Introduction Despite the continued movement toward inclusive practices in Australia, recent studies overseas have found that many teachers have less than positive attitudes towards students with disabilities and their inclusion in general education classrooms (D’Alonzo, Giordano, & Cross, 1996; Vaughn, Schumm, Jallad, Slusher, & Saumell, 1996). Teachers set the tone of classrooms, and as such, ...

Young children with significant disabilities CAN make developmental and social gains when they are served in inclusive community settings. This paper describes what we learned from our study of the practices implemented to successfully include young children with significant disabilities. “Successfully included,” for this study, means that the child made progress on IFSP outcomes or IEP goals; ...

Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an S...

Suzanne Evans Morris, Ph.D. Speech-Language Pathologist New Visions 1124 Roberts Mountain Road Faber, Virginia 22938 (804) 361-2285, [email protected] In 1985 adult continuing education workshops were developed for professionals working in rehabilitation and special education. Between 1985 and 1988, 320 individuals attended twelve small, five-day workshops that incorporated Hemi-Sync signals in b...

The recent federal education bill, No Child Left Behind, requires states to test students in grades 3 to 8 each year and to judge school performance on the basis of these test scores. While intended to maximize student learning, there is little empirical evidence about the effectiveness of such policies. This study examines the impact of an accountability policy implemented in the Chicago Publi...

Article History: Received 27.10.2015 Received in revised form 10.02.2016 Accepted 29.02.2016 Available online 21.03.2016 The study aimed to investigating the opinions of elementary classroom teachers and children with normal levels of development in whose classes children with special needs were also present. The researchers conducted interviews with 10 teachers who worked at elementary schools...

Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results ...

inviting me to participate in the " New Technologies, New Challenges: Women and Prenatal Testing in the 21 st Century " symposium. I am grateful to Nanette R. Elster, Jennifer Simokaitis and Dr. Eugene Pergament for comments on earlier drafts. This Article does not reflect the opinions or policies of DePaul University College of Law or any clients of Children's Law Group, LLC. All errors and op...

This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general ...

The purpose of this paper is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional strategies from research in mainstream and special educatio...