ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusion of Children with Autism Spectrum Disorders in Mainstream Primary School Classrooms: Zimbabwean Teachers&apos; Experiences
Author: Majoko, Tawanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Support Groups,Autism,Pervasive Developmental Disorders,Foreign Countries,Inclusion,Elementary School Teachers,Elementary School Students,Phenomenology,Teacher Attitudes,Positive Attitudes,Special Needs Students,Faculty Development,Teacher Aides,Counseling Services,Parent Participation,Civil Rights,Social Justice,Communication Problems,Socialization

The shift in paradigm from exclusion to inclusion in education in Zimbabwe, in alignment with the global world, has resulted in a significant number of children with Autism Spectrum Disorders (ASD) being educated in mainstream primary school classrooms. Consequently, new demands are being made on teachers who are not necessarily adequately prepared for these children. The current study, embedded within the phenomenological approach, interpreted 24 Zimbabwean primary school teachers' responses to individual semi-structured, in-depth interviews on their experiences in the inclusion of children with ASD in mainstream classrooms. Despite participants' apprehension and uncertainty about inclusion, they held positive attitudes and commitment to its practice based on its entrenchment in human rights and social justice. Participants confronted and strategized on curriculum and instruction, communication, social and behaviour issues that interfered with the inclusion of children with ASD in mainstream classrooms. In-school and out-of-school support systems and resources, including the Zimbabwe Schools Psychological Services and Special Needs Education Department, teacher assistants, parents and educational psychologists supported teachers in the inclusion of children with ASD in mainstream classrooms. Professional development of teachers would assist them to support the inclusion of children with ASD in mainstream classrooms. Further research on the experiences of other stakeholders, including typically developing children, school administrators and parents in the inclusion of children with ASD in mainstream classrooms is needed.
Lesser Inclusion: An Essay Inspired by Deleuze and Guattari&apos;s &apos;Kafka&apos;
Author: Orru, S. E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Inclusion,Civil Rights,Access to Education,Disabilities,Educational Legislation,Attitudes toward Disabilities,Literature,Administrator Attitudes,Principals,Teacher Attitudes,Foreign Countries,Special Education

Education is a fundamental right of citizens. To guarantee this right, legislation was implemented so disabled students could access and remain in schools. This movement was called inclusion. Despite the legislation established, many students have suffered from pseudoinclusion, because despite them having physical access to the school, the welcoming that promotes the feeling of belonging to the group is non-existent. The objective of this text is to make known the concept of 'lesser inclusion' inspired by reading Deleuze and Guattari's 'Kafka: Toward a Minor Literature'. Two interviews were conducted -- with a principal and a teacher -- as well as a conversation with a group of first-grade children. The results are presented as experiences, in which inclusion is part of the pedagogical philosophy and life of the school community. Finally, lesser inclusion is conceptualized as that which occurs in the difference that differentiates itself without legal impositions as the motivation.
Participation of Students with Disabilities in College Ready Programs
Author: Freeman-Green, Shaqwana
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,College Preparation,Postsecondary Education,Inclusion,Access to Education,Program Evaluation,Program Effectiveness,Advanced Placement Programs,High School Students,Career Academies,Dual Enrollment,High Schools,At Risk Students,Honors Curriculum,Talent Identification,Intervention

Benefits of graduating with a college degree include higher earnings, lower unemployment rates, improved health, and increased job satisfaction. A number of college-ready programs are offered to help prepare students for postsecondary education and careers (e.g., advanced placement, International Baccalaureate, dual enrollment, Tech Prep); however, little is known about the inclusion of students with disabilities in these programs. This study evaluated 15 college-ready programs to determine if they served students with disabilities, what program evaluation data indicated for students in these programs, and if program evaluation data were disaggregated for students with disabilities, what were the outcomes. Results indicated 12 of the programs resulted in successful preparation for postsecondary education; however, of the 15 programs reviewed, only two disaggregated data for students with disabilities. Implications for practice and directions for future research are discussed.
New Orleans Educational System in Public Schools Pre/Post Hurricane Katrina as Perceived by Special Education Teachers
Author: Alzahrani, Sultan
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Public Schools,Natural Disasters,Educational Change,Educational Improvement,Teacher Attitudes,Personal Narratives,School Culture,Collegiality,Socioeconomic Influences,Educational Administration,Leadership Role,Elementary Secondary Education,Regular and Special Education Relationship

