ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experience of Parents as Their Children with Developmental Disabilities Transition from Early Intervention to Kindergarten
Author: Villeneuve, Michelle
Date: 2013-00-00
Type: Journal Articles
Subjects: Developmental Delays,Foreign Countries,Developmental Disabilities,Early Intervention,Young Children,Parent Participation,Parent School Relationship,Transitional Programs,Inclusion,Mainstreaming,Parent Attitudes,Cooperation,Parent Teacher Cooperation,Kindergarten

Despite recognition of the importance of parent involvement to enable meaningful inclusion of young children with developmental disabilities in education contexts, few Canadian studies have reported how parents experience this collaboration. Recent research suggests that the transition process is critical to the early school experiences of children with developmental disabilities yet challenging for their parents. The purpose of this paper is to report preliminary data from HELPS Inc, a Canadian multi-method research project describing Health, Education, and Learning Partnerships Promoting Social Inclusion of young children with developmental disabilities. In this paper we present parents' perspectives on inclusion and collaboration with case study findings based on the experiences of three families in one Ontario community. The data demonstrate the unique experiences of and meanings of collaboration held by individual families, and highlight the challenges these differences pose for healthcare providers and educators committed to involving parents in the transition into school and for inclusion of young children with developmental delays and disabilities. (Contains 1 table.)
E-Inclusion in Early French Immersion Classrooms: Using Digital Technologies to Support Inclusive Practices that Meet the Needs of All Learners
Author: Pellerin, Martine
Date: 2013-00-00
Type: Journal Articles
Subjects: Access to Education,Educational Strategies,Action Research,Research Projects,Immersion Programs,French,Information Technology,Inclusion,Teaching Methods,Second Language Learning,Second Language Instruction,Student Needs,Electronic Learning,Foreign Countries,Elementary School Students,Learning Problems

This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the implementation of new inclusive instructional strategies. The use of digital technologies allows for the implementation of inclusive instructional strategies by providing multiple means of representation, action and expression, and engagement, based on the Universal Design Learning (UDL) framework. The findings also support the adoption of an e-inclusion approach in EFI classrooms to meet the needs of all learners.
Enhancing Understanding of the Nature of Supportive School-Based Relationships for Youth Who Have Experienced Trauma
Author: Dods, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Well Being,Mental Health,Caring,Emotional Disturbances,Teacher Student Relationship,Trauma,Role,Qualitative Research,Interviews,Student Needs,Safety,Trust (Psychology),Self Concept

Student-teacher relationships play a critical role in supporting the learning and well-being of students with mental health problems. The purpose of this article was to draw from both current literature and previous qualitative interview research to understand the aspects of school-based relationships that are beneficial for students who have experienced trauma. The integration of theory with the first-person accounts of the youth led to the development of a model that describes the core needs created by experiencing trauma and the nature of student-teacher relationships that can meet these needs in the educational context. The four aspects of student teacher relationships that supported trauma-related needs at school were relationships that were 1) teacher driven, 2) authentic caring, 3) attunement to students' emotional states, and 4) individualized. Establishing caring connections with teachers was pivotal to student health and well-being and to meeting the core needs created by traumatic events (safety, control, trust, self-worth, self-expression, connections). As youth with mental health problems spend considerable time each week in the classroom, a greater understanding of the nature of supportive school-based relationships can inform teachers in their efforts to teach and connect with students. (Contains 1 figure.)
High School Students with Intellectual Disabilities in the School and Workplace: Multiple Perspectives on Inclusion
Author: Bennett, Sheila M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Mental Retardation,High School Students,Educational Environment,Work Environment,Educational Practices,Beliefs,Delivery Systems,Transitional Programs,Counselor Attitudes,Employer Attitudes,Parent Attitudes,Student Attitudes,Teacher Attitudes,Likert Scales

Data collected from seven urban high schools in Ontario capture multiple voices in relation to inclusive practices in secondary schools and transitions into the workplace. Twenty-one students with intellectual disabilities (ID), 91 teachers, 67 educational assistants, 7 job coaches, 22 parents, 43 peers and 19 community employers completed surveys examining their beliefs about inclusion of students with ID in school/workplace, confidence/comfort in teaching/work, the impact of inclusion on individuals without disabilities, and the socialization and friendships of students with ID. Results indicate that participants hold similar values related to inclusion and the rights of students to appropriate educational program delivery. Overall, job coaches and parents embrace the most positive attitudes and beliefs about inclusion with parents particularly affirmative about inclusion experiences in both the classroom and workplace. Employers believe that students with intellectual disabilities are supported and interacting with others in the workplace. Teachers most often agree that students without disabilities experience positive effects as a function of inclusion. Cases in which there are discrepancies are also discussed.
Lessons for Inclusion: Classroom Experiences of Students with Mild and Moderate Hearing Loss
Author: Dalton, C. J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Quality of Life,Hearing Impairments,Partial Hearing,Mild Disabilities,Classroom Communication,Communication Problems,Mainstreaming,Accessibility (for Disabled),Student Experience,Classroom Environment,Interviews,Student Attitudes,Phenomenology,Foreign Countries

