Children In Regular Classrooms Research Articles

Exploring changes in collaboration through the professionalisation of learning and support assistants: a mixed methods study

ABSTRACT The inclusion of all children in regular classrooms is an important aim in many European countries. For the implementation of inclusion some children rely on support via learning and support assistants. Despite the benefits assistants provide by enhancing student access and progress, assistants’ support has also been criticised for contributing to more exclusive than to inclusive processes in class. A necessary precondition for enhancing inclusive processes is the assistants’ extension of professional knowledge and competence. This study aims to evaluate the effects of a developed online tool for assistants’ professionalisation on the collaboration with teachers and parents. Moreover success factors in assistants’ work are identified. The quantitative study sample consisted of 70 assistants, teachers and parents. Focus group interviews with nine assistants and teachers were also conducted. The results of this mixed methods study showed that assistants, teachers and parents have a tendency to evaluate their collaboration more positively after assistants have made use of an online tool for professionalisation. All of them perceived the regular exchange of information to be particularly important. The results of this study also showed that clear definition of the roles and responsibilities of assistants is necessary if they are to work successfully in schools.

INCLUSION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION AND SPECIAL EDUCATION

This article seeks to research the concept of inclusion from the perspectives of inclusive education and special education, and aims to identify the concept of inclusive education and special education and the concept of inclusion through them. I used the descriptive approach to suit the nature of the study, in order to identify the study problem, which is the answer to the study’s question, In order to identify the problem of the study, which is the search for integration through inclusive education and special education. Through the analytical study, I concluded that inclusive education is the education that does not exclude anyone, regardless of the individual differences, difficulties, abilities and disabilities they face and that meets the individual needs of each of them. Special Education also considers the concept of inclusion as the social and academic integration of children with special needs and normal children in regular classrooms, even for a certain period of time in the school day. At the level of the Ministry of Education, since its establishment, it has taken care of students with disabilities, so it established the Special Education Department for them, within the General Administration of Education. Inclusive education is about changing the education system to meet the needs of students, which requires identifying and addressing barriers in the educational environment. As for special education, it expresses that there is a special group that needs care different from the normal group, and the concept of special education tends to look at the problem as if it exists within the child himself and not within the educational system. The needs of inclusive education are the individual needs. Each individual has a distinct personality, different talents, and different ways of learning from others. There are individual differences between individuals. Psychological and social needs are among the most important factors that help a person adapt to society. And the educational needs of students, inclusive education by providing the necessary support for students with learning difficulties. The health needs of students, health services are one of the concerns that many countries give to their residents because of their great impact on community health. There are several difficulties in achieving inclusive education: the difficulty of identifying the educational needs of students with disabilities, the difficulty of achieving their psychological needs, the difficulty of using educational facilities and facilities available for people with special needs, the difficulty of achieving the purpose for students with special needs. In light of the descriptive method that I used in the current study, and the results I reached for each question of the study, I recommend: • Integrating people with special needs into a supportive classroom environment while meeting the educational, psychological and social needs of everyone. • Education must provide the necessary capabilities, programs, and services that are in line with the abilities and capabilities of people with special needs and help them overcome the problems they encounter. • Provide activities and programs continuously for this category to develop their cognitive, emotional and behavioral skills.

Disruptive behavior in regular classrooms of Machala: case study

The present research refers to the interaction of students with disruptive behavior in regular classrooms, for which purpose it was proposed to determine how the interaction of children in regular classrooms is generated in a context in which inclusion must prevail, during the 2019-2020 school period. The methodological approach is qualitative-quantitative in nature, supported by theoretical and empirical methods, where direct observation, a survey of teachers, and discussions with the psychologists of the selected educational center were used. The results obtained demonstrate that the interaction in groups of schoolchildren concentrated in a very large classroom becomes chaotic and uncontrollable due to more effort promoted by teachers and pedagogical and emotional support staff. It was concluded that the interaction of students with disruptive behavior generates emotional conflicts in the classroom, which affects the normal development of intra-class activities and harms the performance of children who do want to learn, and harms their grades and appropriation of the provided knowledge.

Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study.

