ethanporcaro/eric-fulltext-meta huggingface dataset:
General Education Pre-Service Teachers Perceptions of Including Students with Disabilities in Their Classrooms
Author: Ajuwon, Paul M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Student Attitudes,Introductory Courses,Preservice Teacher Education,Teacher Education Programs,Anxiety,Universities,Positive Attitudes,Preservice Teachers,Teacher Education,Teacher Attitudes,Higher Education,Surveys,Inclusion

In this empirical study, the authors compare the perceptions of future general educators on two dichotomous scales (hostility/receptivity and anxiety/calmness) regarding the teaching of students with exceptionalities in their classrooms. A total of 116 teacher candidates from one southwestern and two Midwestern universities in the United States completed a modified version of the Pre-Service Inclusion Survey (PSIS) during the first and last class sessions of the semester in an introductory course on disabilities. The authors reported an increase in a positive attitude in the overall PSIS, and in both the anxiety/calmness and the hostility-receptivity subcategories. The researchers noted that knowledge of how to accommodate students with disabilities and fostering positive attitudes when working with these students are necessary for pre-service teachers. Recommendations are advanced for enhancing inclusive practices in pre-service teacher education programs. (Contains 4 tables.)
Impact of Guided Notes on Achievement in K-12 and Special Education Students
Author: Larwin, Karen H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Special Education,Elementary Secondary Education,Peer Teaching,Investigations,Meta Analysis,Learner Engagement,Experimental Groups,Control Groups,Scores,Effect Size

The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes on K-12 and special education student achievement. Specifically, this study examines the different variables that moderate the effect of using guided notes in the classroom, the impact of guided notes relative to student generated notes, random study checks, and peer tutoring. And, unlike the one previous meta-analysis examining the impact of guided notes with this student population, this investigation includes both published and unpublished research, and some previously unexamined variables. Results indicate that overall, guided notes can produce a strong impact on student achievement. The study discusses the implications and limitations of this research. (Contains 2 tables and 1 figure.)
Needs of Parents Caring for Children with Physical Disabilities: A Case Study in Jordan
Author: Al-Dababneh, Kholoud A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Parents,Caring,Physical Disabilities,Foreign Countries,Family Needs,Special Education Teachers,Family Income,Family Programs,Case Studies,Children,Surveys

This study aimed at identifying the needs of families of children with physical disabilities in Jordan. The sample of the study consisted of 96 parents of children with physical disabilities whose ages ranged from 6 to 16 years old. A survey of Needs of Caring Parents was developed to achieve the purposes of this study. Results revealed that the most important needs identified by participants related to the dimensions of information and the involvement in the caring process, while the least important family needs related to the dimensions of counseling support and family support. Results also revealed that there were significant differences in the perceived needs of caring parents according to mother's vocational status (i.e., working or not working) in most of the survey dimensions. Yet, there were no significant differences in the perceived needs of caring parents that can be attributed to child's gender and age; family income range; and parents' relations with their extended family. Based on the study results, different recommendations were offered to service providers and to pre- and in-service special education teacher training. This research must be considered as a starting step in inviting institutions which provide care for the children with disabilities to focus on meeting the needs of caring parents. (Contains 7 tables.)
Supporting Adults with Autism Spectrum Disorders: Lessons from Six Decades of International Research
Author: Poon, Kenneth K.
Date: 2012-00-00
Type: Journal Articles
Subjects: Intervention,Quality of Life,Autism,Adults,Pervasive Developmental Disorders,Role,Asperger Syndrome,Mental Retardation,Employment,Community Involvement

Research focusing on the intervention and support of children with autism spectrum disorders (ASD) has grown exponentially but this increase research has not been mirrored for adults with ASD. With the aims of informing intervention planning, improving quality of life, and areas for future research, 18 peer-reviewed research articles reporting the outcomes of adults with ASD were systematically reviewed. Despite methodological limitations, the literature review revealed a surprisingly high level of concordance in findings. Adults with ASD continue to experience significant degrees of impairment in the core deficits and correspondingly poor outcomes in social role attainment. Based on these findings, suggestions for the development of intervention and educational programs were proposed. Whilst no studies have targeted the quality of life of adults with ASD, the findings suggest a poor quality of life based on objective indicators. Directions for future research were also proposed. (Contains 3 tables.)
Supporting Social Competence among Secondary Students in Hong Kong: Teachers' Beliefs about School-Wide Interventions
Author: Tong, Andrew Ming Hei
Date: 2012-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Interpersonal Competence,Foreign Countries,Secondary School Students,Teacher Attitudes,Intervention,Correlation,Secondary School Teachers,Teaching Methods,Teacher Student Relationship

