Education of Students with Disabilities in the USA: Is Inclusion the Answer?

Koh, Myung-Sook; Shin, Sunwoo

doi:10.26803/ijlter.16.10.1

Cited by 9 publications

(8 citation statements)

References 16 publications

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“…So, to have 38 sighted learners and 3 learners with vision impairment in a class means that the class had an enrolment of 50 learners which is just too much. These findings are similar to Koh and Shin's (2017) observation that class sizes are other demands for teachers that affect their feelings and performance in inclusionary practices. In a case like this one, the rate of learning support is compromised as reduced class enrolment is meant to maximise the support to learners who are disadvantaged (Bruwiler & Blatchford, 2011;Njue, Aura & Komen, 2014).…”

Section: Large Class Sizessupporting

confidence: 87%

“…However, according to Koh and Shin (2017), barriers and concerns of this nature are frequent even in countries like United States of America. Most frequent in their study were inadequate and insufficient training for teachers to help them teach in inclusive classrooms and lack of resources for effective inclusive education practices.…”

Section: Shortage Of Human and Materials Resourcesmentioning

confidence: 99%

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Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

Habulezi¹,

Batsalelwang²,

Malatsi³

2017

IJLTER

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Abstract. This study employed qualitative research design. The main purpose was to determine factors that influence the poor academic performance of learners with vision impairment in science subjects at a senior secondary school in Botswana. Using purposeful sampling, 14 learners and 5 teachers were selected for the study. Data collection involved interviews, observation and document analysis. The findings revealed that multiple factors influence the poor performance of learners with vision impairment. The factors include shortage of human and material resources, teaching methods, teacher and learner attitudes. It is very clear from the findings that learners with vision impairment are experiencing challenges in learning science that are a result of deficient pedagogical practices, shortage of specialised teachers of science and material resources. The study, therefore, recommends intensive review of human resource deployment policies and improved monitoring and evaluation of inclusive education practices in schools if learners with vision impairment are to achieve the desired outcomes.

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Section: Large Class Sizessupporting

confidence: 87%

Section: Shortage Of Human and Materials Resourcesmentioning

confidence: 99%

Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

Habulezi¹,

Batsalelwang²,

Malatsi³

2017

IJLTER

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“…Today's classrooms are diverse and the responsibility of teaching SWDs rests squarely upon all teachers, not just special educators [16]. However, general educators' preparation to support SWDs is often limited within traditional teacher preparation programs [17], as general educators report insufficient capacity and resources to serve SWDs [16,[18][19][20][21]. This raises important questions about how to ensure general educators employ inclusive practices that provide SWDs access to the general education curriculum and meet annual learning outcomes [6].…”

Section: Review Of the Literaturementioning

confidence: 99%

Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

Harkins-Brown,

Gillon,

Schanbacher

2024

Education Sciences

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Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.

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“…The issues of the inclusive education of teenagers with special needs, its content and nature were studied by domestic (O. Bevz (issues of child giftedness in the school system), V. Bondar American society seeks for the most appropriate way in the education of children with special needs. The issue considering teaching students with and without disabilities in the same classroom as a best practice has become the most controversial topic in education (Koh, & Shin, 2017).…”

Section: ключові слова: інклюзивна освіта підлітки з особливими потрmentioning

confidence: 99%

Inclusive Education of Teenagers With Special Needs in the United States of America

Bezliudnyi¹

2019

Порівняльно-Педагогічні Студії

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The article deals with inclusive education of teenagers with special needs in the United States of America. According to the aim of the research the theoretical methods were used: analysis of academic and pedagogical works on the topic of the research, content analysis of research materials, followed by the synthesis of its results into a coherent system of views on the problem of inclusive education of teenagers with special needs in the USA. The analysis of scientific and pedagogical literature reveals that American scientists believe that teenagers with special needs take advantage of full or partial inclusion in multiple school systems throughout the United States. Besides, they can receive special education services in correctional and developmental workrooms, where relevant specialists from the school's full-time staff work with them or this assistance can be given by specialists from counseling centers which function as separate institutions under the state departments of education. The author identifies the basic forms (occupational therapy, rehabilitation etc.) and methods (psycho-therapy, music therapy, art therapy, theatre therapy, hobby therapy, gardener therapy etc.) of teenagers' inclusive education in American educational institutions. The author makes the conclusion that the American paradigm of the educational technologies application for the development of teenagers with special needs is based on the implementation of inclusive content through the introduction of various methods and forms. In general, the effectiveness of educational technologies for the teenager with special educational development in American educational institutions is ensured by the implementation of the inclusive content of education through the introduction of certain forms and methods of socio-pedagogical interaction between the individual and the social environment. The American experience in this regard is very useful for the reform of domestic special education.

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Education of Students with Disabilities in the USA: Is Inclusion the Answer?

Cited by 9 publications

References 16 publications

Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

Inclusive Education of Teenagers With Special Needs in the United States of America

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