The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools that teachers deemed successful in the inclusion classroom. Data were collected using a case study exploring the design with purposeful sampling strategies for participant recruitment. Two focus groups with 14 regular Kindergarten through fifth grade classroom teachers were conducted along with personal interviews with 5 behavior specialists. Data were analyzed using open and axial coding with iterative re-categorization strategies. The findings highlighted effective teaching strategies that focused on improving the overall educational experience in the inclusive classroom by targeting improvement of academic performance, social skills, communication techniques, and behavior management strategies. This study focused on a positive social change by positioning teachers to create a successful educational environment for all students. The study's project provided a culminating professional development project that presented the various strategies discovered during the data collection and analysis process.

Children with social skills deficits in verbal and nonverbal communication can face a variety of social challenges in many aspects of their lives. Given the increasing social needs of many students in today's classrooms, there is a need for increased social skills instruction and support in public schools. Inclusion opportunities in public schools can have a positive impact on the development of social skills and can increase peer understanding and empathy for students with special needs. Although there is research in the area of inclusion and its benefits, there is little known about the impact of the instructional setting on the ability of children to generalize social skills to other school settings. Based on social development theory and social learning theory, this quantitative study used secondary data (N = 129) from 2 primary schools in Connecticut to determine whether elementary age children are more likely to generalize social skills if they are taught social skills in the general education classroom setting compared to those who are taught social skills in the resource room setting or receive no instruction in social skills controlling for natural social skills growth. The result of an ANCOVA revealed that children who were taught social skills in the general education setting were more likely to generalize social skills across settings. The results of this study contribute to positive social change by helping inform school administrators and teachers about how to best support children with social deficits in reaching their academic and social potential. The findings may also help to create an environment that is more accepting of the varying needs of students and as a result can help to create a positive school climate and increase acceptance and friendships among elementary age students that can last into adulthood.

Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of literacy, and how they used literacy interventions and strategies in their lessons. Vygotsky's social development and constructivist learning theories, as well as Rumelhart's schema theory were used for the conceptual framework. Eight 7th and 8th grade inclusion teachers who taught science, mathematics, and social studies volunteered and participated in semistructured interviews and provided lesson plans for analysis. Data were analyzed using thematic analysis and axial coding. Themes, based on the conceptual frameworks, revealed that teachers need to coordinate lesson plans and instruction, offer differentiated instruction, and understand research-based interventions and strategies that are subject specific. It is recommended that inclusion teachers use the same research-based literacy strategies correctly for SWDs to understand content. These endeavors may contribute to positive social change by encouraging administrators to offer content specific literacy-based professional development for inclusion teachers to improve SWDs' academic performance and future educational and employment opportunities.

En este trabajo se analiza el porqué del incipiente crecimiento de las Mipymes peruanas a pesar de las iniciativas del gobierno para dar lugar a la inclusión financiera como herramienta principal para generar el desarrollo de las microempresas, pequeñas y medianas empresas. En efecto, el financiamiento adecuado es una de las principales barreras del crecimiento empresarial entre otros factores como los costos e impuestos a los que se someten. Por lo tanto, resulta prioritario canalizar los fondos que ya se han logrado captar con el propósito de impulsar el crecimiento de las Mipymes para lograr una economía fortalecida. Actualmente, a pesar de que el gobierno cuenta con estos fondos disponibles y ha creado una metodología para asignarlos, se ha demostrado, a través de los resultados económicos, que los ratios como la PEA, los valores de exportación, la recolección de impuestos, entre otros, no son los esperados para responder a los planes estratégicos. El estudio nos ha permitido identificar debilidades y fortalezas en la estructuración de la llamada inclusión financiera, no sólo en el Perú sino a nivel de América Latina. Tomando en cuenta los resultados, se puede decir que existen deficiencias en la estructura de las instituciones gubernamentales que tienen la misión de impulsar la inclusión financiera, denotándose la poca experiencia en la creación de centros de desarrollo empresarial, los que deberían congregar instituciones con recursos humanos especializados para gestionarlos y aprovechar las redes para generar beneficios mutuos con una cobertura eficiente de cara al desarrollo económico del país. / This paper analyzes the reason for the incipient growth of the Peruvian MSMEs, despite the government's initiatives to create financial inclusion as the main program to generate the development of micro, small and medium enterprises. Indeed, adequate financing is one of the main barriers to business growth, among other factors such as the costs and taxes. Therefore, it is a priority to manage the funds that have already been gained in order to promote the growth of MSMEs to achieve a strengthened economy. Currently, although the government has these available funds and has created a methodology to allocate them, it has been revealed, through economic results, that the ratios such as the economically active population, the export values, the collection of taxes, among others are not responding to strategic plans. The study has allowed us to identify weaknesses and strengths in the structuring of the so-called financial inclusion programs, not only in Peru but also in Latin America. Taking into account the results, it can be affirmed that there are deficiencies in the structure of the governmental institutions that, originally have the mission of facilitating financial inclusion, denoting the little experience to generate business development centers, which should gather institutions with specialized human resources to manage them and take advantage of the networks to generate mutual benefits with an efficient level of coverage for the economic development of the country. / Trabajo de Suficiencia Profesional

