scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Best Friendships of Students with and without Learning Disabilities across Late Elementary School

2009 ◽  
Vol 76 (1) ◽  
pp. 110-124 ◽  
Author(s):  
David B. Estell ◽  
Martin H. Jones ◽  
Ruth Pearl ◽  
Richard Van Acker
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
General Education ◽  
Students With Learning Disabilities ◽  
Social Emotional ◽  
Increased Risk ◽  
Emotional Adaptation ◽  
Close Friendships ◽  
General Education Classrooms ◽  
Typically Achieving

Close friendships are important for children's academic achievement and social-emotional adaptation. Extant literature indicates students with learning disabilities are at increased risk for isolation, although little research has been done to examine the development of reciprocated friendships across late elementary school. This 2-year study examined the friendships of 55 students with learning disabilities in general education classrooms and 1,254 typically achieving peers. Results indicate that students with learning disabilities were as likely to have a reciprocated best friend and had as many best friends as their typically achieving peers. However, they retained fewer friendships over time, and were more likely to have friends who also had learning disabilities.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Gauri S. Joshi ◽  
Emily C. Bouck
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Core Content ◽  
General Education Classroom ◽  
Education Participation ◽  
Content Area Instruction

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.

Teacher Attitudes in Italy After Twenty Years of Inclusion

1998 ◽  
Vol 19 (6) ◽  
pp. 350-356 ◽  
Author(s):  
Cesare Cornoldi ◽  
Alessandra Terreni ◽  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
United States ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Central Italy ◽  
National Policy ◽  
The United States ◽  
Attitudes Toward Inclusion ◽  
Teachers Attitudes

In 1977, Italy adopted a national policy on inclusion, whereby separate schools for students with disabilities were virtually eliminated in favor of neighborhood schools and general education classrooms. Substantial support was provided to general education teachers with respect to favorable class sizes and availability of special education teachers. The purpose of this study was to determine the nature of Italian teachers' attitudes toward inclusion after 20 years of inclusion policies and practice. A total of 523 education teachers in Northern and Central Italy responded to a survey that was based on common core items taken from a review of previous surveys conducted in America. Overall support for the concept of inclusion was found to be very strong. However, Italian teachers responded far less positively on practical items addressing their satisfaction with time, training, personnel assistance, and resources provided for inclusion efforts. These attitudes were also compared with teacher attitudes toward inclusion reported in similar surveys in the United States. Implications for inclusion practices in the United States are discussed.

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities

2018 ◽  
Vol 52 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roddy J. Theobald ◽  
Dan D. Goldhaber ◽  
Trevor M. Gratz ◽  
Kristian L. Holden
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
College Attendance ◽  
Students With Learning Disabilities ◽  
Postsecondary Outcomes ◽  
Career And Technical ◽  
General Education Classrooms

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a “concentration” of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Jean Bragg Schumaker ◽  
Joseph Fisher
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Student Learning ◽  
Secondary Students ◽  
State Standards ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Software Program ◽  
Software Programs ◽  
Diverse Groups

Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

scholarly journals The Effectiveness of Suggestopedia Method with Wordwall Picture in Increasing Vocabulary Mastery with Learning Disabilities

2018 ◽  
Vol 1 (2) ◽  
pp. 193-204
Author(s):  
Merlin D Merlin D ◽  
Siti Hajar Larekeng
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Mixed Methods Research ◽  
Interrupted Time Series ◽  
Students With Learning Disabilities ◽  
Qualitative Approaches ◽  
Result Show ◽  
Academic Year ◽  
Interrupted Time Series Design ◽  
Learning English

This study investigates the effects of Suggestopedia method with wordwall picture in increase the vocabulary mastery students of SMPLB Negeri Parepare in academic year 2016/ 2017. This method engages the students’ attentions and various fun learning activities which decreased the students’ boredom during their learning. Wordwall picture provides the students’ illustrations and ideas in their minds. It applied mixed methods research design quantitative and qualitative approaches with single group interrupted time-series design. The population are who students with learning disabilities of SMPLB Parepare in academic year 2016/2017 which consist of 11 students and the sample constitútes consist of 5 students.  This research  used sampling as  a technique of sampling. Based on the quantitative analysis, the result showed that 1) student test were significant accorbing to the questionnaire, the result show thet the students motivation incresed. It means that suggestopedia method with wordwall picture affected the students vocebulary mastery in learning. The result also proved that students interest in learning english has a significant relationship or influence with students vocebulary score. 2) The qualitative data from questionnaire showed that students’ motivation increased. It means that Suggestopedia method with wordwall picture affected the students vocabulary, mastery in learning, it proved that Suggestopedia Method with Wordwall Picture able to increase the interest in learning English of the students with disabilities learning of SMPLB Parepare;

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