The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews were conducted to identify and understand factors contributing to placement decisions for IEP teams. Qualitative analysis of interviews produced three themes. First, IEP team members' beliefs, knowledge, and attitudes of ED influenced their recommendations for placement decisions. Second, teacher and resource-based factors played as critical a role as student-based factors in where students were placed. Third, needs of school-based stakeholders (i.e. teachers, principals, district officials) competed with those of the student with ED. Previous interview-based research on factors related to the determination of educational setting for students with ED relied predominantly on a single population: teachers. This study extends the research literature by including psychologists and principals as participants. The findings, provided by a cross section of school districts and personnel, highlight challenges related to the provision of high quality educational services for students with ED.

Background: Inclusion is a term that stands for fully including untypically developed chil- dren in regular educational setting. It should be implemented in all of the present educa- tional settings. However, the definition of inclusion and the way of implementing it differs from countries and cultures, which makes it a problem for having a united view on it. More- over, there are different factors that can occur and have an impact of understanding the term. Aim: The aim of this study is to review the existing literature on the perception of inclu- siveness and the term ˝inclusion˝ from preschool teacher’s perspective in preschool settings in Europe and the different factors that have effect on the perceiving. Method: A literature search on the databases of ERIC and PsycINFO and a hand search on the reference lists of the relevant articles was conducted. The articles that are included were recent peer reviewed studies published in English, reporting perception of inclusion and factors that affect it. Results: In the seven studies that have been included, preschool teachers have overall pos- itive attitude towards inclusion. They reported the inclusion is important to be implemented in preschool settings. However, most of them reported that the implementation of the in- clusion is needed, they do not feel secure enough and eligible to do it in a correct way. Furthermore, group of factors that affect the perception of inclusion and implementation of it occurred. The factors that occurred are lack of resources, no complete education and different understanding of what inclusion stand for and what should the implementation be alike. Conclusion: Considering the importance of inclusion as an ongoing process in preschools, education of professional staff for it is a first step in order to implement inclusion. Moreover, making the strong basis in preschool for inclusion will give the staff the confidence and eligible knowledge to provide the inclusive education for every participant of the environ-ment.

Augmented Reality (AR) is fast-growing technology that has proved itself in many applications, including manufacturing environments. Manufacturing engineers benefit in an industrial environment by harnessing this technology in the workplace to guide workers through a variety of tasks. It is no longer a question on whether it is useful, but what are the best ways of applying the technology. Currently there are no published studies on ways to use augmented reality in a Manufacturing Engineering Educational Environment (MEEE). This study examines various ways that AR can be used in an MEEE setting and assesses the value of such applications. This study examines several different ways of creating and implementing AR and assesses whether there are notable gains from the use of AR over written instructions that are commonly used to teach in university environments. One portion of this research looks at instruction created using CAD based models to animate steps and uses model tracking and overlay to tie the experience to reality. A second type of AR uses video, audio and spatial tracking to guide the user through an experience without the use of any CAD model overlay. These two methods were presented to research subjects on either a Hololens 2 or a smartphone. Results showed that both methods of AR presentation were superior to written instructions. Students were able to complete instruction with fewer interventions and rated their experiences in regards to satisfaction and attention particularly highly. It was found that although there is a large wow factor associated with using the Hololens 2, the practical application favors the integration of AR with a smartphone. Research subjects are already familiar with smartphones, so asking them to use them for AR instruction was a seamless task. The Hololens 2 is a new and exciting technology that is on a steep learning curve with glitches that hamper immediate adoption although it will undoubtably grow in use over time. Overall, the use of AR as a teaching tool was met with enthusiasm, and results indicated that it was an effective teaching tool in an MEEE.

For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead to accomplishments such as a secondary school diplomas, opportunities for further education, and futures filled with a litany of choices. For others diplomas are not forthcoming, nor are futures bright with hope and opportunity. Schools in Ontario have struggled to develop engaging and meaningful programs for these other students; students identified as “at-risk” of not successfully completing secondary school. Making up nearly 30% of the secondary school population (King, 2004), these students struggle or fail to meet curriculum expectations often resulting in missed opportunities for the development of a solid framework for life-long learning. Educators grapple with the question of how to support at-risk students in classrooms and schools. This study provides an often overlooked perspective to the existing literature on pedagogy, curriculum, and programming for at-risk students; that of the learner. It gives a voice to at-risk students and offers educators and policy makers insights into how at-risk students experience learning, how they feel they learn best, what they need from their school setting, and what they identify as meaningful to their lives and their learning. Listening to the voices of at-risk students provides an authentic perspective of how to best serve at-risk students. This thesis tells the story of four at-risk students (key informants) in an alternative educational setting. In addition, one educational assistant, identified by key informants, provided information about the setting and further insights into key informants’ engagement in the curriculum and their learning. This study reveals stories of at-risk learners and what they see as relevant and necessary for active engagement with school and learning. / Thesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539

