ethanporcaro/eric-fulltext-meta huggingface dataset:
Should Teachers Learn How to Formally Assess Behavior? Three Educators&apos; Perspectives
Author: Young, Andria
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Competencies,Regular and Special Education Relationship,Functional Behavioral Assessment,Use Studies,Educational Practices,Specialists,Early Childhood Education,Elementary School Teachers,Teacher Surveys,Relevance (Education)

Functional behavior assessment is a technique supported by research, to assess behavior to determine causes of behavior and develop effective behavior interventions. In this article we discuss how special and general education teachers are prepared to assess students when they struggle academically, but are not typically prepared to assess students when they struggle behaviorally. Research shows little consensus about whether teachers can effectively conduct functional behavior assessments while attending to their responsibilities in the classroom. One argument is that the complexity of the process may be prohibitive for teachers to conduct valid functional behavior assessments on their own. Others argue that with training and support, teachers can effectively use functional behavior assessment to address behavior in their classrooms. In this article, three educators (two teachers and a behavior specialist) who have been taught to complete functional behavior assessment give their perspectives on teachers' use of functional behavior assessment in the classroom.
Teaching Elementary-Aged Students with Autism Spectrum Disorder to Give Compliments Using a Social Story Delivered through an iPad Application
Author: Almutlaq, Hajar
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Autism,Pervasive Developmental Disorders,Rating Scales,Diagnostic Tests,Observation,Interpersonal Relationship,Telecommunications,Handheld Devices,Special Education Teachers,Special Education,Interpersonal Competence,Regular and Special Education Relationship

Young children with Autism Spectrum Disorders (ASD) often experience social and communication skill deficits. The purpose of this study was to evaluate the effectiveness of using a social story delivered through an iPad application to enhance giving compliments in three elementary-aged students with ASD. The social story was modified with written description, pictures, and audio support through the application, which allows for customization to create a story. Results indicated that using a social story delivered through an iPad was associated with gains in the number of steps needed for giving compliments. All of the participants demonstrated generalization of the acquired social skill. Recommendation for further research are provided.
School-Less or Out-of-School? Re-Thinking Special Needs Education and Practice in Baluchistan, Pakistan
Author: Buergi, Birgit Ruth
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education,Special Needs Students,Intervention,Criticism,Foreign Countries,Disabilities,Elementary School Students,Secondary School Students,Learning Problems,Teacher Education,Poverty,Disadvantaged Schools,School Visitation,Attitudes,Attitudes toward Disabilities,Child Abuse,Gender Differences,Educational Innovation,Attendance,Physical Disabilities,Dropouts,Case Studies,At Risk Persons,Futures (of Society)

School absenteeism is oftentimes couched in Pakistan's local media and reports of development agencies in terms of &quot;ghost schools&quot; and &quot;ghost teachers.&quot; Little has been written in the scholarly literature of the universal right to education about how this phenomenon is affecting the school attendance of primary and secondary school students with physical disabilities and learning difficulties. We propose the qualitative distinction between being school-less and being out-of-school as a conceptual tool to encourage fresh thinking about special needs education and teacher training in places, where public education is understaffed and underfunded, as in the politically unstable and impoverished province of Baluchistan bordering on Iran to the West and Afghanistan to the North. Instead of critiquing the lagging reform process and lack of service provision for children with special educational needs, we make this theoretical intervention to illuminate opportunities for curricular innovation in this under-researched segment of South Asia's evolving educational landscape. On-site observations at two schools for children with disabilities in Quetta complemented the questionnaires that inform this social analysis. In spite of the limitations of the linear regression model's findings draw into the discussion attitudinal differences vis-à-vis boys and girls with disabilities and fears of child abuse.
Pedagogy of New Materialism: Advancing the Educational Inclusion Agenda for Children and Youth with Disabilities
Author: Reddington, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Agenda Setting,Child Advocacy,Inclusion,Special Education,Special Programs,Models,Educational Policy,Educational Practices,Student Experience,Educational Environment,Relevance (Education),Educational Methods,Foreign Countries

In advancing educational inclusion efforts this critical position paper makes explicit the relevance of new materialism as a pedagogy to counter the dominant special education models in Canadian and Australian school contexts. This paper argues the implementation of special education policies and programs do not adequately address the complexity of children and young people with disabilities experiences. New materialism as a form of pedagogy however can prioritize learners with disabilities embodied, relational connections to school and destabilize highly medicalized functional pedagogical approaches. The material turn in schools is a welcoming pedagogical framework that places the material body and the emergent learner at the center of our practice.
Including All? Perceptions of Mainstream Teachers on Inclusive Education in the Western Province of Sri Lanka
Author: Hettiaarachi, S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inclusion,Mainstreaming,Foreign Countries,Educational Change,Inservice Teacher Education,Special Education,Special Education Teachers,Preservice Teacher Education

