Friendship is one of the hallmarks of social competence, yet few studies of interventions intended to increase social competence have evaluated their effectiveness through the formation of friendships. Peer-mediated interventions have been found to increase social competency and improve sociometric peer acceptance. Based on these findings from previous research, this study evaluated the effects of a peer-mediated intervention on the formation of reciprocal friendship for preschool children with disabilities. Evaluation using behavioral observations and sociometric nominations of friendship from classmates suggest that participation in a peer-mediated intervention may precipitate friendship formation.

Co-teaching is defined as a general education teacher and special education teacher, who may or may not have the same area of expertise, jointly delivering instruction to a group of students with special needs in a special education classroom. The purpose of this qualitative case study was to examine the perceptions of general and special education teachers in regard to forming coteaching relationships in a school setting organized to serve special education students through coteaching models. Participants were purposefully sampled following the typical case sampling strategy and included two public schools. Of the two schools, there were five special education teachers and two general education teachers who participated in in-depth interviews based on open-ended questions from a predetermined interview guide. Analysis of transcripts from the interviews helped identify the findings for this study. Through the analysis of the transcripts the data revealed becoming a coteacher, communication, coplanning, continuity of teachers, and roles and responsibilities of coteachers were factors of forming a cohesive coteaching relationship.

No description available.

With the re-authorization of the Individuals with Disabilities Education Act (IDEA) and the federal mandates of No Child Left Behind (NCLB), the role of the principal has new implications regarding the free and appropriate education of students with disabilities. As a result of the inclusion model of special education instruction being supported as the most effective learning environment for students with disabilities, principals now need to know the definitions of types of disabilities, appropriate placements, how to provide correct feedback for parents and at a minimum, the basics of special education law. The literature review focused on principals’ attitudes and concerns for special education placements and how knowledgeable school principals are with regard to issues of special education law and the possibility of litigation when planning for the free and appropriate education of special education students. Few U.S. studies have focused exclusively on the actual principals’ knowledge of special education law. This study researched the knowledge of Virginia principals on special education. A geographical random sample of 462 principals from the state of Virginia were asked to complete an on-line survey of 24 hypothetical scenarios based on the following components of IDEA: free and appropriate public education, due process, individualized education plans, least restrictive environment, related services, student discipline and liability for reimbursement of parents.. Experts, practitioners, and researchers in the field reviewed these scenarios. The survey was e-mailed to the principals from October 1st to November 1st, 2006. A follow up e-mail was sent two weeks after the initial contact as a reminder to complete the survey. From November 2nd to November 15th 10% of the respondents who did not respond were contacted by phone and asked why they did not respond. Out of 49 phone calls, 12 principals responded. The instrument was anonymous and color coded according to the eight Superintendents’ Study Groups across the state of Virginia in order to identify the number of schools that participated. A total of 236 principals responded resulting in a 51% response rate. Upon completion of the questionnaire principals were provided correct responses. Using the Statistical Package for the Social Sciences (SPSS), an analysis of variance (ANOVA) was performed on all demographic variables and the principals’ test score. An item analysis of each of the hypothetical scenarios determined the areas of deficiencies in the principals’ knowledge base. Results of this study show that there is no significant difference between principals’ test scores and each of the demographic variables. Seven areas of special education law were tested: free and appropriate public education (FAPE), individualized education plan (IEP), least restrictive environment (LRE), student discipline, related services, due process and liability for reimbursement of parents This study identified two significant areas of weakness: related services and FAPE. The information from this study will be beneficial in determining school districts’ professional development needs and coursework in university education programs that addresses special education law. / Ph. D.

<p> This study&rsquo;s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD.</p>

The introduction of Inclusive Education in South Africa was part of the democratisation of the country and was in line with international trends. Based on the Constitution, the South African government produced a policy document aimed at meeting the needs of learners with barriers to learning, the underlying principle of which was inclusion. The South African Schools Act was passed, clearly stating that a public school must admit learners and serve their educational requirements, without unfairly discriminating in any way. Based on the rights that all learners have, including those with barriers to learning, no learner can be turned away from a public school based on any discrimination. Previously teachers referred learners with barriers to learning to special schools, as they did not see them belonging to the mainstream. The purpose of this study was to identify the educators' perceptions about learners with barriers to learning and development and how this may affect the implementation of Inclusive Education. The survey method was used to identify the educators' perceptions about learners with barriers to learning and development and how this may affect the implementation of Inclusive Education. More detailed information on the essential aspects for successful implementation of inclusive education was collected through the use of questionnaire and interviews. Fifty eight participants were chosen randomly and four special school educators and ten education regional officials were purposively included as participants. The participants completed the questionnaires, and interviews were used to obtain response clarity or additional information. The collected data were analysed and categorised into themes. From the analysis of the data it became apparent that inclusive education requires new skills, knowledge and attitudes from the educators and, therefore, educator education and training should be revisited and designed to accommodate and support inclusion. Educators also agreed that there must be collaboration between the mainstream educators and specialized personnel such as therapists and education specialists from the Department of Education for successful inclusion to be able to address barriers to learning. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2007

