeed in Algebra I in middle school have more success in mathematics…
Descriptors: School Readiness, Grade 8, Algebra, Mathematics Instruction
Johnson, Katherine Ratterree – ProQuest LLC, 2018
Community colleges across the United States are adopting multiple measures policies that place students into college-level or developmental coursework based on more than one indicator of student ability. Historically, community colleges relied on high-stakes tests for student placement but recent studies have exposed these as unreliable indicators…
Descriptors: Community Colleges, Student Placement, School Policy, Accuracy
Plesnarski, Cathleen E. – ProQuest LLC, 2018
The purpose of this quantitative study was to examine which measures of technical skill attainment and program hours predict positive post-program placement of secondary Pennsylvania career and technical education (CTE) students who completed a Phase I or Phase II program of study. Predictor variables included performance on the end-of-program…
Descriptors: Skill Development, Predictor Variables, Student Placement, Secondary School Students
Cullinan, Dan; Barnett, Elisabeth; Ratledge, Alyssa; Welbeck, Rashida; Belfield, Clive; Lopez, Andrea – MDRC, 2018
Most students seeking to enroll in community college are required to take a placement test for math and English courses. Administrators are well aware of the shortcomings of using traditional placement tests alone, and state and college systems across the country are organizing multiple measures assessment (MMA) placement systems that will…
Descriptors: Student Placement, Community Colleges, Two Year College Students, Alternative Assessment
Davis, Deb Rushing – ProQuest LLC, 2018
Despite evidence that enhanced teacher education provides enhanced learning opportunities, there is little research on the impact for remedial college students. This study addresses this issue. Reviewing students assigned to remedial reading based on placement test scores, a series of t-tests compared students after one term based on COMPASS…
Descriptors: Remedial Reading, Reading Instruction, Student Placement, Gender Differences
Glaser, Holly; Helmsing, Mark; Parker, Audra K.; Zenkov, Kristien – New Educator, 2021
As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, COVID-19, Pandemics