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention (N = 29 children) and a control group (N = 31 children). Before intervention, groups were evaluated by standardized tests of reading words/pseudowords, spelling words, and vocabulary. Students were also assessed on compound knowledge by a word analogy task, a meaning task and a spelling task. The experimental design of the intervention included a pre-test, a training program, and a post-test. The pre- and post-assessments consisted of the spelling and the meaning tasks entailing equally morphologically transparent and opaque compounds. The training program was based on word families (N = 10 word families, 56 trained items, 5 sessions) and aimed to offer instruction of morphological decomposition and meaning of words. The findings showed that training was effective in enhancing the spelling and most notably the meaning of compounds. A closer inspection of intervention data in terms of morphological transparency, revealed that training group of first graders improved significantly both on transparent and opaque compounds, while the degree of gains was larger on opaque items for the second graders. These findings are consistent with the experimental literature and particularly optimistic for the literacy enhancement of typically developing children in regular classrooms.

Challenges Facing the Integration of Physically Disabled Children in Regular Classrooms from the Perspective of Their Parents

The aim of this study is to find out the challenges facing the integration ofphysically disabled children in regular classrooms from the perspective of their parents, and to study the effect of educational level, gender, and the standard of living for the parents on their point of view. To achieve this purpose of this study, the researcher designed a questionnaire consisted of 20 paragraphs and distributed to parents of physically disabled students in the Governorate of Amman.The sample of the study consisted of 196 parents of physically disabled students in the Governorate of Amman for the academic year 2013/2014 where a questionnaire was distributed to them.To analyze the results,the researcher used the means and standard deviations. The results showed statically significant differences in the views of parents towards the integration of their physically disabled child in regular classrooms attributed to the educational level of the parents and in favor of parents with high school level or less.Alsothe results showed statically significant differences attributed to gender and in favor of females. Moreover, the results showed differences attributed to the level of living in favor of low-income people.In accordance to results, the researcher provided some recommendations for researches, such as holding seminars to educate parents and introduce them to the importance of focusing on students with physical disabilities and the importance of integrating these students in regular classrooms.In addition to conduct further studies on a wider sample to include wider communities plus study other variables and their impact on the attitudes of parents.

Why chronically ill children face challenges in regular classrooms: perspectives from nursing teachers in Japan.

Chronically ill children are increasingly expected to join their peers in regular classrooms. However, sometimes schools do not provide adequate assistance. This study explores nursing teachers' thoughts and experiences on integrating such students into regular classrooms in Japan. We analysed 79 essays written by nursing teachers collectively titled 'The challenges of having chronically ill children in regular classrooms'. We conducted a qualitative study using Kinoshita's Modified Grounded Theory Approach. Nursing teachers identified three main obstacles: insufficient resources to support chronically ill students, parents not playing a supporting role in aiding them at school and a regular classroom not being suitable for them. However, collaborating with the children's medical staff proved successful at integrating them into regular classrooms. Given these obstacles, it seems very difficult for nursing teachers to lead the way toward establishing cooperative support systems for the children. Instructions from medical staff could empower teachers to set up such systems.

The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses

AbstractThis study was designed to determine the effectiveness of a group-based teacher-paced master) learning instructional model in undergraduate education courses. Two of six sections of a required education course on teaching handicapped children in regular classrooms were taught using master) learning strategies. Data were gathered from 197 advanced undergraduate students enrolled in the course. Multivariate analysis of covariance showed that even after controlling for demographic and affective variables, students in mastery learning sections scored higher on a common final examination, attained higher course grades, and were absent less often than students in sections taught by more conventional methods. Implications for teacher training and college- level instruction are discussed.

Social Understanding of High-Ability Children in Middle and Late Childhood

Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics (age, gender, peer acceptance, and cognitive ability) and social understanding. Participants were 671 children in Grades 1 to 6 (55% boys; M age 9.20 years). Children in high-ability classrooms had higher ToM scores in Grades 1 to 3 and were more accurate perceivers of acceptance than children in regular classrooms. No group differences were found for ToM in Grades 4 to 6. ToM was associated with several individual characteristics, in particular age and cognitive ability. Perception accuracy was mainly related to peer acceptance. Suggestions for future research and implications for practitioners are discussed.

Teaching Gifted Children in Regular Classroom in the USA

Research indicates that throughout the last thirty years most of gifted students in the USA receive basic education in the regular middle schools. During this period a number of strategies have been developed to meet the unique academic needs and interests of high-ability American learners.The purpose of this paper is to select the most wife-spread practices and classify them according to the degree of inclusion of gifted and talented students into the mainstream so that the results could be applied worldwide.