This study aimed to uncover perceptions of 'inclusive education' using semi-structured interviews with 15 mainstream teachers from the Western Province in Sri Lanka. Thematic coding of the interview data was undertaken using the key principles of Framework Analysis. The main themes that emerged were incongruous conceptual understandings of 'inclusive education' and 'integration', discrepancies in the use of terminology, fear of incompetence, concerns regarding limited training facilities, the lack of incentives offered to work within special education settings, the pressure of working towards school examination success and the lack of policy awareness. These findings will be discussed with regard to its implications for policy and practice. The results underpin the need to consider local teacher perceptions and to address these concerns within pre-service and in-service training in order to support the establishment of education reforms of equal access for all, which are relevant and sensitive to cultural needs and considerate of local realities.
Factors Influencing Parents&apos; Selection of Schools for Children with Disabilities: A Systematic Review of the Literature
Author: Mawene,, Dian
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Participation,School Choice,Children,Disabilities,Decision Making,Special Education,Access to Education,School Location,Class Size,Teacher Characteristics,Parent Teacher Cooperation,Attitudes toward Disabilities,Well Being,Socioeconomic Status,Place of Residence,Proximity

School choice has become one of the most controversial issues in education. However, little is known about how parents of children with disabilities chose schools. The present article includes an international systematic literature review of research on the factors influencing the decisions of parents of children with disabilities when selecting schools or special education programs. The literature review showed that parents of children with disabilities consider a large variety of factors when choosing schools, including the availability of special education programs, distance of the school, social continuities, class size, teachers' characteristics, parent-teacher communication, beliefs about disability, and the children's well-being. Socioeconomic status and parents' areas of residence had a mixed influence on the decision-making process. The studies found a dire need for research on how parents from culturally and linguistically diverse backgrounds choose education programs for their children.
Factors Which Enhance or Hinder Meeting the Educational Needs of Autistic Children in Western Cape Province, South Africa: A Parents&apos; Perspective
Author: Mithimunye, Bronwyn Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Needs,Foreign Countries,Autism,Parent Attitudes,Pervasive Developmental Disorders,Barriers,Children,Special Needs Students,Inclusion,Mainstreaming,Educational Development,Group Discussion,Clinical Diagnosis

There is growing interest in autism spectrum disorder (ASD) as a result of the increasing prevalence rates, and because children with ASD find it particularly challenging to enter the educational system. The present study explored the perceptions of parents of ASD children by identifying the factors which enhanced or hindered their children in receiving quality education. Four focus group discussions (FGDs) were conducted with 10 purposively selected participants per discussion group. A semi-structured interview guide was used to collect data. Data were analysed using ATLAS.ti. The key themes which evolved were: developmental and educational awareness and support (enhancement); the education system (hindrance); developing the capacities of teachers with specialised training (hindrance); and financial needs (hindrance). The present study recognizes that there are enhancements and hindrances that affect children with ASD and their educational development.
Culture-Based Intervention Strategies for Bedouin Parents of Children with ASD--Identification and Conceptualization
Author: Manor-Binyamini, Iris
Date: 2018-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Intervention,Arabs,Parents,Children,Autism,Pervasive Developmental Disorders,Identification,Special Education,Special Schools,Semi Structured Interviews,Ethnography,Cultural Influences,Foreign Countries,Data Analysis

Professisonal community workers' interevention strategies are effective insofar as they are relevant to the cultural context in which they are delivered. This article presents a methodological process of identifying and conceptualizing culture-based intervention strategies of Bedouin professionals who work with Bedouin parents of children with ASD. Twenty three Bedouin professionals who work in a special education school for children with ASD participated in semi-structured ethnographic interviews. A thematic analysis was conducted, and 11 culturally based intervention strategies were identified and conceptualized. The manuscript presents these strategies in the results section with reference to three items of information: a) title, b) goals, and c) underlying assumptions. This research is, for the first time, focused on Bedouin culturally influenced intervention strategies, but its insights and the research methods that it offers allow for the identification of culturally based intervention methods and may be relevant for other traditional and/or indigenous communities that have children with ASD.
Exploring the Meta-Comprehension Abilities of Students with Intellectual Disabilities
Author: Soto, Christian
Date: 2018-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Reading Comprehension,Standardized Tests,Regression (Statistics),Metacognition,Task Analysis,Performance Based Assessment,Special Education,Secondary School Students,Multiple Choice Tests,Confidence Testing,Likert Scales,Cognitive Ability,Foreign Countries