Au Sénégal, les conditions de vie des enfants handicapés sont toujours inférieuresà celles des autres enfants du fait, pour une part, de représentations sociales duhandicap qui ne favorisent pas leur intégration sociale et scolaire. Beaucoup n'ont pasaccès à l'éducation. Mais malgré ces barrières, des parents d’enfants en situation dehandicap et de professionnels exerçant dans des écoles qui accueillent ces enfants, lesont dépassé et les scolarisent.Notre travail de recherche pose l’hypothèse suivante : Si des enfants en situationde handicap sont scolarisés au Sénégal, il s’est passé quelque chose de différent chezleurs parents et chez les professionnels en service dans ces écoles. Qu’est-ce qui apoussé des parents d’enfants handicapés et des professionnels à scolariser cesenfants ? Quelles sont les conditions qui ont été réunies pour permettre à certainsenfants handicapés d’aller à l’école au Sénégal.? Comment faire pour améliorer lascolarisation des enfants handicapés au Sénégal ?Notre travail, à travers une démarche analytico-descriptive axée sur l'usage d'uneméthode monographique descriptive et analytique par des récits de vie de parentsd’enfants handicapés et de professionnels exerçant dans des écoles qui accueillent desenfants handicapés au Sénégal et l’utilisation de la théorie des représentationssociales comme outil d'analyse, a permis de découvrir un changement dereprésentations sociales traditionnelles du handicap en représentations scientifiqueschez ces parents et professionnels et un impact de l’approche communautaire de laprise en compte du handicap du fait de pratiques nouvelles contradictoires auxreprésentations sociales. Donc, nous devons encourager un passage à l’acte descolarisation des enfants handicapés pour permettre un changement dereprésentations sociales négatives du handicap. / To Senegal the conditions of handicapped child life are always lower to those of the other children of the fact, for a part, of social representations of the handicap that don't encourage their social and school integration. Greatly don't have access to the education. But in spite of these gates, of child parents in situation of handicap and professionals exercising in schools that welcome these children, passed them and school them. Our work of research puts the following hypothesis: If the children in situation of handicap are schooled in Senegal, he/it happened something of different at their parents and at the professionals in service in these schools. What pushed parents of handicapped children and professionals to school these children? What are the conditions that have been united to allow some children handicapped to go to the school to Senegal.? How to make to improve the schooling of the children handicapped in Senegal ? Our work, through an analytico - descriptive gait centered on the use of a method descriptive and analytic monographique by narrations of life of parents of handicapped children and professionals exercising in schools that welcome the children handicapped to Senegal and the use of the social representation theory as tool of analysis, allowed to discover a change of traditional social representations of the handicap in scientific representations at these related and professional and an impact of the communal approach of the hold in account of the handicap because of practices contradictory news the social representations. Therefore, we must encourage a passage to the act of child schooling handicapped to permit a change of negative social representations of the handicap.

This research focuses on a rural Iowa meatpacking community and the ways diverse residents negotiate belonging in this context. People with various lengths of local residence, racial/ethnic identities, social classes, language proficiencies, and education levels all reside together in Meatville and many engage in face-to-face daily interactions with one another. I argue that the combination of rurality and low-wage industrial employment influences how residents manage belonging and social participation even as they engage in activities that appear unrelated to meatpacking. Identities connected to industrial work extend beyond the factory into the social relationships among community members, including those who are not plant employees. Paradoxically, economic development in the form of a meatpacking plant challenged residents' ability to see themselves as a "community" with shared experiences, values, and identities. The rural context presents a unique sense of place as well as practical challenges and opportunities for belonging. My fieldwork combines observations in the domains of school, families and households, and public events to explore how interpersonal and institutional mechanisms affect inclusion or exclusion.

Educating for democracy has long been established as a central purpose for schooling in America and continues to be included in the ongoing discourses on educational policy and programs. While educating for democracy has been defined in many ways, it is commonly agreed that it is the knowledge, skills, and experiences that members of a democracy should possess in order to be contributing citizens of a global society. Nested within the context of democratic education, inclusion as advocated by Iris Marion Young provided the framework for this study. Young suggested that inclusive democracy enables the participation and voice for all those affected by problems and their proposed solutions. Within the context of education, democratic inclusive education is established for the purpose of creating learning environments in which multiple perspectives are included in the community building and decision-making efforts of the classroom. This study explored the perceptions and experiences of three elementary teachers that incorporated aspects of democratic inclusion into their teaching practice.