Up to 15 % of the student population in integrated classrooms has mild or moderate hearing loss (MMHL) (Niskar et al., 2001), a communication disability that can impact language development, academic performance, and social-emotional quality of life. Due to the mostly intelligible speech of these students, teachers may easily overlook their challenges in gaining full inclusion in their classrooms. Framed by Self-determination Theory and disability identity research, data from interviewed participants reveal a reluctance to seek support from educators or peers, even when communication breaks down. Participants also offered practical classroom strategies for facilitating the inclusion of students with MMHL.
The Three Block Model of Universal Design for Learning (UDL): Engaging Students in Inclusive Education
Author: Katz, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Access to Education,Inclusion,Intervention,Classroom Environment,Foreign Countries,Control Groups,Learning Theories,Urban Schools,Rural Schools,Students,Statistical Analysis,Learner Engagement,Measures (Individuals),Personal Autonomy,Student Adjustment,Interpersonal Relationship,Student Attitudes,Elementary Secondary Education,Disabilities,Experimental Groups,Models

When the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and control groups were assessed pre and during intervention for academic and social engagement. Student and teacher demographics, types of task and grouping structures being assigned were investigated to determine impacts on engagement. Students completed several measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and a selected sample were observed to obtain detailed information about their engaged behavior. Data were analyzed using repeated measures MANCOVAs. The intervention significantly increased students' engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, student autonomy, and inclusivity. (Contains 11 tables.)
Teacher Perspectives on Inclusive Education in Rural Alberta, Canada
Author: McGhie-Richmond, Donna
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Foreign Countries,Teacher Attitudes,Rural Schools,Teacher Surveys,Elementary School Teachers,Secondary School Teachers,School Districts,Teacher Collaboration,Classroom Environment,Qualitative Research,Faculty Development,Teacher Education,Parent Teacher Cooperation

The results of 123 elementary-to-secondary teacher surveys and 14 in-depth qualitative interviews examining teachers' perspectives regarding inclusion in a rural school district are reported. Four features of inclusive education from the perspective of teachers are elaborated: (1) attitudes toward inclusion; (2) supportive communication and collaboration; (3) classroom community; and (4) support and training. Five key themes emerged from the qualitative interview that enriched survey findings of teachers' perspectives. The results of this study corroborate existing research and indicate some differences between elementary and secondary teachers' understanding and perceptions, with respect to some of the key themes. (Contains 4 tables.)
Supporting Teachers to Work with Children with Exceptionalities
Author: Killoran, Isabel
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Stakeholders,Special Education,Guidelines,Foreign Countries,Course Content,Capacity Building,Program Improvement,Consultation Programs,Professional Development,Teacher Education Programs,Teacher Qualifications,Delivery Systems,Meetings,Social Networks,Knowledge Base for Teaching,Teaching Skills,Special Needs Students

The current study had two purposes: to explore further revisions to the Three-Part Schedule D Additional Qualification (AQ) courses in special education and to determine if a virtual knowledge network would be a viable and welcome tool in building teacher capacity for classroom inclusion of students with exceptionalities. Educational stakeholders convened at the Ontario College of Teachers (OCT) for a two-day consultation meeting. A consensus-building workshop was used on the first day to discuss further revisions to the revised AQ course guidelines and to specifically identify gaps in teacher knowledge and skills. An open space consultation (Owen, 1997) was used on the second day to discuss the possibility of a provincial virtual knowledge network that would support revised Special Education AQ course guidelines and build capacity for teachers working with children with exceptionalities. (Contains 1 table and 4 footnotes.)
&quot;Reaching Every Student&quot; with a Pyramid of Intervention Approach: One District&apos;s Journey
Author: Howery, Kathy
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Social Justice,Foreign Countries,Educational Change,Teamwork,Educational Finance,Financial Support,Behavior Modification,Positive Reinforcement,Teaching Methods,Individualized Instruction,Access to Computers,Multimedia Materials,Electronic Publishing,School Districts,Educational Needs,Student Needs,Educational Policy,Intervention,Case Studies,Access to Education,Special Education,Disabilities

