ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing Special Education in the United States and China
Author: Kritzer, Jeffrey B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Foreign Countries,Special Needs Students,Rural Areas,Inclusion,Teacher Surveys,Individualized Education Programs,Elementary School Students,Elementary School Teachers,Comparative Analysis

Despite the fact that China has a deep-rooted history of sympathetic attitudes toward individuals with disabilities, and has begun to serve individuals with disabilities in their public schools, Special Education in China today is much like it was in the United States prior to the implementation of the Education for all Handicapped Children Act of 1975. China has little of the uniformity that is evident in special education programs across the United States. This paper compares special education as it is implemented in these two nations. A survey is conducted to ascertain the support that teachers in these countries receive for teaching struggling students. (Contains 4 tables.)
Counseling Gifted and Talented Students in Jordanian Inclusive Schools: Conclusion and Implication
Author: El-Zraigat, Ibrahim A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Talent,Gifted,Counselors,Counseling Services,Career Counseling,High Achievement,Foreign Countries,Inclusion,Student Characteristics,Cognitive Ability,Teacher Qualifications,Academic Advising,Program Development

The primary purpose of this study was to review counseling services for students who are gifted and talented at Jordanian inclusive schools in relation to theoretical counseling literature. The present study is considered a theoretical study. Gifted and talented students exhibit a wide range of characteristics, among of which are intellectual abilities and high achievement. The review indicated that counseling this group of students at Jordanian inclusive schools still faces a variety challenges. Foremost were lack of qualified teachers, few of gifted educational programs, and lack of skilled counselors. The study ended by offering a number of conclusions and implications. Basically, there is a need to establish a specialized counseling program for this group of students in the areas of psychological, academic, and career counseling.
Educational Outcomes for Children At-Risk: The Influence of Individual Differences in Children's Temperaments
Author: Al-Hendawi, Maha
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Outcomes of Education,At Risk Persons,Personality,Student Adjustment,Educational Objectives,Child Development,Individual Differences,Emotional Response,Prediction,Correlation,Measures (Individuals),Special Education,Gender Differences,Economically Disadvantaged,Developmental Delays

Individual differences in temperament can be protective or risk factors that may enhance or interfere with children's healthy development and educational success. This study examined the concurrent and predictive relationships between temperament, school adjustment, and academic achievement in children at-risk. Seventy-seven children at-risk, ages five to 11 years, were assessed in this study. The results for the concurrent relationships showed significant relationships between children's temperament and their school adjustment; negative emotionality significantly correlated with and predicted school adjustment. Children's temperament was also found to have a significant relationship with academic achievement; persistence and activity level had significant correlations with academic achievement. Implications for practice and considerations for future research directions are discussed. (Contains 5 tables.)
Including Students with Disabilities in UAE Schools: A Descriptive Study
Author: Anati, Nisreen M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Financial Support,Private Schools,Mainstreaming,Foreign Countries,Student Rights,Teaching Methods,Questionnaires,Teacher Attitudes,Teacher Qualifications,Special Education Teachers,Teacher Education,Regular and Special Education Relationship,Administrator Role

The United Arab Emirates is devoted to inclusive education, which respects the right for all learners, regardless of their strengths or weaknesses in any area, to become part of the mainstream school. This study describes the current practices that shape the nature of inclusive education in UAE schools from the teachers' perspective. Data drawn from the questionnaire that was directed to 26 teachers in UAE private and public schools indicated that such teachers were concerned about inclusive education in their schools. Teachers' dissatisfaction was due to a lack of qualified special education professionals to deal with students with disabilities, a lack of proper training for teachers in mainstream classrooms, a lack of knowledge about inclusion among senior-level administrators, a lack of financial support for resources and services specifically in private schools, and a lack of awareness of the inclusion issues that students with and without disabilities may face in inclusive settings. (Contains 4 tables.)
Insights into Self-Concept of the Adolescents Who Are Visually Impaired in India
Author: Halder, Santoshi
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Adolescents,Self Concept,Self Concept Measures,Visual Impairments,Foreign Countries,Sampling,Special Education Teachers,Physical Characteristics,Anxiety,Indians,Statistical Analysis,Scores,Comparative Analysis,Peer Acceptance,Adolescent Attitudes

