Author: Robert Scott Spence
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 110
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Book Description
Author's abstract: The academic performance of regular education students placed in an inclusive setting with special education students was compared to the academic performance of regular education students not placed in an inclusive setting. Criterion Referenced Competency Test results in mathematics and reading for middle school students were used to define academic achievement. Demographic identifiers of race and gender were also included. A causal-comparative research design was used for this quantitative study. The data were analyzed using Analysis of Covariance in order to initially equalize the scores of the two groups of students. The researcher found no significant difference in the reading achievement of the two groups. In addition, the researcher found no significant difference in the reading achievement of the two groups when race and gender were introduced as factors. There was no significant difference found in the math scores of female, white, or African American students within the boundaries of the study. However, the researcher did find significant differences (p
Author: Angie L. Gilliam
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 98
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Book Description
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
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Book Description
Author: Sharon R. Vaughn
Publisher: Pearson College Division
ISBN: 9780133386288
Category : Education
Languages : en
Pages : 576
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Book Description
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. -- This title is only available as a loose-leaf version with Pearson eText, or an electronic book. In this widely popular book, pre- and in-service elementary and secondary school teachers get the tools and confidence they need to meet the educational, behavioral, and social needs of every student in today's diverse classrooms. With its numerous learning activities and sample lessons–plus stories from teachers, students, and parents–it features a strong focus on applying practical, proven strategies for effective teaching and learning. Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom is the ideal guide for today's busy classroom teachers who identify students with special needs as both their greatest challenges and often their greatest rewards. Video-Enhanced Pearson eText. Included in this package is access to the new Video-Enhanced eText for Teaching Students who are exceptional, diverse and at Risk in the General Education Classroom, exclusively from Pearson. The Video-Enhanced Pearson eText is: Engaging. Full-color online chapters include dynamic videos that show what course concepts look like in real classrooms, model good teaching practice, and expand upon chapter concepts. Over 48 video links, chosen by our authors and other subject-matter experts, are embedded right in context of the content you are reading Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad and Android tablets.* Interactive. Features include embedded video, note taking and sharing, highlighting and search. Affordable. Experience all these advantages of the Video-Enhanced eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Pearson eText App is available for free on Google Play and in the App Store.* Requires Android OS 3.1 – 4, a 7” or 10” tablet or iPad iOS 5.0 or newer 0133386287 / 9780133386288 Teaching Students Who are Exceptional, Diverse, and
Author:
Publisher:
ISBN:
Category : General education
Languages : en
Pages : 88
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Book Description
Author: Lani Florian
Publisher: Routledge
ISBN: 1317611667
Category : Education
Languages : en
Pages : 188
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Book Description
Thoroughly updated to reflect the challenges of diversity in today’s schools, this new edition of Achievement and Inclusion in Schools shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all students are to have the opportunity to participate fully in education. Each chapter has been fully revised to reflect an understanding of inclusion as being concerned with the learning and participation of everyone in a changing education policy context. Based on new case study research, this edition sets out to answer the following questions: Are there strategies which can raise the achievement of all students, while safeguarding the inclusion of others who are more vulnerable? How can schools ensure high levels of inclusion as well as high levels of achievement for everyone? How might research into these matters be carried out? With new case studies in this second edition that reflect the devolution of education policy in the four countries of the UK, this book addresses concerns about how schools can respond to differences between learners without marginalising some of them. It offers guidance to practitioners as well as those undertaking research on this important topic.
Author: Tom E. C. Smith
Publisher:
ISBN: 9781292021515
Category : Children with disabilities
Languages : en
Pages : 608
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Book Description
For undergraduate or graduate courses on Inclusion. Categorical inclusion text with keen insight on individual student needs. This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know.
