Setting a Framework of Inclusive Support for Students With Disabilities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

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

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.

Teachers' social and emotional competence: A new approach of teacher education in Vietnam

In the last two decades more and more studies have emphasized the central role of teachers' social and emotional competence in their teaching performance. In spite of this, there are not enough programs focused on developing teachers' social and emotional competence that are integrated into teacher education. This is particularly true in Vietnam where the concepts of social and emotional competence (SEC) and social and emotional learning (SEL) are rather new. In the study, we present four main emerging impact aspects of teachers' SEC including teachers' well-being and career motivation, teacher-student relationship, classroom management, and the effectiveness of SEL implementation. The article gives some recommendations for teacher education regarding SEC issue in Vietnam as well. These recommendations would contribute to develop a new approach of teacher education to meet the country's new general education curriculum enacted in 2020.

Case Report: The resiliency journey of a Vietnamese female sexual abuse survivor: an exploration in life history

Currently, the studies on sexual abuse trauma, and resilience in Confucian survivors are still limited. The purpose of this study is to explore the resilience of Confucian women after sexual abuse trauma to provide evidence to support in counseling and psychotherapy practices. The article describes the resiliency story of a Vietnamese Confucian female survivor who was abused by her brother from the age of 8 to 16. The life history approach used in qualitative narrative research was applied in this study. The researcher identified two factors that strongly influence the survivor’s resilience: (1) the effectiveness of passive education in the general education curriculum is oriented to both competence and quality development; and (2) an authentic understanding of the core Confucian philosophical doctrine: the neutrality and the self-nurture. Based on the findings, we propose a 7-stage flow diagram of a Confucian women's resilience following sexual abuse. These findings provide a new approach to psychological counseling for female survivors of any religion by using Confucian philosophy and contribute to the impact of studies on religious and spiritual factors affecting the resilience of sexual abuse survivors.

A Study on the Development of Evaluation Criteria for Quality Management of General Education Curriculum

This study was conducted to develop evaluation criteria to manage and improve the quality of the university's General Education curriculum. To this end, the evaluation area and evaluation criteria for the management of the quality of education were first derived through literature research. The evaluation tool obtained feasibility of feasibility verification and research results through two revised Delphi surveys (N=10). as well as through meetings with practitioners(N=7) in charge of quality management of the liberal curriculum. The results are as follows. First, this study developed a systematic evaluation criteria for the entire curriculum, such as curriculum development, support, operation, performance and improvement, rather than fragmenting the curriculum based on the CIPP evaluation model. Second, this study applied modified Delphi techniques to manage the quality of the General Education curriculum to derive a total of seven sub-items and 17 evaluation criteria. Also, the content feasibility (CVI) and inter-evaluator agreement(IRA) results developed evaluation criteria with a validity score above 0.80. Based on these findings, the university presented measures and implications for managing the quality of the liberal arts curriculum.

Case Report: The resiliency journey of a Vietnamese female sexual abuse survivor: an exploration in life history

Currently, the studies on sexual abuse trauma, and resilience in Confucian survivors are still limited. The purpose of this study is to explore the resilience of Confucian women after sexual abuse trauma to provide evidence to support in counseling and psychotherapy practices. The article describes the resiliency story of a Vietnamese Confucian female survivor who was abused by her brother from the age of 8 to 16. The life history approach used in qualitative narrative research was applied in this study. The researcher identified two factors that strongly influence the survivor’s resilience: (1) the effectiveness of passive education in the general education curriculum is oriented to both competence and quality development; and (2) an authentic understanding of the core Confucian philosophical doctrine: the neutrality and the self-nurture. Based on the findings, we propose a 7-stage flow diagram of a Confucian women's resilience following sexual abuse. These findings provide important evidence-based practice for counselors and clinicians in supporting and intervening for sexually abused Confucian women and contribute to the impact of studies on religious and spiritual factors affecting the resilience of sexual abuse survivors.

Dreaming of College Versus Going to College: Expectations and Enrollment Among Autistic Students

This study uses data from the National Longitudinal Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their individualized education programs, only 44% listed postsecondary education as a primary transition goal, and just a third of parents reported expecting that their children would pursue a college education. Furthermore, parental expectations were predicted by cognitive ability, home language, access to the general education curriculum, psychological services, and occupational therapy, while actual enrollment patterns were predicted by a different set of variables: cognitive ability, self-care skills, household responsibilities, conversational skills, access to the general education curriculum, occupational therapy, assistive technology, parent-teacher meetings for postsecondary goal planning, and proportion of White students in school. The predictive patterns suggest practical implications for college-bound students on the spectrum.

Understanding COVID-19 Pandemic through Science, Technology and Society (STS) Education: A Textual Analysis of Student Reflection Papers

The COVID-19 pandemic calls for educators to deliver learning experiences that are relevant in order to empower students to adapt to these unprecedented times. Science, Technology and Society (STS) is an interdisciplinary social science course included in the undergraduate general education curriculum in the Philippines that can potentially be designed to help students make sense of the coronavirus crisis. This study aims to describe the insights on the COVID-19 pandemic among undergraduate students enrolled in STS classes through the textual analysis of their reflection papers. A total of 74 reflection papers were qualitatively textually analysed using thematic analysis. Four themes emerged from the data: (1) appreciation of the science and medical community; (2) sensitivity to the barriers of scientific progress during the COVID-19 pandemic; (3) gaining social consciousness about the impacts of the pandemic, and; (4) enrichment of critical thinking and social engagement. Educators are encouraged to incorporate STS approaches in their lessons to foster students’ critical understanding of current socio-scientific issues.