This modified narrative study is an exploration of the perceptions of two special educators who experienced the dramatic changes in the New Orleans public school system as a result of Hurricane Katrina. The participants in this study will consist of two special education professionals (See Table 1). From their perspectives, the reader shall gain a deeper understanding of how the educational system has evolved from its pre-Katrina structure. [For a related article, see EJ1178306.]
Quality of Llife of Qatar University Students with Disability and Its Relation to Their Academic Adjustment and Performance
Author: Al-Attiyah, Asma
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality of Life,College Students,Disabilities,Student Adjustment,Academic Achievement,Visual Impairments,Physical Disabilities,Learning Disabilities,Hearing Impairments,Health,Family Life,Social Life,Education,Emotional Response,Mental Health,Time Management,Grade Point Average,Gender Differences,Correlation

This study aimed at assessing the quality of life of Qatar University students with disability and its relation to their academic adjustment and performance. Seventy (70) students, 31 males, and 39 females participated in the study during the spring of 2017. Participants with sensory (visual or hearing impairments) numbered 25, with physical impairment 32, and with learning disability 13 were assessed on six aspects of Quality of life, including, health, social and family, education, emotional life, mental health, and time management skills. Participants also reported their GPA and completed the academic adjustment assessment tool. Results showed medium to high levels of quality of life among students. Results showed that males' level of quality of life was higher than that of females on health, emotions, and mental health. The type of disability did not affect their level of quality of life. Further, significant relationships were found between quality of life aspects and academic adjustment. Furthermore, the quality of life and academic adjustment predicted academic performance. Results were discussed using the contextual and cultural factors affecting students' quality of life and their academic adjustment.
School Challenges of Students with Visual Disabilities
Author: Temesgen, Zelalem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Blindness,Principals,Elementary School Students,Elementary School Teachers,Accessibility (for Disabled),Educational Environment,Barriers,Costs,Teacher Competencies,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Budgets

The purpose of this study was to identify challenges that students with visual disabilities faced in the primary schools of Weldeya town in Ethiopia. Principals, students with visual disabilities and teachers were invited to take part in the study. With this, a phenomenological design was used to investigate the experience of participants regarding school challenges of students with visual impairment. The researcher used a semi-structured interview, focused group discussion and observation checklist to gather data. Then, the data were analyzed thematically which were preset in relation with research questions. Through the discussion, environmental inaccessibility, inflexibility of financial guidelines in schools and lack of training among teachers were identified as major school challenges for education of students with visual impairment.
Arab-Origin Students&apos; Experiences of Learning Turkish: A Case Study
Author: Taysi, Esra Karakus
Date: 2018-12-00
Type: Journal Articles
Subjects: Case Studies,Arabs,Turkish,Second Language Learning,Second Language Instruction,Spelling,State Universities,Teacher Attitudes,Student Attitudes,Learning Experience,Content Analysis,College Faculty,Language Teachers,Alphabets,Difficulty Level,Morphemes,Foreign Countries,Writing Skills,Language Usage,Educational Games,Teaching Methods

The purpose of this study is to consider the Turkish learning situations of the 16 Arab-origin students learning Turkish at TÖMER subordinate to a state university in the Aegean region from the perspectives of both students and the teachers who teach them Turkish and investigate their language learning experiences from many perspectives. In order to achieve this goal, a qualitative research method was used. Data were collected from the participating students and lecturers through semi-structured interviews. The method of content analysis was used in the data analysis. Based on the findings obtained in the data analysis, it was concluded that the students stated that; they learnt Turkish to study at a university and because they had to live in Turkey; they had the most difficulty in the writing skill; they found the Turkish lessons difficult due to the different language structure and alphabet. On the other hand, the participating lecturers stated that; the students had difficulties in writing; they used Turkish by having conversations with Turkish native speakers and at work; the mistakes they made the most were suffix and spelling mistakes, and in order to solve these problems, they got the students to play concept games, and had lessons in different places outside the classroom by getting the students to do a lot of practice.
Effects of Water Intake on Biochemical Parameters and Performance during Resistance Exercise
Author: Kasap, Murat
Date: 2018-12-00
Type: Journal Articles
Subjects: Water,Physical Education,Physical Activities,Athletics,Pretests Posttests,Human Body,Metabolism,Exercise,Team Sports,Athletes,Males,College Students