Author: Jamie Emma Regine Adams
Publisher:
ISBN:
Category : First grade (Education)
Languages : en
Pages : 82
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Book Description
The purpose of this study was to examine the effect of inclusion on students' learning. Thirty-four first grade students were selected from a school in the Midwest to participate in this study. These thirty-four students were split into two different classrooms. One classroom had no special education students in the classroom and the other classroom had three special education students. The special education students were out of the regular education classroom fifty minutes per day. Progress monitoring data from reading scale of the AIMSweb was collected once per week to see each student's progress. At the end of the study both classrooms were compared to see if there was any significant gap in student achievement between the class with special education students and the class without. Also, seating arrangements were taken into consideration. The classroom with special education students had fewer well below average students in this reading-curriculum based measurement data. Both classes have the same amount of students within the average range. The class with special education students has more students in the above average range when compared to the classroom that has no special education students. The author noted that the classroom with special education students scored higher on the Aims web data. The author also observed the classes and interviewed two special education teachers and two regular education teachers. Having an inclusive classroom had benefits and deficits. Benefits included friendships, appreciation of differences and respect for others. Deficits include class interruptions, behavior management, and different rewards/grading method for special education students.
Author: Charla L. Trejo
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 204
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Book Description
The primary purpose of this study was to explore the academic achievement of non-disabled regular education students and how their academic achievement was impacted by the inclusion of special education students in the general education classroom. The inclusion of special education students in the regular education classroom was analyzed in order to determine if academic achievement for the non-disabled student was impacted in the subject areas of reading and mathematics. Students' academic progress was compared using the Iowa Test of Basic Skills utilizing a pretest and posttest design. The independent variables of teacher training and teacher years of experience were correlated with total reading and total mathematics posttest scores utilizing partial correlation coefficients to analyze the relationship between the particular variable and the adjusted academic achievement of the non-disabled learner. Assessment data were evaluated utilizing an ANCOVA to analyze for mean differences. A multiple regression analysis was also executed to examine how independent variables consisting of pretest achievement scores, years of teacher experience, hours of training, and inclusion functioned as predictors of academic achievement in the subject areas of reading and mathematics. Overall, results indicated that teacher training and teacher years of experience were not correlated to academic achievement of the non-disabled learner in the subject areas of reading and mathematics. Results from the ANCOVA indicated that students without disabilities served in non-inclusion classrooms started out with higher achievement and finished with higher achievement meaning that the achievement of both groups of students was similar and statistically indistinguishable. Results for the multiple regression in both reading and mathematics were similar indicating that classroom setting did not account for reading or mathematics achievement when pretest, experience, and training were controlled. In summary, although the results of this study indicated that the inclusion of special education students in the general education setting does not negatively affect the academic achievement of the non-disabled learner, with the current demand to educate a greater number of students with disabilities in inclusive classroom settings, educators and researchers must continue to examine how the inclusion of disabled students in the general education classroom impacts academic achievement.
Author: Paul J. Frick
Publisher: Springer Nature
ISBN: 3030356957
Category : Psychology
Languages : en
Pages : 443
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Book Description
The fourth edition of this textbook offers a scientific and practical context within which to understand and conduct clinical assessments of children’s and adolescent’s personality and behavior. The new edition ensures that the content is relevant to diagnostic criteria for major forms of child and adolescent psychopathology in the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). It provides updated information on specific tests and discusses advances in research that have occurred since the last edition that are relevant for assessing the most common forms of psychopathology shown by children and adolescents. The volume is unique in providing both the scientific and ethical basis to guide psychological testing, as well as providing practical advice for using specific tests and assessing specific forms of psychopathology. This new edition: Highlights how current trends in psychological classification, such as the DSM-5 and the Research Domain Criteria, should influence the clinical assessment of children and adolescents. Provides updates to professional standards that should guide test users. Discusses practical considerations in planning and conducting clinical assessments. Evaluates the most recent editions of common tests used in the clinical assessment of child and adolescent personality and behavior. Provides an overview of how to screen for early signs of emotional and behavioral risk for mental problems in children and adolescents. Discusses practical methods for integrating assessment information collecting as part of a clinical assessment. Uses current research to guide clinical assessments of children with Attention-deficit/Hyperactivity Disorder, conduct problems, depression, anxiety, and autism spectrum disorder. Clinical Assessment of Child and Adolescent Personality and Behavior is a valuable updated resource for graduate students as well as veteran and beginning clinicians across disciplines, including school, clinical child, developmental, and educational psychology; psychiatry; counseling; and social work; as well as related disciplines that provide mental health and educational services to children and adolescents.