通常学級に在籍する児童のきこえの困難さ検出用チェックリストの作成

通常学級に在籍する児童のきこえの困難さ検出用チェックリストの作成

Teachers' Perceptions on What Inclusion Needs

Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inclusive education has been developed and implemented in various forms, which causes people to have a different understanding of what inclusive education means and impedes children with special needs from learning together with their peers in general classrooms. This article reflects on the findings of a qualitative study that was designed and conducted to investigate different perceptions of pre-school and primary school teachers on the preconditions for inclusive education.

Laptops and literacy: learning in the wireless classroom

The number of laptop computers in U.S. schools is growing at a rapid rate. This timely book analyzes the types of learning that take place in one-to-one wireless classrooms where all students use laptop computers. With a particular focus on students' literacy practices, the text covers reading and writing, information use, and multimedia development. Featuring critical analysis and practical examples, this book is essential reading for everyone concerned with making effective use of new technology to meet the educational needs of culturally and linguistically diverse students. This book: looks at the literacy challenges of the 21st century and examines whether and how laptop use contributes to meeting them; draws on extensive research in schools that have implemented one-to-one computing and provides details from those that are successfully using technology to enhance learning; uses rich examples from urban, suburban, and rural areas, with children in regular classrooms as well as in ESL, gifted, and special education programs; and, provides details from schools that are successfully using technology to enhance learning.

Deaf Children in Regular Classrooms: A Sociocultural Approach to a Brazilian Experience

Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher trained in Brazilian Sign Language (BSL)--was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs.

Emotional Security With Teachers and Children's Stress Reactivity: A Comparison of Special-Education and Regular-Education Classrooms

Examined children's exposure and reactivity to negative peer and teacher events in special-education and regular-education classrooms. Participants were 40 children in regular classrooms and 20 children classified as seriously emotionally disturbed (SED) in special-education classrooms. Children completed 7 days of diary data over the course of the school year. SED children reported higher rates of exposure to negative teacher and peer events than comparison children. The self-esteem of both SED and comparison children was reactive to negative peer events in the classroom, but emotional security with teacher (EST) reduced this reactivity. The self-esteem of SED children was also reactive to negative teacher events but, EST, once again, reduced reactivity to negative events. Finally, SED children's perception of maternal warmth moderated their self-esteem reactivity and was concordant with their views of teachers. Results are discussed in light of treatment implications for SED children.

Differences in Hebrew Handwriting Skills Between Israeli Children in Second and Third Grade

The characteristics of the development of the Hebrew handwriting and its underlying perceptual motor components were studied on 191 typically developing Israeli children in second and third grade. Developmental progression was found in the various characteristics between second and third grade children. Girls performed better than boys on most aspects. Among the underlying perceptual motor components, visual-motor integration, as measured by the Visual-Motor Integration Test (VMI-Beery, 1989) was the only significant predictor of the quality of handwriting. Similar results have been found in studies done in English, Norwegian, and Chinese. The results demonstrate that some characteristics of handwriting are perhaps universal and independent of the features that are unique to the script and the learning process of a particular language. These results provide insight into possible assessment strategies and treatment options for children who do have handwriting deficits, thus enabling inclusion of these children in regular classrooms.

Differentiating Instruction for High-Achieving/Gifted Children in Regular Classrooms: A Field Test of Three Gifted-Education Models

The movement toward inclusive schools in this country has necessitated a search for instructional models that would best meet the needs of gifted and high-achieving children in increasingly heterogeneous classrooms. In the present study, a multiple baseline design was used to evaluate three popular models of gifted education implemented by general-education teachers in their classrooms. The study focused on process-oriented dependent variables such as the cognitive level of teacher queries and student responses during classroom interactions. While none of the models showed dramatic changes in cognitive complexity of teacher-student interaction, the Cognitive-Affective Interaction Model (Williams, 1986) demonstrated the best results for increasing the cognitive complexity of classroom interactions and on-task behavior of high-achieving students. A strong relationship was found between the cognitive level of teacher queries and student responses across all models.

Young children's attitudes toward the disabled: A classroom intervention using children's literature

With the increasing inclusion of special needs children in regular classrooms, experiences which encourage positive attitudes toward the disabled are essential. The purpose of this project was: 1) to examine the thinking and attitudes of young children regarding the capabilities of disabled children and the potential for friendship and 2) to assess the effectiveness of children's literature and related activities in influencing attitudes toward the disabled. Results suggested that children's attitudes were generally positive and realistic regarding the capabilities and the potential for friendship with the disabled. The use of selected children's books and book related activities positively influenced children's attitudes.