The study aims to explore the nature of selected domains of self-concept (namely behaviour, Intellectual and school status, physical appearance and attributes, anxiety, happiness and satisfaction) of the sighted adolescents and the adolescents with a visual impairment. The sample (N = 160) have been drawn by simple random sampling from 100 sighted adolescents and 60 adolescents who are visually impaired from the selected schools of West Bengal (Eastern Part of India). Mean, Standard Deviation and Student's t-test has been computed for analyses of data. Significant differences were noted among the adolescents who are sighted and visually impaired with respect to the overall self-concept scores including the domains namely physical appearance, popularity, happiness and satisfaction. The results of this study will assist parents, advocacy groups and special educators to comprehend the areas in which the sighted students and students with visual impairment need help and support, in order to develop positive self-concept. (Contains 1 table and 1 figure.)
International Views of Inclusive Education: A Comparative Study of Early Childhood Educator's Perceptions in Jordan, United Arab Emirates, and the United States of America
Author: Hamaidi, Diala
Date: 2012-00-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Inclusion,Arabs,Foreign Countries,Comparative Analysis,Urban Areas,Young Children,Cross Cultural Studies,Cultural Differences,Mainstreaming,Attitudes toward Disabilities,Educational Practices,Kindergarten,Elementary Schools,Teacher Attitudes,Emotional Development,Social Development,Questionnaires,Negative Attitudes

The purpose of this research was to explore and describe early childhood educators' perceptions of academic aspects and social and emotional aspects of inclusion practices. In this comparative international quantitative research an attitudinal demographic survey was distributed to 300 early childhood educators in mandated kindergartens and primary public schools in urban areas of Amman/Jordan, Sharjah and northern areas/United Arab Emirates, and Southwestern/U.S.A. The main highlighted themes included: teachers' attitudes toward academic aspects of inclusion practices, teachers' attitudes toward social and emotional aspects that affect inclusive practices in different contexts. (Contains 3 tables.)
Let's Ask the Kids: Consumer Constructions of Co-Teaching
Author: Embury, Dusty Columbia
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Role,Team Teaching,Teacher Collaboration,Attitude Measures,Disabilities,Inclusion,Grade 7,Grade 8,Middle School Students,Interviews,Help Seeking,Power Structure

The purpose of this study was to investigate student perceptions of co-teachers. Students with disabilities are more than twice as likely as their peers without disabilities to leave school early (Kortering & Braziel, 2002; Wilson & Michaels, 2006). Students in two inclusive classrooms in an urban middle school participated in interviews about their perceptions of being in a co-taught class. Data from the student interviews indicated that students were positive about having two adults in the classroom, however, willingness to ask for assistance varied across environments. Acceptance of instruction and discipline from either teacher also varied from classroom to classroom. The findings from this study illustrated the need for inclusion to apply to all members of the classroom--students and teachers. When teachers' roles are reduced to that of an assistant or aide in the classroom, the students show an awareness of that power differential and status. Implications of the study suggested that parity in co-teaching was in the best interest of the teachers and students. (Contains 8 tables.)
Listening to Their Voices: Factors that Inhibit or Enhance Postsecondary Outcomes for Students' with Disabilities
Author: Garrison-Wade, Dorothy F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Opportunities,Student Attitudes,Educational Experience,College Students,Outcomes of Education,Postsecondary Education,Case Studies,Community Colleges,Colleges,Self Determination,Planning,Student Personnel Services,Focus Groups,Barriers

Although an increasing number of students with disabilities are considering postsecondary educational opportunities, many of these students find the challenges daunting as compared to their secondary educational experiences. The purpose of the qualitative case study reported herein was to learn more about students' perceptions of services received in college in order to develop a clearer understand of how to better ensure positive outcomes. Fifty nine students with various disabilities and six disability resource coordinators from five two year community colleges and three four-year universities participated in the study. Three major themes emerged from the data, including: (a) capitalizing on student self-determination skills, (b) implementing formalized planning processes, and (c) improving postsecondary support. The author developed a preliminary framework based on the analysis of the data. This framework included three key factors that contribute to the success of students with disabilities in postsecondary institutions; (1) self-determination, (2) planning efforts, and (3) postsecondary supports. The article concluded with recommendations for improving postsecondary outcomes for students with disabilities. (Contains 2 tables and 1 figure.)
Mapping the Early Intervention System in Ontario, Canada
Author: Underwood, Kathryn
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Early Intervention,Child Development,Young Children,Delivery Systems,Financial Support,Student Needs,At Risk Students,Therapy,Web Sites,Agencies,Geographic Location

