Inclusion and Students with Learning Disabilities

Young, Mary Cece; Courtad, Carrie Anna

doi:10.1108/s0270-401320160000031002

Cited by 6 publications

(7 citation statements)

References 29 publications

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“…They would also need, according to others (Lyons & Tredwell, 2015, O'Rouke, 2015, the implementation, by the administrations of compulsory models about the use of technologies for inclusive education. In conclusion, as expected, most of publications conclude that there are many possibilities in technologies as an activating element of other strategies that establishes a bridge between students and their learning, and that increases their motivation, interest and performance (Istenic & Bagon, 2014;Young & Courtad, 2016) in a context such as the current one in which digitization covers all areas of society. However, and finally, we ask ourselves if educational institutions are trained for the challenges involved in the coalescence of technology at inclusive process.…”

Section: Discussionsupporting

confidence: 65%

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Technologies for attention to diversity: a bibliometric study

Esteve¹,

Suelves²,

Chacón³

et al. 2019

5th International Conference on Higher Education Advances (HEAd'19)

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In these last decades, digital systems and playful dynamics have penetrated the inclusive education field, in some cases to attend the diversity of the classroom as a whole and, in others, to study in a specific way the use of technologies in students with special needs. About this topic, on the following pages we study the trends of the research carried out through a bibliometric analysis of the scientific production in the Scopus database, which includes an amount of 59 articles, published between 1999 and 2019, are included. The results indicate an increase in the last years of the presence of scientific publications in journals in the field of Social Sciences. Furthermore, data show that the number of articles and the impact of these is scarce, that the predominant country in the publications is United States and that in the cooccurrence of the terms the agents involved in the process, technology and inclusive practices stand out as relevant issues, which implies the urgent need for digital teacher training.

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Section: Discussionsupporting

confidence: 65%

“…The process of integrating technologies into teaching-learning practices in the different educational modalities is a reality, and also in inclusive school (Al-Harthi & Emam, 2018;Young & Courtad, 2016). In this situation, the initial training of future professionals in education (Barber, 2018, Hall & Theron, 2016 is essential.…”

Section: Discussionmentioning

confidence: 99%

Technologies for attention to diversity: a bibliometric study

Esteve¹,

Suelves²,

Chacón³

et al. 2019

5th International Conference on Higher Education Advances (HEAd'19)

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show abstract

“…This philosophy is rooted in acceptance, ownership, and community. In addition, proponents of inclusion recognize that all students can benefit from an appropriate curriculum delivered in general education classes through the use of different instructions (Young & Courtad, 2016).…”

Section: Inclusive Educationmentioning

confidence: 99%

Transformational Leadership of Inclusion Principals in SD Negeri Giwangan, Yogyakarta

Sholikhah¹,

Purwanta²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Principal leadership encourages, guides, directs and moves all school staff and communities to work effectively in order to improve and manage school programs to improve and achieve achievements. With transformational leadership as a leader who has the power to influence subordinates in certain ways. Research needed, conducted research, about the leadership of inclusion principals in improving the achievement of superior schools at the elementary school level. This study aims to reveal the transformational leadership of inclusive headmasters in Giwangan Elementary School This study uses qualitative research methods with the type of case study research. Data collection techniques used were interview, observation, and documentation techniques. Data validity is done by triangulation of methods and sources. Data were analyzed qualitatively by referring to the interactive model of Miles and Huberman, which included data collection, reduction, data presentation, and drawing conclusions or verification. The results of this study indicate that the transformational leadership of inclusive school principals in SD Negeri Giwangan is able to create change and bring SD Negeri Giwangan to achieve achievements in the administration of inclusive-based schools and in other fields. (1) Idealized influence: Exemplary school principals who are respected, respected, trusted and provide opportunities for teachers and employees to develop a shared vision, mission and goals.(2) Inspirational motivation: principals are able to build a spirit of togetherness and discipline and motivate teachers and employees to work optimally. (3) Intellectual stimulation: principals dare to make changes through creative and innovative strategies. (4) Individualized consideration: the principal gives encouragement and appreciation of achievement to teachers, students and students.

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“…Educators use substitution terms; others develop differences between various forms of inclusion. Also, much of the misunderstanding over issues of inclusion derives from the usage of other related terms (Young & Courtad, 2016). Incorporating various inclusion strategies is also necessary when teaching students with various levels of disabilities (Bruggink et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

Jackson¹

2021

Scha

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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

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Inclusion and Students with Learning Disabilities

Cited by 6 publications

References 29 publications

Technologies for attention to diversity: a bibliometric study

Technologies for attention to diversity: a bibliometric study

Transformational Leadership of Inclusion Principals in SD Negeri Giwangan, Yogyakarta

Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

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