The study aims to determine whether water intake during resistance training impacts the amounts of potassium (K+), sodium (Na+), magnesium (Mg), and calcium (Ca) and to identify the effects of the reactions of these minerals on performance. Ten male university students aged between 20 and 23 participated in the study. The participants did five different previously-determined resistance exercises (3 sets of 8RM). During the training program, the participants did the resistance exercises by not consuming water in the first week and consuming water in the second week. (Pre-exercise and exercise days routine food and fluid intake was maintained, fluid intake restriction was applied only during exercise) The participants' weight, body mass index (BMI), percent body fat, systolic and diastolic pressure, lactate, Borg scale ratings, and K+, Na+, Mg, and Ca were determined before and after the exercises. Training volume was recorded. Performing the exercises without water intake produced a significant increase in K+. During the exercises done with water intake, there was a significant increase in Na+. No statistical differences were determined in the volume of exercise done with and without water intake. The study shows that water intake during high-intensity resistance training does not have any effect on the volume of exercise. In addition, the changes in Na+ and K+ parameters do not affect the volume of exercise. Although loss of minerals is statistically significant in exercise without water, it is understood that the total amount of minerals lost is not enough to induce a physiological change or a performance change in the total resistance training volume. Water, regardless of the volume and intensity of exercise, promotes balance of metabolism and prevents performance degradation that can occur during sport events (Murray et al., 1991). For this reason, water should be consumed not only in sports activities but also in daily activities.
Using Grounded Theory to Explore Learners&apos; Perspectives of Workplace Learning
Author: Bytheway, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Grounded Theory,Workplace Learning,Adults,English (Second Language),Second Language Instruction,Foreign Countries,Teaching Skills,English Teachers

Grounded theory is an inductive enquiry that explains social processes in complex real-world contexts. Research methods are cumulative cyclic processes, not sequential processes. Researchers remain theoretically sensitive and approach data with no preconceived hypotheses or theoretical frameworks. Literature is reviewed as lines of enquiry and substantive theories emerge. Interviewers ask broad open questions, check understanding and prompt further description. Participants choose how they share their perspectives and experiences. Everything is considered data. Data is analyzed in cyclic processes. Initially coding uses participants' words, and then identifies patterns, social processes and emerging substantive theories. Memos and diagrams facilitate understanding of data and literature. Grounded theory is a suitable research methodology for work-integrated learning because grounded theory explains social processes, such as learning, in complex real-world contexts, such as workplaces, where multiple influencing factors occur simultaneously. A case study illustrates how grounded theory was used to explain learning in the workplace.
Psychological and Pedagogical Support of Inclusion in Higher School as an Aspect of Supplementary Professional Education of Academic Staff
Author: Blinov, Leonid V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Regular and Special Education Relationship,Teacher Attitudes,Barriers,Teacher Competencies,Foreign Countries,College Students,College Faculty,World Views,Psychological Patterns,Teaching Experience,Educational Technology,Technology Uses in Education

The paper deals with the issues of psychological and pedagogical support of the academic staff working with students with disabilities in the context of inclusive education. The relevance of the research is due to the difficulties in implementing the inclusive approach in Russian higher schools and need to train academic staff in working with students with special needs. Interviewing and rating academic staff members, (120 persons,) have revealed difficulties (philosophic-worldview, project-technological, and psychological-pedagogic) they face when teaching students with disabilities. The resource of further education can be used to overcome the revealed obstacles. Based on the example of teaching according to a specially designed program for further training, it has been shown that it helps to form relevant competencies and preparedness to work with students with disabilities. The paper may be useful for higher school managers and academic staff and teachers in intermediate vocational education establishments who work in a climate of inclusion as well as for specialists engaged in supplementary professional education.
&quot;But Isn&apos;t the Teacher Supposed to Tell Us?&quot;: Illuminating Transactional Reading Processes through Transmediation
Author: Nash, Brady
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Processes,Reading Comprehension,Reading Instruction,High School Students,Grade 10,Cooperative Learning,Reading Strategies,Art Activities,Integrated Curriculum,Metacognition,Literature Appreciation,Multimedia Materials

This article explores the ways in which transmediation (Suhor, 1984), the translation of meaning from one sign system into another, can support students in developing their confidence and capabilities as readers. The author, a 10th grade English teacher, details a literature workshop (Blau, 2003) unit in which students worked collaboratively to develop reading strategies, utilizing the arts as a central means of comprehending text. This approach to reading instruction, refined over the course of three years, mixes art-making with metacognitive reading comprehension strategies as students create a variety of informal and formal multimodal texts in response to literature. By creating artistic renderings of their readings, students gained windows into their own reading processes and the reading processes of their peers. The author argues that infusing multimodal elements into reading instruction can support students in becoming aware of their own transactional reading processes and empower them to tackle challenging texts.
Castle&quot;ing&quot; Whiteness: White Youth and the Racial Imagination
Author: Miller, Erin T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,White Students,Grade 4,Racial Attitudes,Imagination,Critical Literacy,Visual Aids,Power Structure,Concept Formation