Text in Afrikaans / Hierdie studie handel oor die identifisering van sagte neurologiese uitvalle deur die opvoedkundige sielkundige. Die navorser het gevind dat neuraal gestremde kinders dikwels eers op 'n laat stadium na buitengewone onderwys verwys word. Dit het die vraag na kriteria vir sagte neurologiese uitvalle en neuropsigologiese evaluasies in die brandpunt van die studie gestel. Die literatuur het bevestig dat daar verskeie neuropsigologiese verkenningsmedia oorsee bestaan, maar Suid-Afrikaanse navorsing op die gebied, is nog beperk. Daarom is die doelstelling van die studie om aan die hand van kriteria vir sagte neurologiese uitvalle, 'n neuropsigologiese evalueringstabel saam te stel wat toeganklik is vir enige opvoedkundige sielkundige. Die evalueringstabel is aan die praktyk getoets. Die navorsing bevestig dat dit moontlik is om neuraal gestremde kinders te identi:fiseer deur die toepassing van die neuropsigologiese evalueringstabel. Die identifisering van die neuraal gestremde kind is slegs die vertrekpunt in die wyer pedagogiese bemoeienis met die opvoedeling / This study deals with the identification of neurological soft signs by the educational psychologist. The reseacher became aware of the fact that neurologically impaired children were referred to extraordinary education at a very late stage. The above mentioned situation gave rise to the search for criteria for neurological soft signs as well as neuropsychological means of assessment It was found in the literature that neuropsychological assessments were well in existance abroad, but the South African literature lacks in depth research. Therefore the aim of this study was to use existing neuropsychological criteria to compile a neuropsychological evaluation table that will be accessible to every educational psychologist. This neuropsychological evaluation table was put to practice and it proved that neurologically handicapped children can be identified by means of this assessment. The identification of the neurologically impaired child remains simply the point of departure in the broader pedagogic dealing with the child / Psychology of Education / M. Ed. (Voorligting)

<p> This case study research examined the perceptions of general and special education teachers towards educating students with disabilities in an inclusion classroom. The Concerns Based Adoption Model (CBAM) aided understanding of teacher participants' stages of concern in the inclusive process and the ways in which participation in training could affect those perceptions. A small district in the southern part of the United States was the focus of this study. Before training, participants took a pre-assessment survey, followed by three training sessions, and a subsequent post-assessment survey. The analysis of previously collected statistical CBAM data and interviews provided context for the research questions. Analysis of Pre- and Post-Stages of Concern survey data determined the teacher participants' levels of concern before and after training. After transcribing and coding interview data to develop categories, the data created themes that supported teacher responses on pre- and post-surveys. CBAM survey data indicated no change in teacher concern from pre- to post-survey; however, interview data revealed teachers had thought about inclusion. Interview data also revealed other initiatives and programs of higher concern, which affected the outcome of the statistical data. Research outcomes addressed teacher concerns, noting that leaders should develop training to meets those concern and consider teacher demands when implementing new initiatives.</p>

Research evidence indicates that assistive technology services and devices, mandated by law, are not being provided to individuals with disabilities in Arizona. This study described the professionals within Arizona providing AT services and devices, their training needs, and the current AT service delivery system. The study also proposed essential elements for an AT service delivery network to meet the technological needs of individuals with disabilities within the State of Arizona. A survey, developed with assistance from experts, was mailed to 1,014 service providers in six distinct service specialties. Professionals in the Arizona Department of Education, Division of Developmental Disabilities, Rehabilitation Services Administration, Occupational Therapy, Physical Therapy, and Speech Pathology were asked to furnish information pertaining to four research questions: (1) Who are the AT service providers? (2) What is the current AT service delivery system in Arizona? (3) What are the perceived AT training needs of service providers? (4) What do service providers perceive as essential components in a comprehensive AT service delivery network? The survey results indicated that AT services in Arizona were provided by predominantly Anglo, highly educated females living in the two largest metropolitan counties in Arizona. Less than half had received any training in AT. No AT service delivery system exists today in Arizona. Services were provided by chance rather than as a normal procedure in medical or human service organizations. Perceived training needs paralleled provider specialty with training through workshops at the local level. According to survey respondents essential components of an AT service delivery network should include information, training, funding, collaboration, consumer involvement, and delivery models. Implications of the study suggest that Arizona must implement the following changes: (1) establish a statewide AT service delivery network linking providers, consumers, and caregivers; (2) select a lead agency to coordinate all efforts in AT for the State; (3) appoint a strong advocate of AT as head of the agency; (4) develop a training program; (5) recruit minorities and persons from technical areas to provide services; (6) reduce the gap in the delivery of AT services to those under 60 years; and (7) increase the number of qualified AT providers for the growing population of the elderly, the adult, and children in all independent living, educational, and work environments.

No description available.