Co-teaching has been, and continues to be, a growing trend in American schools since the late 1990s. As the popularity of this service delivery model increases, there is an imperative need for empirical research focusing on how co-teaching affects academic outcomes of students who receive special education services. Evidence regarding the academic outcomes of co-teaching is limited, and reports mixed results. The purpose of this study is to provide a synthesis of research examining academic outcomes of co-teaching on students who receive special education services. Quantitative information from each research report was coded, an overall effect size was computed, and a moderator analysis was conducted. Results suggest a significant effect (g = .281, k = 32, p < .05) of co-teaching on the academic outcomes of students with disabilities when compared to students with disabilities who did not receive instruction in co-taught settings; though a larger effect was found among dissertation reports (g = .439, k = 25, p < .001). Additionally, a significant effect was found when examining the academic outcomes of students in co-teaching compared to the academic outcomes of students in a resource classroom setting (g = .435, k = 27, p < .001. Lastly, effects were stronger the longer these students were in co-teaching environments. Implications of findings and recommendations for further research are discussed.

Some children with severe to profound hearing loss are implanted with a cochlear implant on the hypothesis that short-term outcomes in auditory receptive skills can be utilized into greater social independence and quality of life. In order to measure the outcomes and progress achieved from cochlear implants, effective assessment protocols are vital. The purpose of assessment after cochlear implantation, is to monitor an individual child’s rate of progress in speech and language acquisition, with reference to other cochlear implant users; to collect data on the range of linguistic benefits observed against cochlear implant users over time and to investigate and amend unforeseen difficulties. Furthermore, the outcome measures provide concrete information to the multidisciplinary team, and parents, and for collection of prevalence data for further research, which is crucial for funding purposes. The dynamic and natural approach to assessment has been recommended as the most effective, to ensure a holistic assessment in young children with cochlear implants. The aim of the current study was to determine the relevance of an assessment protocol proposed by the Pretoria Cochlear Implant Programme. The protocol was administered on eight children in the transitional stage of spoken language development, within an inclusive educational setting. A descriptive research design was selected in order to describe the qualitative results obtained during the study. The following assessments were included in the protocol: A questionnaire on background information, an aided audiogram (with cochlear implants and hearing aids), speech discrimination, Speech in Noise Test; Developmental Assessment Schema (Auditory Communication), Developmental Assessment Schema (General Development), Rossetti Infant-Toddler Language Scale, Reynell Developmental Language Scales III (Verbal Comprehension), Speech Intelligibility Rating, Voice Skills Assessment, Preschool Literacy Assessment, Mother Infant Communication Scale, Caregiver-Child Interaction, Meaningful Auditory Integration Scale, Meaningful Use of Speech Scale and Profile of Actual Linguistic Skills. The results indicated that all the vital areas of assessment are included in the protocol, and under-evaluation is not a concern. Some of the areas of assessment overlap in the protocol, ensuring that the cross-check principle is being applied. The information gained from the assessment protocol can be used effectively for future intervention planning and adaptations can be made where necessary. Moreover, it was concluded that the administration and interpretation of the assessment protocol is time efficient and can be used effectively within a clinical setting. Cultural barriers did not have an effect on the administration and interpretation of the assessment protocol, however, linguistic barriers can influence the outcome of the results obtained. In summary, the assessment protocol has been found to be innovative, time effective, user-friendly, informative and relevant for the assessment of young cochlear implant users in the transitional stage of verbal linguistic development. Recommended changes for the assessment protocol were suggested, as well as recommendations for the educational setting. It was suggested that the questionnaires be available in all South African languages and that some of the protocols only be used if age-appropriate. Another recommendation was that the Listening Progress (LiP) and a pragmatic profile should be included in the protocol. Furthermore, it was suggested that an assistant audiologist could be involved to ensure more accurate and quicker hearing assessments. / Thesis (M Communication Pathology)--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Under the guidelines of the Individuals with Disabilities Education Act (IDEA), all students with disabilities must be provided a Free and Appropriate Public Education (FAPE). This includes students who violate the law in regards to possession of a weapon or drugs, or students whose behaviors pose a threat to themselves or to others. Therefore, each school district must develop an Interim Alternative Educational Setting (IAES) where students can continue to receive a FAPE, where the goals and objectives of their Individual Educational Program (IEP) can be met, where they can continue to progress in the general curriculum and where their behavior can be addressed through assessment and positive behavioral interventions. The purpose of this study was to understand how the experience of placement in an IAES affected students’ behaviors and attitudes. The study examined the effectiveness of the research-based interventions used in the IAES from the perspectives of students, parents and staff and how the various interventions related to the characteristics of the program. Data were collected from students, parents and staff at the IAES through a series of semistructured interviews designed and conducted by the researcher. The findings from this study have a number of implications for improving the programs designed for students attending the IAES and for the operation of the program. Recommendations included providing opportunities for parents to gain educational experience and seeking out and involving more community organizations, agencies and citizens in order to develop a more functional and meaningful curriculum. Finally, it was recommended that the district reconsider the status and role of the district’s IAES in board policy. By restructuring Bayfront Preparatory School (BPS) as an accredited alternative high school, the school could receive funds from district, state and federal sources, which would allow the development of a comprehensive academic, vocational and counseling program. This would increase the opportunities for all students attending BPS to complete their high school programs and successfully transition to post-secondary education, training, or work.