This study documents the wide range of early intervention services across the province of Ontario. The services are mapped across the province showing geographic information as well as the scope of services (clinical, family-based, resource support, etc.), the range of early intervention professionals, sources of funding and the populations served by the services. Results of the study provide a picture of the range and scope of early intervention service in the province and identify variability of services across the province. The study highlights systemic variables that are of interest across Canada in early intervention practices, at a time when significant focus is on the importance of the early years, particularly for children with disabilities. The study aims to identify the scope of early intervention services across the province of Ontario. In the international literature on early intervention, there are frequent references to early intervention systems (for example in the Part C programs in the US, described by Bruder &amp; Dunst, 2008). In Ontario, and other Canadian provinces, it is difficult to define one system of early intervention services. This is because early intervention has no federal guidelines or funding, and at the provincial level, there are is no defining legislation that ensures early intervention services or defines a system of services. Early intervention is a growing area of interest in research on special education and disability in educational settings (Guralnick, 2011). Interest in the early years stems from the understanding that the years preceding elementary school-age are formative and learning in these years can set an educational trajectory for life (Willms, 2002). This is a deterministic view of child development, and ongoing research in early intervention is warranted. However, in some jurisdictions there is not a clear &quot;system&quot; of early intervention services, which makes it challenging to investigate the efficacy of these approaches. This study aims to identify both consistent and variable characteristics of a system of early intervention services in Ontario, Canada, which provide a starting point for analysis of systemic issues in early intervention practice. This mapping of services is designed to identify the scope of organizational characteristics that make up the early intervention system in Ontario. (Contains 1 table and 3 figures.)
National Regulations and Guidelines and the Local Follow-Up in the Chain of Actions in Special Education
Author: Nilsen, Sven
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education,Guidelines,Content Analysis,Foreign Countries,Compulsory Education,Evaluation,Municipalities,National Standards,Educational Legislation,Parent Student Relationship,Individualized Education Programs,National Curriculum

The topic of this article is the chain of actions in special education in Norwegian compulsory schooling. The main research question is: how do local practise concur with national regulations and guidelines in different phases of the chain of actions in special education? The study is carried out as an evaluation study. The criteria on which the analysis of local practice relates to are clarified based on the analysis of national regulations and guidelines. A qualitative content analysis of written documents has been conducted, both with regard to regulations and practice. Data aimed at throwing light on local practice covers a total of eight pupil cases, each of which contains the relevant documents from the phases in the chain of actions. Based on the results, we can first of all conclude that a rather varying accordance exists between practise and regulations in different phases of the chain of actions. Certain parts of the regulations appear to be followed up effectively, but the follow up in other areas is far less clear and at times inadequate. Second, the results indicate that the interrelationship between the different phases of the chain of actions varies. This represents a serious challenge, not only for the individual phases, but also for the chain as a whole. Thus, there appears to be a clear need to improve the quality, where the focus should be on aspects of practice as well as the regulations.
On the Dirt Road to Inclusion
Author: Wiazowski, Jaroslaw
Date: 2012-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Quality,Visual Impairments,Foreign Countries,Rural Schools,Special Schools,Special Needs Students,Braille,Instructional Materials,Computers,Faculty Development

Inclusive education in the Republic of South Africa has been codified and written down in the form of White Papers. From the legislative point of view, the situation is clear. The reality however shows that the implementation of the law is still at its infancy. Students with visual impairments are practically confined to being educated in specialized schools. This article is presenting a bold attempt to establish conditions for an inclusive setting where students with visual impairments could successfully study hand in hand with non-disabled peers. A small rural school in the Limpopo Province, RSA combines the best of two worlds--an inclusive school in the residential setting. Despite basic facilities in place, the school was struggling with providing quality education for its population. A series of on-site in-services paired up with the expansion of technological facilities proved to be instrumental in forming a model for an inclusive program.
Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India
Author: David, Ruffina
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Self Efficacy,Student Attitudes,Social Status,Foreign Countries,Classroom Environment,Mainstreaming,Attitudes toward Disabilities,Interviews,Questionnaires,Teacher Attitudes,Classroom Techniques,Observation,Teacher Influence,Peer Relationship,Peer Acceptance