This essay details what we, three White teacher-researchers, learned about how one class of fourth grade children interacted with signs such as castles, forts, and walls through a three-day improvisational workshop aimed at fostering critical literacy skills. Theories and methods of improvisational theatre offer a distinct way to approach critical literacy, especially the racialization of particular signs and symbols. Although we do not explicitly take up race with the children in our study, our work contributes to the broader field of critical Whiteness studies because we conceptualize forts, castles, and walls as symbols of racial power in the imagination. Castles, forts, and walls are pervasive signs for children in the United States and, subsequently, inform the ways children imagine themselves in social hierarchies prevalent in the U.S. Using qualitative methodologies, we collected and analyzed field notes, interviews, and audio/video recordings of the workshop to construct patterns in our data. We present findings of how the children interacted specifically to one symbol at length - the castle -- because of its salience in the data. Although our findings are only tentative due the short duration of the study, we believe they will generate new insights for future research in critical literacy.
Creating a Third Space through Intertextuality: Using Children&apos;s Literature to Develop Prospective Teachers&apos; Critical Literacy
Author: Weippert, Tracy L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Literacy,Childrens Literature,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Elementary School Teachers,Ideology,Discussion (Teaching Technique),Reading Materials,Critical Reading,Nonfiction,Picture Books,Fiction

Critical literacy works to make readers aware of the explicit and implicit ideologies present in texts. Engaging in critical reading helps readers recognize and interrogate ideologies in texts in order to be more informed readers. This action research study examined the development of critical literacy skills in 19 prospective elementary teachers across three weeks of a semester-long undergraduate children's literature course. Researchers, who were also course instructors, intentionally paired texts to help students enter a Third Space in which they could practice intertextuality (Tracey &amp; Morrow, 2012). The Third Space afforded ideological distance from both the students' personal ideologies and those inherent (and often unrecognized) in texts, thus allowing students to better connect and critique messages within and across texts. Researchers engaged in first- and second-cycle coding and collaborative discussion of students' written responses to texts and discussion transcripts. Findings suggest that pairing texts with similar themes allows students to begin to uncover implicit ideologies and reevaluate their stances both toward the literature and to their own ideological beliefs. However, quality of discussion, background knowledge, and emotional connection to the literature and/or the topic may also affect the ways in which students critically engage with texts in the Third Space.
Engaging Preservice Teachers with Culturally Responsive Pedagogy: Three Model Lessons for Teacher Educators
Author: Howard, Christy
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Culturally Relevant Education,Teacher Educators,Cultural Awareness,Misconceptions,Social Justice,Student Diversity,Social Action

In this article, we present three example lessons focused on intentionally developing preservice teacher (PST) knowledge of culturally responsive teaching in each of our literacy courses. We use culturally responsive teaching as a framework to expand PSTs beyond surface level thinking of diversity by modeling specific literacy practices that embrace students' cultural experiences and connect to academic learning. We offer teacher educators tools and resources to combat popular myths of diverse families, access language and literature for teaching social justice, and use facilitative texts to scaffold affirming and accurate language in their own teaching contexts.
Literate Identity Development in First Grade: A Cross-Case Analysis of Students with Strong and Emerging Decoding Skills
Author: Moses, Lindsey
Date: 2018-00-00
Type: Journal Articles
Subjects: Decoding (Reading),Grade 1,Elementary School Students,Reading Skills,Identification (Psychology),Teaching Methods,Literacy Education,Written Language,Reading Comprehension,Student Characteristics,Student Centered Learning

The purpose of this yearlong study was to examine literate identity development of first-grade students in a student-centered, literature-based classroom where meaning making was privileged over decoding skills. This cross-case analysis traced the identity trajectories of two case studies: one student with strong decoding skills (above grade level performance) and one student with emerging decoding skills (below grade level performance). Sociocultural theories provided a framework for the data collection and analysis with an understanding that meaning is co-constructed in situated contexts as children take up literacy practices to participate in identity negotiations. This study utilized a formative design with a pedagogical goal of developing positive literate identities. Discourse analysis was used to analyze and trace the identity trajectories of a strong and emerging decoder over the course of a year. Both students negotiated positive identities by taking up accepted classroom literacy practices. Similarities, differences, and implications for instruction are explored.