The purpose of this investigation was to explore the importance of different meta-comprehension aspects in students with intellectual disabilities, and to determine which one of them can best explain their performance on reading comprehension. For this purpose, metacognitive measurement instruments, an inconsistency detection tasks, and confidence in performance judgments on reading performance were applied together with a reading comprehension standardized test (LECTUM). By means of regression analyses of the data, results revealed that the detection of inconsistencies as a meta-comprehension monitoring measure, more specifically the detection of internal inconsistencies, some dimensions of the meta-comprehension inventory as a measure of metacognitive skills (planning, evaluation of the reading process, regulation of comprehension/incomprehension) and absolute calibration accuracy were the best predictors of performance of the participants on reading comprehension. It is of importance to understand the nature of the problems presented by the students when facing a text in order to develop adequate approaches to reading comprehension according to the needs of learners with intellectual disabilities. According to the results, we concluded that theoretically-relevant metacognitive elements significantly predicted the performance of reading comprehension. Implications for learning and instruction are discussed.
A Study of Correlations between Perceived Supervisor Support, Organizational Identification, Organizational Citizenship Behavior, and Burnout at Schools
Author: Uzun, Tevfik
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Burnout,Teacher Administrator Relationship,Professional Identity,Secondary School Teachers,Measures (Individuals),Structural Equation Models,Organizational Climate,Teacher Behavior,Goodness of Fit,Foreign Countries

In this research, it is aimed to study the correlations between perceived supervisor supports (PSS), organizational identification (OI), organizational citizenship behavior (OCB), and burnout of teachers. The research was conducted from the perspective of social change and identity theories. The study group of the research consists of 234 teachers working in the public high schools in Giresun city center during 2016. In order to collect data in the research, Perceived Supervisor Support Scale developed by Kottke &amp; Sharafinski, Organizational Identification Scale developed by Mael &amp; Ashforth, Organizational Citizenship Behaviors Scale developed by DiPaola, Tarter &amp; Hoy, and &quot;Burnout Scale&quot; developed by Pines were used. The correlations between variables are tested with the structural equation model. According to the results, PSS positively affects the OI and OCB and negatively affects the burnout. OI positively affects the organizational citizenship behavior and negatively affects the burnout. OI plays a partial mediation role in the correlation between PSS of teachers and their OCB and burnout level. The results contribute to the integration of social change and social identity theories in description of organizational behavior.
Cooperative Learning in Acquisition of the English Language Skills
Author: Yavuz, Ozlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Language Acquisition,Second Language Learning,English (Second Language),Language Skills,High School Students,Grade 10,Control Groups,Experimental Groups,Quasiexperimental Design,Achievement Tests,Vocabulary Development,Grammar,Reading Comprehension,Listening Skills,Outcomes of Education,Pretests Posttests,Statistical Analysis

The purpose of the study is to reveal the effect of cooperative learning on language skills in an English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karade niz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was 'nonequivalent control groups pre-test post-test' which is one of quasi-experimental designs. Data were gathered using an achievement test measuring students' vocabulary knowledge, grammar knowledge, reading comprehension and listening skills. Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method.
A Survey of Alternative and Traditional Special Education Teachers&apos; Perception of Preparedness
Author: Bruno, Lauren P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Alternative Teacher Certification,Teacher Attitudes,Teacher Surveys,Preservice Teachers,Inservice Teacher Education,Teacher Education Programs,Academic Standards,Likert Scales,Comparative Analysis,Participant Satisfaction,Student Surveys,Student Teacher Attitudes,Intermode Differences,Delivery Systems,Student Experience

The purpose of this study was to survey the perception of alternate route and traditional route special education teachers, particularly as it relates to their training received in their teacher preparation programs to meet standards intended to prepare effective special education teachers. The study examined the perceptions of 465 pre-and in-service special education teachers nationwide. The analysis revealed that teachers in alternate route programs and traditional route programs both perceive that teacher preparation programs are providing training toward meeting professional preparation standards. Furthermore, satisfactions with teacher preparation programs are reported. Limitations of the study are described along with implications for education practice and further research on the preparation of alternate route special education teachers.
Empathic Tendencies of Pre-Service Physical Education and Sports Teachers
Author: Arslanoglu, Cansel
Date: 2018-00-00
Type: Journal Articles
Subjects: Empathy,Physical Education Teachers,Preservice Teachers,Foreign Countries,Surveys,Statistical Analysis,Gender Differences,Age Differences,Social Class,Parent Background,Educational Attainment,Family Income