This paper presents a description of ongoing work of an Alberta school district that is working to support and enhance effective inclusive practices that reach and teach every student. The district is implementing a Pyramid of Supports model that is built upon four critical elements: a belief in social justice and the value of every child, a commitment to inclusive education, an understanding of the power of teams, and flexible funding support. Three key areas of support are described: supports for positive behavior, differentiation of learning, and access to technologies and digital media. Emphasis is placed on the base of the pyramid or the universal supports that allow for the inclusion of all learners while recognizing the unique learning needs of each. In addition the district has focused on shared and distributed leadership through teaming. In reflecting on the work to date and critical next steps, the importance of policy direction that support systemic redesign of curriculum is discussed. (Contains 6 footnotes.)
Toward an Interdisciplinary Framework for Educational Inclusivity
Author: DeLuca, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Cultural Pluralism,Womens Education,Interdisciplinary Approach,Foreign Countries,Educational Practices,Literature Reviews,Special Education,Disabilities,Gender Issues,Homosexuality,Feminism,Racial Bias,Federal Legislation

This purpose of this paper is to provide a theoretical foundation for inclusion in Canadian schools for this Special Issue on Inclusive Education. In response to the need for an interdisciplinary framework, this paper uses an interpretive literature review methodology to construct a framework for educational inclusivity based on four disciplinary perspectives: (a) special education and disability studies, (b) multiculturalism and anti-racist education, (c) gender and women's education, and (d) queer studies. The constructed framework elucidates four conceptions of inclusivity--normative, integrative, dialogical, and transgressive--positioned on a continuum with each conception representing a different approach to inclusion. Unlike previous models, this framework is not anchored to any one marginalized group; rather, it is intended to represent multiple forms of inclusivity to edify historical, existing, and idealistic educational practices and structures for all forms of difference. (Contains 1 table and 2 figures.)
School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status
Author: Bayar, Yusuf
Date: 2012-00-00
Type: Journal Articles
Subjects: Measurement,Adolescents,High School Students,Social Environment,Foreign Countries,Psychometrics,Academic Achievement,School Culture,Internet,Bullying,Measures (Individuals),Student Attitudes,Victims,Validity,Reliability,Peer Groups

The purpose of this study was to determine whether there were any differences in perceptions of school social climate and peers in terms of bullying status, and to investigate the psychometric properties of the School Social Climate and Generalized Peer Perception Scales. The students participated from six different cities in Turkey were in secondary and high schools. The sample consisted of 1263 students (612 male, 651 female), of mean age 14.92 years (SD = 2.07). The results revealed that adolescents who were not involved both in school and cyberspace perceived the school and their teachers more positively than bullies and bully-victims, and also victims in cyberspace perceived their teachers more positively than bullies. Furthermore, not involved adolescents in school and cyberspace perceived other students in school more positively than bullies. In terms of peer perception, not involved adolescents and bullies in school and cyberspace significantly differed from bully-victims, and also not involved adolescents and bullies in school differed significantly from victims; not involved adolescents and bullies had more positive perception about their peers. Results also revealed that the Turkish adaptation of these two measurement instruments had sufficiently high validity and reliability.
Reconsideration of the Listening Skill Scale: Comparison of the Listening Skills of the Students of Psychological Counseling and Guidance in Accordance with Various Variables
Author: Cihangir-Cankaya, Zeynep
Date: 2012-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Psychology,Guidance,Listening Skills,Undergraduate Students,Gender Differences,Predictor Variables,Undergraduate Study,Counselor Training,Factor Analysis,Correlation,Reliability,Test Items,Foreign Countries,Rating Scales

There are two main objectives of this study: The first is to reconsider the Listening Skill Scale and the second is to compare the levels of students of counseling and guidance according to the situations of whether they took the courses including the listening skills and to gender variable. In accordance with these objectives, the data obtained from 371 university students were primarily subjected to exploratory and confirmatory factor analyses. In addition, item-total score/point correlations of the scale were assessed and sub and upper point groups of 27% were compared with t-test. Cronbach Alpha reliability was calculated for the reliability of the scale. In accordance with the second objective the research, 528 students studying at psychological counseling and guidance undergraduate programs of several universities were reached. Two-factor variance analysis was used in the analyses of the data. It was found out that listening skill of the students of counseling and guidance did not differ according to whether they took the courses including this skill and it, on the other hand, showed significant difference according to gender variable.
Loneliness among University Students: Predictive Power of Sex Roles and Attachment Styles on Loneliness
Author: Ilhan, Tahsin
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Multiple Regression Analysis,Undergraduate Students,Sex Role,Masculinity,Gender Differences,Attachment Behavior,Measures (Individuals),Questionnaires,Security (Psychology),Prediction,Femininity,Foreign Countries

