Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study

2019 ◽  
pp. 153450841989508
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Emily R. Bergman
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Emotional Disturbance ◽  
Factor Structure ◽  
Internal Consistency ◽  
Geographic Area ◽  
Special Education Services ◽  
Education Services ◽  
Inclusive Instruction

Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settings have yet to be identified. As a result, school-based practitioners must primarily rely on professional recommendations and values when planning and delivering inclusive instruction for this student population. This study investigated the internal consistency and factor structure of a survey measure designed to obtain information on practitioner knowledge, use, and perceived effectiveness of recommended classroom-based practices for the inclusive instruction of students with ED. Results indicate adequate internal consistency. An exploratory factor analysis (EFA) revealed a four-factor structure: Behavior Support, Classroom Management, Differentiation, and Instructional Practices. Study limitations include a low response rate for the electronic survey and reliance on responses from practitioners from one geographic area. Future investigations are necessary to refine the survey instrument and to obtain data from teachers from other geographic areas.

The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services

2020 ◽  
pp. 074193252093744
Author(s):  
Wendy M. Reinke ◽  
Melissa Stormont ◽  
Keith C. Herman ◽  
Nianbo Dong
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Children With Disabilities ◽  
Special Education Services ◽  
Incredible Years ◽  
Education Services ◽  
The Impact ◽  
Teacher Classroom ◽  
The Incredible Years

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

Helping Teachers Understand and Mitigate Trauma in Their Classrooms

2021 ◽  
pp. 004005992110618
Author(s):  
Lynn S. Burdick ◽  
Catherine Corr
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Emotional Responses ◽  
Classroom Environments ◽  
Special Education Services ◽  
Education Services ◽  
Working Together ◽  
Trauma Informed

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza’s life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed.

scholarly journals Bullying and Victimization among Students in Special Education and General Education Curricula

2011 ◽  
Vol 21 (3) ◽  
Author(s):  
Chad A Rose ◽  
Dorthy L Espelage ◽  
Steven R Aragon ◽  
John Elliott
Keyword(s):  
Special Education ◽  
Middle School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Studies ◽  
Special Education Services ◽  
Education Programs ◽  
School Students ◽  
Education Services ◽  
Univer Sity

International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies

2022 ◽  
pp. 67-92
Author(s):  
Randa Keeley
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teacher ◽  
Special Education Services ◽  
Education Services ◽  
Education Teacher ◽  
General Education Curriculum ◽  
School Day ◽  
Inclusion Classroom

Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.

School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance

2011 ◽  
Vol 36 (3) ◽  
pp. 172-184 ◽  
Author(s):  
Gary N. Siperstein ◽  
Andrew L. Wiley ◽  
Steven R. Forness
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Low Income ◽  
School Context ◽  
Special Education Services ◽  
Related Services ◽  
Education Services ◽  
School Based ◽  
Reading And Math ◽  
Education Status

Lack of progress of children with emotional disturbance (ED) has begun to be documented in longitudinal school-based studies. Variability in these studies may be due to several factors, including widespread differences in academic, behavioral, and social functioning of these children, their special education status, and school contextual factors. In this study, 86 children were followed over a two-year period: children were drawn from three subgroups—children with ED receiving special education in low-income schools, children with ED receiving special education services in high-income schools, and children not receiving special education services but who were considered high risk for ED. Outcome measures included reading and math achievement along with ratings of behavioral progress. Despite initial differences in overall functioning, there was, almost without exception, no significant progress in any of the three subgroups over the course of a full academic year. This lack of progress was not related to the type of special education and related services that students received in self-contained or full inclusion programs. Results and implications are discussed regarding lack of response of children with or at risk for ED to intervention in both general and special education.

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