This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included descriptive statistics and regression analysis. Findings showed that in the context of the Inter-group Contact Theory, teachers' classroom practices influenced the social status of students with disabilities in regular classrooms. The study's findings also showed that the social status of students with disabilities was similar to that of their peers without disabilities. The implication of these findings are that teachers can make a difference in the social inclusion experiences of students and that such inclusion may also allow for better school outcomes that are associated with increased peer interaction amongst students with and without disabilities. (Contains 3 tables and 2 figures.)
The Role of Auditory Cues in the Spatial Knowledge of Blind Individuals
Author: Papadopoulos, Konstantinos
Date: 2012-00-00
Type: Journal Articles
Subjects: Visual Impairments,Maps,Cues,Cognitive Mapping,Auditory Stimuli,Blindness,Spatial Ability,Correlation,Hearing (Physiology),Adults,Environment,Auditory Perception,Urban Areas

The study presented here sought to explore the role of auditory cues in the spatial knowledge of blind individuals by examining the relation between the perceived auditory cues and the landscape of a given area and by investigating how blind individuals use auditory cues to create cognitive maps. The findings reveal that several auditory cues characterize the study area and are linked to a number of its spatial features. Moreover, the results indicate that, through their sense of hearing, individuals with visual impairments create cognitive maps which include information about spatial relationships of environmental objects/attributes. (Contains 4 tables and 5 figures.)
Towards a Framework for Understanding the Process of Educating the "Special" in Special Education
Author: Hausstatter, Rune Sarromaa
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Special Education,Models,Traditionalism,Inclusion,Social Environment

This article addresses the debate between traditionalism and inclusion within special education, and presents the argument that being disabled and having special needs are very real conditions, even though disabilities are socially constructed, and that teachers must respond to this reality. This article first presents a theoretical framework that provides an understanding of the processes that create the special student in special education. This article claims that this process is part of the technology of normalization, which plays an important role within special education. Secondly, we show how this understanding can be helpful for identifying the appropriate means of educating and supporting the "special" student. By emphasizing the link to the practical field of special education, we can better see how we construct the "special" in special education and how we can use this knowledge to select the most appropriate solutions for a person with special needs. (Contains 2 tables and 1 figure.)
Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities
Author: Aydeniz, Mehmet
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Student Attitudes,Science Instruction,Scientific Attitudes,Elementary School Science,Elementary School Students,Educational Change,Inquiry,Energy,Equipment,Intervention,Science Education,Scientific Concepts,Science Curriculum,Special Education,Pedagogical Content Knowledge,Learning Activities,Educational Strategies,Federal Legislation,Educational Legislation

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and electricity and magnetism. Students' conceptual understanding of these concepts was measured through a test designed by the investigators. The students' attitudes towards science were measured through scientific attitudes inventory (SAI-II). The results indicated that all students acquired the science content covered during the intervention and maintained their performance six weeks later. In addition, students improved their attitudes towards science. Our discussion focuses on the ways in which we can make science learning accessible to students with learning disabilities by making changes in curriculum, instruction and assessment. (Contains 4 tables and 5 figures.)
Validity and Reliability of Turkish Version of Gilliam Autism Rating Scale-2: Results of Preliminary Study
Author: Diken, Ibrahim H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Rating Scales,Autism,Foreign Countries,Hearing Impairments,Mental Retardation,Test Validity,Comparative Analysis,Translation,Test Reliability

The purpose of this preliminary study was to explore the validity and reliability of Turkish Version of the Gilliam Autism Rating Scale-2 (TV-GARS-2). Participants included 436 children diagnosed with autism (331 male and 105 female, mean of ages was 8.01 with SD = 3.77). Data were also collected from individuals diagnosed with intellectual disability, with hearing impairment, and from typically developing children in order to examine discrimination validity of the TV-GARS-2. After carrying out Turkish translation procedure, reliability and validity of TV-GARS-2 were explored by conducting a series of analyses. Results yielded that TV-GARS 2 is a reliable and valid assessment tool to be used with individuals with autism in Turkey. (Contains 6 tables.)