This case study on telecollaboration focuses on Swedish practicing teachers’ attitudes andexperiences with telecollaboration, i.e. an educational tool for communication betweenstudents in different countries to enhance foreign language development and interculturalcompetence. Four Swedish teachers with varying teaching experience were interviewed toshare their experiences of telecollaboration in the earlier school years. The design andimplementation of telecollaborative projects as well as the correspondence with the Swedishcurriculum according to the interviewees will be presented and discussed along with possiblebeneficial outcomes and challenges that might arise in the design and implementation oftelecollaborative projects. These aspects are also compared with findings of previousresearch on telecollaboration in educational settings. Finally, some suggestions for futureresearch in the field is provided.

In order to provide evidence demonstrating the efficacy of cochlear implantation in the children enrolled in the Pretoria Cochlear Implant Programme (PCIP), an in-depth analysis of the numerous variables involved in determining each individual child’s success with his/her cochlear implant needs to be undertaken. As the PCIP has been operating for over a decade, a standardised database that includes the variables identified by similar cochlear implant programmes world-wide as being related to outcomes of children with cochlear implants and their families, has to be assembled. As the PCIP functions partly as a paediatric cochlear implant programme, an Early Communication Intervention (ECI) approach with the emphasis on the family unit is of critical importance. To address this need, a comprehensive questionnaire was used in a cross sectional study combining qualitative, and predominantly quantitative methods. The aim was to determine the perceptions of parents/caregivers of children with cochlear implants in the PCIP of the children’s outcomes. The questionnaire was further used to gather relevant data pertaining to children and their families’ biographical, medical, environmental, audiological, linguistic and educational histories and current functioning. A total of 45 participants, all mothers of children with cochlear implants, returned questionnaires. Results indicated that several key factors played a role in determining a positive outcome in the children’s audiological, linguistic, social and educational functioning leading to placement in an inclusive educational setting. These included an early age at diagnosis and prompt fitting of hearing aids and subsequent cochlear implantation, the absence of prenatal and perinatal complications including feeding difficulties, a higher level of maternal education, achievement of developmental milestones within normal age norms, the use of an FM system in the primary school phase, access to ECI, the presence of an older sibling to act as a language model, the absence of birth trauma and congenital rubella syndrome as cause of hearing loss, and later (acquired) onset of hearing loss. Children whose cause of hearing loss was non-syndromic and hereditary or unknown, were more likely to have positive outcomes. The clinical implications for the PCIP were synthesised and presented as a developmental systems model, providing guidelines for the entire process from referral to the cochlear implant programme to exiting of the system. The urgency of the need for a universal newborn or infant hearing screening programme as well as reliable systems of early referral to cochlear implant programmes, emerged strongly in the recommendations of the study. / Dissertation (M (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted