Inclusive education and the<i>No Child Left Behind</i>Act: resisting entrenchment

Hulgin, Kathleen M.; Drake, Bob M.

doi:10.1080/13603110903030105

Cited by 10 publications

(4 citation statements)

References 10 publications

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“…The demands of working with other agencies and issues relating to decision-making and the roles of parents, students, and other professionals is also challenging for regular education teachers (Mowat, 2010). The uncertainty and time-consuming nature of identifying different approaches when providing support, the place of alternative settings and services for the inclusion of students with special needs have also received criticism from some educators (Hulgin & Drake, 2011).…”

Section: Introductionmentioning

confidence: 99%

Theories-based Inclusive Education Practices

Al-Shammari¹,

Faulkner²,

Forlin³

2019

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

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Section: Introductionmentioning

confidence: 99%

Theories-based Inclusive Education Practices

Al-Shammari¹,

Faulkner²,

Forlin³

2019

eqr

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“…For teaching inclusive classes to be effective, special and regular teachers should be enriched with skills for different types of disabilities, including attention deficit and hyperactivity disorders, which are among the most difficult to address. It is important to know clearly whether teachers in inclusive secondary schools manage to address these kinds of disabilities and meet the objectives planned for each student [43][44][45][46][47].…”

Section: Introductionmentioning

confidence: 99%

Special Needs Education Teachers: Their Roles in the Learning Process of Students with Special Needs in Inclusive Secondary Schools in Dar es Salaam City, Tanzania

Mgonja¹,

Mwila

2023

AJESS

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Scholarly research suggests that approximately 13% of pupils in today's classrooms have a handicap that calls for special education assistance. To meet the learning requirements of children with disabilities and to guarantee their academic, behavioral, social, and emotional success, special education instructors have special training. This study investigated the roles of special needs education teachers in the learning process of students with special needs in inclusive secondary schools in Dar es salaam city, Tanzania. It was guided by two objectives: to identify the support given by special education to students with special needs in inclusive schools and to examine the roles of an inclusive school environment on the learning of students with special education needs. The study employed a mixed research approach and a case study design. The sample included three public inclusive secondary schools where a total of 417 respondents, including education officers, heads of schools and teachers, were sampled using both probability and nonprobability sampling techniques. Data were collected through questionnaires, interviews, focus groups, and observation. Data were analysed through descriptive statistics and cross-tabulations. The synthesis of the findings revealed that special needs teachers are reported to be providing support in terms of giving large print notes and setting special exams. However, assessments and IEP programs were not performed effectively. Some schools lacked slabs and ramps to connect important areas such as libraries, offices, toilets, and playgrounds. The study recommends that there is a need for continued provision of assistive devices and modification of schools' infrastructures.

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“…Hattie (2017) notes that the effect size for peer tutoring is 0.53, and for the JIGSAW approach was 1.2. As well as fitting Hattie’s criteria, they are also largely theoretically rooted in the social constructivism which is often associated with effective inclusion of children with SEN in the classroom (Cook and Odom, 2013; Ertmer and Newby, 2013; Hulgin and Drake, 2011; Lenjani, 2016). As noted, of equal importance was the fact that these strategies were also a part of the revised curriculum for student special education teachers in Kuwait.…”

Section: Introductionmentioning

confidence: 99%

Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

Al-Shammari

Mintz

2021

Research in Spec Educ Needs

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This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence-informed approaches: peer tutoring strategy and the JIGSAW strategy. Results revealed a good degree of understand and use of both strategies. Recommendations are made in relation to further research on the evidenceinformed practice for the effective inclusion of children with special educational needs in Kuwait and internationally.

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Inclusive education and theNo Child Left BehindAct: resisting entrenchment

Cited by 10 publications

References 10 publications

Theories-based Inclusive Education Practices

Theories-based Inclusive Education Practices

Special Needs Education Teachers: Their Roles in the Learning Process of Students with Special Needs in Inclusive Secondary Schools in Dar es Salaam City, Tanzania

Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

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