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with social, emotional, and behavioral difficulties. Findings indicated that the adoption of behavioral and social skill programs were common practices in schools and that the majority of participants in the present study believed that behavioral and social skill programs should be implemented in schools at an early stage. Furthermore, findings suggested that it is important to consider the interrelationship of professional, strategic, contextual, and attitudinal factors that support students' social competence and minimize their challenging behavior. (Contains 4 tables.)
The Attitude of Barbadian and Trinidadian Teachers to Integration
Author: Blackman, Stacey
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Experienced Teachers,Elementary Schools,Special Needs Students,Opinions,Novices,Elementary School Teachers,Foreign Countries,Educational Change,Teacher Attitudes,Teacher Education,General Education,Regular and Special Education Relationship

This quantitative study investigated the opinions of primary school teachers regarding the integration process in Barbados and Trinidad. It utilized a cross sectional survey design and inferential statistics. Data collection was facilitated through the Opinions Relative to Integration Scale developed by Antonak and Larrivee (1995). Four research questions were addressed: (1) what are teachers' attitudes towards the integration of students with disabilities? (2) what differences exist between teachers' attitudes in Barbados and Trinidad? (3) what differences exist between males and female teachers' attitudes towards the integration of students with special needs? (4) do novice and more experienced teachers differ in their attitudes toward the integration of students with disabilities? Results suggested that Barbadian and Trinidadian express ambivalent attitudes towards including students with disabilities in regular education settings. Implications for teacher training are discussed. (Contains 1 table.)
The Effect Inclusive Education Practice during Preschool Has on the Peer Relations and Social Skills of 5-6-Year Olds with Typical Development
Author: Ogelman, Hulya Gulay
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Elementary Schools,Interpersonal Competence,Peer Relationship,Young Children,Early Childhood Education,Kindergarten,Educational Practices,Preschool Children,Prosocial Behavior,Educational Needs,Special Education,Special Needs Students,Student Needs,Foreign Countries

The purpose of this study is to set forth the effect preschool inclusive education practices have on the peer relations of 5-6 year olds with typical development. The study comprised of two sample groups. The children in both groups were attendees of kindergartens at primary schools governed by the Ministry of National Education located in the Karatay district of Konya. The kindergartens of the primary schools in the district of Karatay were classified under two groups; those that exercised inclusive education and those that did not exercise inclusive education. Results of this study, conducted to investigate the effect inclusive education practice has on the peer relations and social skills of 5-6 year old children, concluded the in general inclusive education practice has a positive effect on the level of aggression, prosocial behaviour, asocial behaviour, and victimisation, which are related to peer relations, and interpersonal skills, anger management skills and adaptation to change, self-control skills and task completing skills, which are social skill variables. The was no significant difference between the score means of chosen peer relations and social skill variables for the children in both groups based on first measurements taken before inclusive education practice. (Contains 2 tables.)
The Effect of Visual-Spatial Stimulation on Emergent Readers at Risk for Specific Learning Disability in Reading
Author: Zascavage, Victoria Selden
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Stimulation,Vowels,Word Recognition,Emergent Literacy,Males,Montessori Schools,Spatial Ability,Visual Perception,Comparative Analysis,Early Reading,Reading,Federal Legislation,Educational Legislation,Control Groups,Reading Difficulties,Early Childhood Education