This study examined the predictive power of sex roles and attachment styles on loneliness. A total of 188 undergraduate students (114 female, and 74 male) from Gazi University completed the Bem Sex Role Inventory, UCLA Loneliness Scale, and Relationship Scales Questionnaire. Hierarchic Multiple Regression analysis and t-test were used to test hypotheses. Results indicated that there was no gender difference in loneliness. Also results revealed from Hierarchic Multiple Regression analyses that loneliness was predicted by fearful attachment, secure attachment, and masculinity, respectively in total samples. Additional analysis indicated that predictive power of masculinity was significant on loneliness only for men. (Contains 2 tables.)
The Self-Esteem, Perceived Social Support and Hopelessness in Adolescents: The Structural Equation Modeling
Author: Savi Cakar, Firdevs
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Measures (Individuals),Self Esteem,Structural Equation Models,Social Support Groups,Attribution Theory,Depression (Psychology),Correlation,Goodness of Fit,Models

In this study, a developed model to explain a causal relationship between adolescent's self-esteem, perceived social support and hopelessness is tested. The purpose of the study is to explore the relationship between self-esteem, perceived social support and hopelessness in adolescents. A total of 257 adolescents, including 143 female and 114 male, participated in attending different high schools in the Burdur city center. The Beck Hopelessness Scale, The Social Support Appraisals Scale for Children and Adolescents and The Coopersmith Self-Esteem Inventory were used to gather data. The Structural Equation Model/Lisrel/Path Diagram/Windows and SPSS were used to analyze the data. First, measurement models for each of the variables were explored. Then, computed variables were used in structural equation modeling that examined relationships among latent variables. The results of a Structural Equation Model Test was showed that fit compatibility indices of the model, produced a good compatibility and the coefficients obtained were significant. According to the result the structural model, the findings indicated that a causal relationship was between adolescent self-esteem, perceived social support and hopelessness. In this study, it was seen that the results obtained are of explanatory equation because the study is intended for establishing a new model rather than testing a previously existing model.
Pre-Service Classroom Teachers' Emotional Intelligence and Anger Expression Styles
Author: Sahin Baltaci, Hulya
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Control,Emotional Intelligence,Measures (Individuals),Empathy,Correlation,Social Responsibility,Psychological Patterns,Preservice Teachers,Surveys,College Freshmen,College Seniors,Elementary School Teachers,Foreign Countries,Stress Management,Self Esteem,Coping

In this study in which the pre-service classroom teachers' emotional intelligence and the ways of their anger expression styles were examined, correlational survey model was used. In total 342 students, 189 of whom were females and 153 of whom were males, constituted the participants of the research. The students are the first year and the senior year students attending the department of elementary School Teaching, at Mehmet Akif Ersoy University, Faculty of Education. In the research, &quot;Permanent Anger Expression Style Scale&quot;, and &quot;Bar-On Emotional Intelligence Scale&quot;, were employed for the measurements. The relationship between the variables was studied via Pearson Correlation Coefficient, and then the data were analyzed with hierarchical regression analysis. In the research, negatively significant correlation was found between the all sub-dimensions of emotional intelligence, except for empathy and independence, and anger-in. It was discovered that emotional intelligence had negatively significant correlation between impulse control, stress tolerance, flexibility, authenticity, social responsibility and sub-dimensions of empathy and anger-out, and positively significant correlation between them (impulse control, stress tolerance, flexibility, authenticity, social responsibility and sub-dimensions of empathy) and independence and the sub-dimensions of self-confidence. It was observed that there was positively significant correlation between the sub-dimensions of emotional intelligence, except for self-confidence and independence, and anger control. As a consequence, it was found that the pre-service classroom school teachers with the skills of emotional intelligence were able to control their anger instead of suppressing it or reflecting it out.
The Role of Basic Needs Fulfillment in Prediction of Subjective Well-Being among University Students
Author: Turkdogan, Turgut
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Individual Needs,Need Gratification,Well Being,Student Attitudes,Life Satisfaction,Freedom,Intimacy,Individual Power,Multiple Regression Analysis,Foreign Countries

The aim of this study is to examine the role of fulfillment level of university students' basic needs in predicting the level of their subjective well being. The participants were 627 students (56% female, 44% male) attending different faculties of Pamukkale University. In this study, subjective well being was measured with Life Satisfaction Scale and Positive Negative Affect Scale. Students' perceptions about basic needs satisfaction were measured with University Students Basic Needs Scale (USBNS). Results show that, students' basic needs satisfaction is predicting subjective well being significantly for all dimensions of basic needs. Besides, freedom, fun and power needs are seen as stronger predictors of subjective well being in university students than the other basic needs.