The purpose of this study was to evaluate the effects of a brief embedded teaching procedure, involving least-to-most prompting, for two paraprofessional staff in order to increase independent responses of two children diagnosed with autism in an inclusive setting. Training was given using a behavioral skills training approach, involving instructions, modeling, rehearsal, and feedback. The staff were trained to use the SWAT procedure used by Parsons, Reid and Lattimore (2009). A multiple baseline design across behaviors was used to evaluate the effects of the embedded teaching procedure. Maintenance of training effects was evaluated two weeks following the end of the study. After training of the brief embedded prompting procedure and during the following up probes, both students showed increased independence in each skill that staff were trained to teach.

Immobilisation of functional entities, such as, enzymes, onto solid supports, as a means of facilitating their removal from the surrounding environment and subsequent regeneration has been in practice for many decades. This work focuses on the immobilisation and analysis of three-walled (pendant armed), cyclen based receptor complexes immobilised onto a silica surface for the purpose of sequestering aromatic anions from aqueous solution: Si-GPS-[Cd(Trac)](ClO4)2, Si-GPS-[Cd(DiPTrac)](ClO4)2, and Si-GPS-[Cd(TriPTrac)](ClO4)2 were the immobilised receptors used. Initially, synthesis of a three-walled model receptor, [Cd(TracHP12)](ClO4)2, that is not bound to silica yet mimics the properties of the silica anchored receptor complexes with a hydroxypropyl pendant arm was effected. Aromatic anion binding constant measurements were made on the model receptor using 1H NMR monitored titrations in DMSO-d6 which showed that, in comparison to the first generation four-walled receptors, the removal of one of the pendant arms did not affect the binding capability of the receptor's cavity significantly. It was shown that the binding strength correlated well with the pKa of the particular anion with, for example, p-hydroxybenzoate > m-hydroxybenzoate > o-hydroxybenzoate. The precursor to this receptor was then immobilised onto a silica surface and subjected to metal ion uptake studies to gauge its coordination properties with a number of divalent metal(II) ions: Cd(II), Pb(II), Zn(II), Cu(II) and Ca(II). The three Cd(II) coordinated receptor complexes mentioned above were then subjected to inclusion studies with a number of aromatic anions in aqueous conditions whereupon a reversal of the previously mentioned trend, i.e. o-hydroxybenzoate > m-hydroxybenzoate > p-hydroxybenzoate was observed. This indicated that the presence of water in the system changes the hydrogen bonding mode of the host-guest complexes, and was a major discovery arising from this work.

Trinity Christian School is a Christian parent controlled school which was established in 1980 with eleven students and one teacher. The current enrolment of the school is some six hundred and forty students. In 1991 the Trinity Christian School Vision Statement was written. This 'Vision Statement' gives an outline of the direction Trinity Christian School should be heading. It also gives a brief outline of the purpose for the school's existence. At the present time Trinity Christian School is beginning to expand into a school of some seven hundred and eighty students and is also undergoing a process of whole school review. It is therefore a significant time in which to study how the Trinity Christian School Vision Statement is being implemented within the school, particularly, within the Secondary section of the school. The focus of this study is to observe what if any, a selection of secondary teachers at Trinity Christian School are including in the classroom which would reflect the Trinity Christian School Vision Statement. In particular, to look for the inclusion of a Christian perspective as is defined in the Vision statement'. To undertake this study a naturalistic inquiry methodology was selected in which a range of field study techniques were adopted, especially from the field of ethnography. A range of data was collected from the following sources: curriculum statements; the Christian perspectives outline; teaching programs; lesson observations; teacher interviews; student interviews; student workbooks; and teaching resources. From the data collected for this study there is much evidence to demonstrate the teachers' inclusion of the Christian perspective in the classroom at Trinity Christian School. The manner in which this is included varies between cases, much as the teaching style of each individual teacher varies. Teachers' Inclusion Of The Christian Perspective In The Classroom How the Christian perspective is included also varies according to the subject and the unit being taught. For instance, to include a Christian perspective in the teaching of the Theories of Creation and Evolution' in Science is of course going to be far easier than in the teaching of 'Products and Factors' in Mathematics. A key implication for Trinity Christian School, is that the consistency of the documentation could be improved. If this was done, then a greater inclusion of the Christian perspective in the classroom could be provided to challenge the students more than at present. This could be achieved if the Christian perspective were incorporated in many more aspects of the classroom than was observed in this study. In this way the students would have modelled to them the Christian way to live in many more of the situations which arise in the classroom.