This study compared word recognition for words written in a traditional flat font to the same words written in a three-dimensional appearing font determined to create a right hemispheric stimulation. The participants were emergent readers enrolled in Montessori schools in the United States learning to read basic CVC (consonant, vowel, consonant) words and who were being taught with similar educational methodology. Analysis of error types for readers in the lower 20th percentile showed that vowel or consonant substitutions were more frequent for males than females (p less than 0.07), errors in which the students rhymed the word incorrectly with the previous word were more frequent in males (p less than 0.026), and word guessing errors were more frequent in older students (p less than 0.022). Letter/word transpositions (e.g., b/p; t/f; whole word, such as nap/pan were moderately more frequent for traditional flat print words (p less than 0.043). Among the 23 students who scored in the lowest 10th percentile (fewer than 42 out of 52 traditional flat print words read correctly), 9 increased their score by at least 10% in the three-dimensional appearing font when compared to their traditional flat print score; 5 of them increased by at least 20%. The largest improvement was from 35 traditional flat print words to 44 three-dimensional appearing prints, which translates to a 25.7% gain. For the student at risk for either a specific learning disability in reading or dyslexia, the use of three-dimensional font may provide enough a right hemispheric catalyst to increase the number of words recognized and read correctly. (Contains 2 tables and 2 figures.)
The Effects of a Family Support Program Including Respite Care on Parenting Stress and Family Quality of Life Perceived by Primary Caregivers of Children with Disabilities in Korea
Author: Sung, Minjung
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Intervention,Parent Child Relationship,Quality of Life,Foreign Countries,Control Groups,Experimental Groups,Caregivers,Child Rearing,Respite Care,Parents,Family Programs,Anxiety,Special Education,Elementary School Students,Pretests Posttests,Qualitative Research

In this study, a family support program was carried out for primary caregivers of children with disabilities. The program included respite care, recreation programs, counseling, and social support coordination based on individual needs of each family. In order to verify the intervention effects, parenting stress and family quality of life were measured before and after the intervention. Twenty-one primary caregivers who have children with disabilities attending a special school located in Buchon, Korea participated in the study. The experimental group A (seven caregivers) was provided with respite care services only whereas the experimental group B (seven caregivers) was provided with a multifaceted family support program including recreational programs, counseling, and social support coordination in addition to respite care services. No support was provided to the control group (seven caregivers). The results showed a significant difference in the change of family quality of life between the experimental group B and the control group. However, there was no significant difference among three groups in parenting stress. Discussion about the results and implications for future research is presented. (Contains 14 tables.)
The Impact of a Child with Autism on the Bruneian Family System
Author: Tait, Kathleen J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Help Seeking,Interpersonal Relationship,Cultural Context,Autism,Foreign Countries,Developmental Disabilities,Cultural Influences,Family Life,Pervasive Developmental Disorders,Parent Attitudes,Social Influences,Family Environment,Children,Surveys,Costs,Interaction,Social Isolation,Stress Variables,Child Rearing,Islamic Culture

An investigation of parents' perspectives on family life with a child with autistic spectrum disorder (ASD) in Negara Brunei Darussalam (Brunei) and the socio-cultural context in which these families function was conducted. It has been suggested that the impact of a child with a developmental disability, like autism spectrum disorder, on the family appears to be related to demographic; child and parent characteristics (Dur-Vila, Dein, &amp; Hodes, 2010). Thirty sets of Bruneian parents with children with ASD aged between 4-12 years were surveyed regarding the impact of having a child with autism on family functioning. The investigator found that based on the results from the Impact on Family Scale (Stein &amp; Reissman, 2004) that the financial situation, social interaction within and outside the home, and the subjective distress felt by the parents were found to be high on impact. Content analyses of the narrative data indicated that parents' Islamic faith influenced their coping with rearing a child with ASD in Brunei. This study highlights the need for further investigation of parent adjustment in terms of Islamic cultural influence, the context, help seeking and support service uptake. (Contains 1 table and 5 figures.)
Tourette Syndrome: School-Based Interventions for Tics and Associated Conditions
Author: Koutsoklenis, Athanasios
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Problems,Attention Deficit Hyperactivity Disorder,Anxiety,Social Adjustment,Neurological Impairments,Intervention,School Role,Behavior Problems,Student Behavior,Program Effectiveness,Teacher Role,Peer Influence,Parent Role,Special Needs Students

Tourette syndrome (TS) is a neurological disorder characterized by motor and phonic tics that follow a fluctuating pattern of severity, intensity and frequency. TS is often associated with other conditions such as attention-deficit/hyperactivity disorder, obsessive-compulsive disorder and learning difficulties. This complex phenotype affects the academic performance and social adjustment of pupils with TS. However, little data are available on the role of school-based interventions. This paper reviews the educational interventions for TS and consolidates evidence on the fundamental role of school in the management of the behavioral and learning difficulties that pupils with TS experience. The study aims to investigate the educational repercussions of tics and associated conditions, to examine the educational interventions suggested for their management and to highlight the magnitude of the role of teachers, peers and parents. Moreover, it provides future directions for the improvement of school-based interventions along with suggestions for further research.
Prospective Teachers' Perceptions of the Value of an Early Field Experience in a Laboratory Setting
Author: Wasburn-Moses, Leah
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,At Risk Students,Program Effectiveness,Field Experience Programs,Laboratories,Student Diversity,Preservice Teachers,Teacher Attitudes,Tutoring,Nontraditional Education,Teacher Characteristics,Teacher Role,Public Colleges,Rural Areas,Measures (Individuals)

Because there is limited research on effective early field experiences and, particularly, on the potential of laboratory experiences to expose teacher candidates to a diverse student population, this study evaluates one such placement. As part of the placement, the teacher candidate provided tutoring at an on-campus model alternative program for at-risk youth. The purpose of this study is to describe the impact of this field placement on first- and second-year teacher candidates. Based on the need to (a) understand what prospective teachers learn from an early field experience designed to provide exposure teaching diverse learners, and (b) examine the impact of laboratory experiences on prospective teachers, the study was guided by two research questions: (1) Did the field experience change participants' views of becoming a teacher?; and (2) What dimensions of learning did participants identify as an outcome of the experience? In conclusion, participation in this laboratory field experience appeared to reinforce most of the participants' plans to pursue a teaching career. Participants indicated that they learned about the characteristics of a good teacher and good teaching as well as about student diversity. They also noted learning about their ability or teachers' ability in general to make a difference and that they learned more about themselves from trying on the role of the teacher. The experience appeared to be successful in that it exposed students to diverse learners in a manner that allowed them to remain positive about students and their potential as teachers to make a difference. (Contains 3 tables.)
The Centrality of Engagement in Higher Education
Author: Fitzgerald, Hiram E.
Date: 2012-09-00
Type: Journal Articles
Subjects: Higher Education,Land Grant Universities,Democracy,Expertise,Scholarship,Administrators,Community Involvement,Public Colleges,Citizenship,School Community Relationship,Partnerships in Education,Evaluation

The centrality of engagement is critical to the success of higher education in the future. Engagement is essential to most effectively achieving the overall purpose of the university, which is focused on the knowledge enterprise. Today's engagement is scholarly, is an aspect of learning and discovery, and enhances society and higher education. Undergirding today's approach to community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings. By recommitting to their societal contract, public and land-grant universities can fulfill their promise as institutions that produce knowledge that benefits society and prepares students for productive citizenship in a democratic society. This new engagement also posits a new framework for scholarship that moves away from emphasizing products to emphasizing impact. (Contains 2 tables and 1 figure.)
The World Grant Ideal and Engagement Scholarship
Author: Fitzgerald, Hiram E.
Date: 2012-09-00
Type: Journal Articles
Subjects: Higher Education,Values,Grants,Global Approach,Research Universities,Federal Legislation,Scholarship,Partnerships in Education,Cooperation,Colleges,Scientific Concepts,Science Instruction,Science Education,Community Involvement

Michigan State University President Lou Anna Simon's concept of the world grant ideal is grounded in three core values: quality, inclusiveness, and connectivity. These core values fuel the 21st-century imperative to build sustainable global prosperity. They represent an affirmation of the Morrill Act of 1862 in the context of a global society and as a model of university-community collaboration, applicable not only to research-intensive universities but also to higher education in general as well as to a broad range of societal organizations. In this essay, the authors describe the core features of a world grant ideal, provide examples of how Michigan State University has applied the three core values, and draw attention to critical organizational alignments that must occur in order to support fully engaged higher education institutions. (Contains 2 tables and 1 figure.)
Sometimes There Are No Notes: An Auto Ethnographic Essay of a Collaboration at the Engagement Interface
Author: Doberneck, Diane M.
Date: 2012-09-00
Type: Journal Articles
Subjects: College Faculty,Cooperation,Reflection,Ethnography,Dance,Dance Education,Community Involvement,Evaluation,Community Development

This autoethnographic essay represents the authors' critical reflection on their experiences partnering with Liz Lerman and Dance Exchange (a dance company) artists on a collaborative evaluation of "The Matter of Origins", a contemporary art and science dance performance. They describe meaningful moments in their collaboration and reexamine those pivotal experiences in the broader context of scholarly community engagement. Based on their reflections, the authors identified themes including ethnographic approaches to collaboration, shared systems of meaning, and developmental evaluation to understand the complex experiences that took place at the engagement interface. The essay concludes with suggested reflective questions for scholars to consider in their own community engagement activities. (Contains 1 endnote.)