The aim of this study is to investigate the empathic tendency levels of physical education teacher candidates according to some variables. Study group consists of 117 pre service physical education and sports students (74 women and 43 men) of Kafkas University in the fall semester of 2015/2016 academic year. &quot;Personal Information Form&quot; and the &quot;Empathic Tendency Scale&quot; which was developed by Dokmen was used to collect data. In the evaluation of data, firstly, normality hypothesis and Shapiro Wilk and Levene tests for homogeneity of variances have been used. In paired comparisons, independent samples t-test and in comparison of more than one group, one-way analysis of variance (ANOVA) and Tukey multiple comparison test have been used. SPSS 21 statistical package program was used and the results were considered significant at p &lt; 0.05 level. As a result of the study, it can be said that gender, age, class, place of education, parent education level and family monthly income variables did not affect the empathic tendency levels of the physical education teacher candidates.
Development and Standardization of Mental Health Battery for Visually Impaired
Author: Punia, Poonam
Date: 2018-00-00
Type: Journal Articles
Subjects: Mental Health,Visual Impairments,Standardized Tests,Test Construction,Item Analysis,Likert Scales,Inclusion,Special Schools,Emotional Adjustment,Personal Autonomy,Security (Psychology),Emotional Intelligence,Correlation,Test Reliability,Test Validity,Student Surveys,Psychometrics,Foreign Countries

The aim of this study was to develop and standardize a mental health battery for students with visual impairment (MHB-VI) in India. The research was carried out on sample of 126 children with visual impairment of the age group 10-25 years from Haryana state. The battery contained 61 items and these items were categorized into six sub-scales namely emotional stability, over-all adjustment, autonomy, security-insecurity, self-concept and emotional intelligence. Items showing behavioural characteristics related with six mental health sub-scales were framed on the five points Likert Scale. Item analysis was performed by calculating t and r-value and 12 items were deleted and final 61 items were retained. The value of Cronbach's alpha and split half correlation came out to be 0.89 and 0.80 respectively. This battery may act as a valuable tool in accessing mental health of students with visually impairment in India as the findings demonstrated that its scores were valid and reliable. This tool is specifically useful for practitioners, special teachers, social workers, psychologists and stakeholders. They can use this tool in assessing the mental health of students with visual impairment; as a result, effective planning and strategies can be established.
Evaluation of the Constructivist Learning Environments of Physical Education Teacher Candidates
Author: Ozgul, Fatih
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Scores,Constructivism (Learning),Sampling,Team Sports,Teacher Education Programs,Likert Scales,Reliability,Age Differences,Gender Differences,Teaching Methods,Educational Environment,College Students,Student Attitudes,Foreign Countries

The aim of this research is to evaluate the constructivist learning environments of physical education and sport teacher candidates. For this purpose, 928 students (523 male, 405 female) selected by the appropriate sampling method from the Physical Education and Sport Teaching Department of 17 universities consisted the sample of the research. In the study; &quot;Constructivist Learning Environments Evaluation Scale&quot; developed by Arkun and Askar (2010) was used in order to reveal the opinions of the students about the constructivist learning environment. The scale consists of 7 Likert type, 6 sub dimensions and 28 items. The Cronbach alpha reliability coefficient for this study was found to be 0.93. The lowest score that can be taken from the scale is 28 and the highest score is 196. Kruskal-Wallis Variance Analysis and Mann Whitney U test were used because the obtained data did not show normal distribution (Kolmogorov-Smirnov), and the significance level was taken as 0.05. As a result of the research, the constructivist learning environments of 17 universities' 3rd and 4th grade teacher candidates were evaluated in terms of age, gender, and grade variables. According to this, there was no significant difference when the average scores of constructivist learning environments were compared in terms of age and class levels of physical education and sports teacher candidates. In comparison with gender, female teacher candidates were found to have a more constructive learning environment. [This study has been presented as an oral presentation at the 9th International Physical Education Teachers and Sports Instructors Congress in Antalya, Turkey, October 19-22, 2017.]