Identification of Special Education Needs With the Personality Inventory for Children (PIC): A Profile-Matching Strategy

In earlier studies we developed a hierarchical classification model for the Personality Inventory for Children (PIC)—a parent-informant questionnaire of child adjustment status–intended for use in school settings. In the present study, we constructed and evaluated a profile-matching classification model that extends the usefulness of the PIC as a screening measure in school assessments. This model allows psychologists to determine the similarity of PIC profiles to the mean profile of children in regular classrooms and to the mean profiles of children who are learning disabled, emotionally-behaviorally disturbed, or mentally impaired. The overall accuracy of the profile-matching model was reasonable, and classification of children's PIC profiles by this model did not differ by race. We also present a case example that illustrates the application of the PIC in a school-related evaluation.

Addressing Prejudiced StatementsA Four-Step Method that Works!

Abstract “Why would a talented and well-educated teacher like you choose to work in a neighborhood like that? Aren't most of your students African American [Asian American, Hispanic American, Native American or any group experiencing discrimination]?” “There is no way in the world that I am going to enroll my child in a school that places disabled children in regular classrooms. She is far too bright to waste time while the teacher is forced to help slower children.” “These students come from single parent families on public assistance, so it is no wonder that they are below grade level in math and reading.”

Does full inclusion offer an Rx for enhancing the education of minority deaf students?

If mandatory inclusion becomes part of the upcoming reauthorization of I.D.E.A., it will effectively remove the ability of all parents to make appropriate choices for their children. I believe that choices among different options are sacred and should not be deleted from the law. My belief parallels the Alexander Graham Bell Association for the Deaf's policy on inclusion , that being "the commitment to the concept and practice of educating deaf and hard of hearing children in the most appropriate, least restrictive environment". We must note that what is most appropriate for educating individual deaf and hard of hearing children depends on many factors such as the condition of their family and the willingness and ability of their parents to make sacrifices, the natural abilities of the children themselves, and the availability of services. We must also take into consideration the fact that though a particular option works well for one child, this does not necessarily mean it will work well for another. Each child is unique and his or her needs must be assessed before actual placement. Why place a hard of hearing student in a residential school for the deaf if he or she can function communicatively pretty well in a hearing world? Will a profoundly deaf child who never had the opportunity to learn to talk or listen at an early age succeed in a regular classroom of 30 hearing students? Both of these examples are somewhat extreme , but they do show why placement options must remain available for all deaf children. It is my opinion that inclusion without appropriate support where needed fosters exclusion within as well as outside the classroom. A continuum of educational settings must be available to meet the varying individual needs of children who are deaf or hard of hearing. These options include, but are not limited to: full mainstreaming in regular classrooms , partial mainstreaming, selfcontained classes in regular schools, and residential and day schools for the deaf. When placing a child in a particular educational setting, consideration must be given to the child's speech, language, psychological traits, and academic abilities. Decisions regarding placement must be made by parents in concert with directly involved professionals in accordance with procedures set forth in the I.D.E.A. Regardless of the type of setting, deaf students must receive support from well-qualified and appropriate professionals. In conclusion, I believe that the preservation of educational placement options and choices is in order, and that a guarantee of this kind must be included in the upcoming reauthorization of I.D.E.A. I do not support the placement of all deaf children in regular classrooms nor the placement of all deaf children in residential or day schools for the deaf. Neither do I support a concept of inclusion that would advocate the placement of a deaf or hard of hearing child in a regular classroom without the provision of necessary supplementary aids and services. Does Full Inclusion Offer An Rx for Enhancing the Education of Minority Deaf Students? Reginald Redding Director Center for Student Resources National Technical Institute for the Deaf Glenn B. Anderson Director of Training Research and Training Center for Individuals Woo Are Deaf or Hard of Hearing University of Arkansas During December 1993, a publication headline and a conference title encapsulated the positions staked out in the current debates over full inclusion as a policy for the education of children with disabilities, including those who are deaf or hard of hearing. The headline read: "Inclusion Debate Heats, Education Department Says Policy Can Benefit Students " {Report on Disability Programs , December 23, 1993). "Schools for the Deaf Will Remain Open: Why Inclusion Will Not Work For Many Deaf Children" was the title of the conference, an annual forum sponsored by an educational program for deaf students located in the northeastern United States. Also occurring in December 1993 was a summit convened by deaf leaders representing deaf education as well as special education to address concerns related to the new interpretation of the inclusion policy supported by the U.S. Department of Education. When the current discourse over full inclusion is put in historical perspective , it can be perceived as part...