One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special education services to students with disabilities within the regular classroom. Studies reviewed indicate that difficulties occur in instituting integrated programs within general classrooms because educators working in inclusive settings lack knowledge of strategies needed to implement such programs effectively. The purposes of this study were to determine whether secondary special and general education teachers working in inclusive settings in Virginia had: (a) a positive attitude towards inclusion and students with disabilities; (b) perceived themselves capable of adapting instruction to students with disabilities; (c) had the resources and support needed; and (d) perceived themselves knowledgeable of pertinent information required for teaching students with disabilities in inclusive classrooms. Information collected was also designed to identify: (e) whether these special and general educators collaborated in their inclusive classrooms; (f) the type of support received in working with students with disabilities; and (g) areas of needs the two groups of teachers have in working with students with disabilities in inclusive classrooms. A total of 400 questionnaires, consisting of 36 Likert-statements and 19 open-ended items, were mailed to a stratified random sample of 200 special and 200 general classroom teachers working in inclusive settings in Virginia. Out of this total, usable questionnaires were received from 84% (n = 167) of the general education and 62% (n = 124) of the special education teachers, for an overall response rate of 73%. An analysis of data collected, using descriptive statistics, thematic analysis, and analysis of variance, indicated that special educators, compared to general educators: (1) had more positive attitudes towards inclusion and students with disabilities; (2) perceived themselves more capable of adapting instruction to students with disabilities; (3) felt resources and support needed to work with students with disabilities were available; 4) had a greater sense of efficacy when it comes to knowledge required for teaching students with disabilities; and (5) worked more collaboratively in providing assistance to each other regarding students with disabilities. Both groups of special and general educators had a negative attitude towards educating: (6) most students with disabilities (regardless of the level of their disability) in the regular classroom; especially (7) students with behavioral disorders, mental retardation, and multi-disabling conditions. These teachers also felt: (8) students with disabilities lack skills needed to master the regular classroom course content; and that (9) the large teaching load in the regular classroom makes it hard to meet the needs of students educated in inclusive settings effectively. Furthermore, both groups of teachers indicated they: (9) predominantly received support from other teachers and guidance counselors in working with students educated in their inclusive classrooms. Information focusing on areas of needs in working with students with disabilities indicated the two groups of teachers identified different areas of needs. The special educators noted they need: (10) more influence in the placement and decision making process, extra time for collaborating with others, reduced class loads, a clarification of the roles and responsibilities of special and general educators working in inclusive classrooms, and guidelines for meeting the new standards of learning. In contrast, the general educators indicated they require: (11) support from their administrators and parents, more resources and instructional material, assistance in dealing with school administrators who hold all students to equal standards, and training in special education and strategies for working with students with disabilities, behavior management, discipline, and anger management and conflict resolution. Implications this information has for school districts and teacher training institutions are discussed. / Ed. D.

This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusion classrooms were researched. Data were also collected and analyzed in four areas: (1) principal and teachers' definitions of inclusion, (2) principal and teachers' perceptions of how inclusion is implemented in the school, (3) effects of inclusion on teachers' instructional practices, and (4) effects of inclusion on the learning opportunities for general education students. There were no observable effects of inclusion on the learning opportunities for general education students. / Ed. D.

Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 set higher standards for the education of students with disabilities. In addition, to the original purposes of the law that ensured a free and appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE), amendments mandated that students with disabilities be included in state accountability and assessment systems, moving educators from an age of accessibility to an age of accountability. This legislation also ensured that students with disabilities have access to the general curriculum to the maximum extent appropriate, which has influenced educators toward including more students with disabilities in the general education environment. With the increasing numbers of students with learning disabilities (LD) educated in the general education environment, educators face the challenge of providing these students opportunities to access the general curriculum, while ensuring that they receive FAPE. Therefore, the purpose of this study was to explore the teaching practices of special and general educators in the planning, instruction, classroom management, progress monitoring, clinical assistance, and caring of students with LD in inclusive instructional settings to examine how they are aligning their practices to ensure FAPE for these students. Data were collected through a qualitative design, using focus group methodology. A total of 3 special educator and 3 general educator focus groups were conducted for data collection. Major findings that emerged included (a) the absence of common planning time, (b) the use of whole group instruction rather specialized instruction, (c) the unshared responsibility of classroom management, (d) the limited time dedicated to monitoring the learning and academic progress of students with LD, (e) the controversy surrounding adjusting instruction for students with LD, and (f) the importance of teachers showing students with LD that they care about them and their success. Data revealed that the practices of special and general educators align only in the areas of classroom management, particularly in providing classroom routines, and caring. In all other areas, not only do their practices not align, emphasis placed on each area varies within and between special and general educator focus groups. / Ed. D.

Although there has been a phenomenal growth in the utilization of paraprofessionals in inclusive classrooms in recent years, few researchers have addressed key issues surrounding role changes. A review of the literature indicated a need for additional research in the areas of efficacy of utilization, identification of task assignments, and development of training programs for teachers and paraprofessionals. Often special education and general education teachers are given the responsibility of determining what tasks will be performed by paraprofessionals without receiving guidelines or supervisory training. The purposes of this project were to determine what factors influenced the decisions made about task assignments for paraprofessionals and to ascertain what training programs would be appropriate and helpful. Subjects included in this study were the special education teachers, general education teachers, and paraprofessionals serving students in five, elementary inclusive classes in three school divisions in Virginia. Two observations were conducted in each class to identify the tasks performed by paraprofessionals. The general education teachers, the special education teachers, and the paraprofessionals working in each selected class were interviewed for information about their perceptions of paraprofessional task assignments. Other characteristics that might influence decision-making were examined by collecting demographic information on background, education, and training. Tasks performed by paraprofessionals were categorized by using a competency level checklist adapted from a list developed by Pickett (1994). Competency levels were : Level I (Teacher Aide), Level II (Instructional Assistant), and Level III (Assistant Teacher). Observations conducted in the three school divisions revealed that paraprofessionals usually performed Level II tasks. These tasks involved providing assistance with mobility issues, self-help needs, on task behavior, and assisting with individual programs of study. During the interviews paraprofessionals stated that they did not receive credit for their abilities nor did they receive personal respect. Both teachers and paraprofessionals expressed a desire for more collaborative planning time; paraprofessionals desired more specific training, especially on medical and legal issues. / Ph. D.

xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was divided into two phases. The first phase consisted of an extensive review of inclusion practice and research findings around the world and development of a best practices inclusion model to guide subsequent interviews. Ten best practices inclusive elementary school principals were interviewed, and observations were conducted in classrooms and surrounding school environments. The phase one findings were then used to create a draft model for Thai inclusive education. In the second phase of research, two focus groups, made up of ten nationally recognized experts in the area of Thai special education, were used. The participants assisted with refinement of the best practices model for Thai elementary schools. Findings included identification of three critical aspects that affect the adoption of inclusion practices: specific characteristics of Thai society and culture; current policy and practices related to current policy; and financing of inclusion. School principals were found to be essential to successful inclusion adoption. Recommendations are made for changes in practice and policy and for future research. The final conclusion drawn from this study was that, even though Thailand had made a great beginning to a monumental and honorable task, the idea of inclusive education is still in early development. The core findings of the research study argue that, while more steps needs to be taken as implementation of inclusion continues, the principals, teachers, parents, education experts, and the people of Thailand have the commitment and strength of determination to make inclusion an integrated part of Thai education. / Committee in Charge: Diane Dunlap, Chairperson, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Kathleen Scalise, Member, Educational Leadership; Kathie Carpenter, Outside Member, International Studies

No description available.

The focus of this research is the extension of topological operators with the addition of a inclusion measure. This extension is carried out in both crisp and fuzzy topological spaces. The mathematical properties of the new operators are discussed and compared with traditional operators. Ignoring small errors due to imperfections and noise in digital images is the main motivation in introducing the proposed operators. To show the effectiveness of the new operators, we demonstrate their utility in image database classification and shape classification. Each image (shape) category is modeled with a topological space and the interior of the query image is obtained with respect to different topologies. This novel way of looking at the image categories and classifying a query image shows some promising results. Moreover, the proposed interior and closure operators with inclusion degree is utilized in mathematical morphology area. The morphological operators with inclusion degree outperform traditional morphology in noise removal and edge detection in a noisy environment

The focus of this research is the extension of topological operators with the addition of a inclusion measure. This extension is carried out in both crisp and fuzzy topological spaces. The mathematical properties of the new operators are discussed and compared with traditional operators. Ignoring small errors due to imperfections and noise in digital images is the main motivation in introducing the proposed operators. To show the effectiveness of the new operators, we demonstrate their utility in image database classification and shape classification. Each image (shape) category is modeled with a topological space and the interior of the query image is obtained with respect to different topologies. This novel way of looking at the image categories and classifying a query image shows some promising results. Moreover, the proposed interior and closure operators with inclusion degree is utilized in mathematical morphology area. The morphological operators with inclusion degree outperform traditional morphology in noise removal and edge detection in a noisy environment

No description available.

This doctoral study explores the museum as site and resource for language learning by adult migrants, refugees and asylum seekers. English for Speakers of Other Languages (ESOL) provision has emerged over the past decade in museums across the UK and elsewhere within an increasing emphasis on informal adult learning programs. While there has been extensive research on second language acquisition, museum learning and social inclusion separately, there have been few studies that have investigated language learning in the context of museums, and even fewer studies that have sought to understand the benefits of language learning in museums for this target group of learners and how it might relate to the concept of inclusion. The study is centred around an ethnography that addresses these gaps in the literature and which examined three primary questions: (a) what are the target learners’ experiences of social inclusion and exclusion post-migration, and its interface with their English language abilities? (b) what are learners’ perceptions of the impact of participating in ESOL in museums in terms of exclusion and inclusion?, and (c) what occurs in interaction during ESOL in museums? In collaboration with City of Edinburgh Council Museums and Galleries Service, a cohort of 14 adult ESOL learners were studied over a 5-month ESOL course held in the City’s Museums and Galleries. In-depth time-series interviews were conducted with participants over the 5-month period. Narrative analysis (Labov & Waletzky, 1967; Riessman, 1993) of interviews examined narrative trajectories within case and across cases, mapping experiences post migration, in and beyond museums. In order to investigate the affordances of dialogue in museums, conversational interaction was observed and recorded during the 11 weekly museum visits. Conversation analysis (Leinhardt & Knutson, 2004; Markee, 2000) examined what occurred in talk, focusing on interaction between interlocutors, its function and content. Drawing on a social theory that conceptualizes language as symbolic power (Bourdieu, 1977, 1989, 1991) and identities as constructed and reflexive (Block, 2007b; Giddens, 1991; Norton, 2000), analysis indicates that the experience of migration provoked deficit conceptions of self as participants negotiated their new social milieu through English language. Access to opportunities to engage in English are mediated both by institutional forces, e.g. social space afforded in institutional contexts, and perceptions of self. Analysis of dialogue in museums shows participants positioning themselves and being positioned as ‘knowers’, where primacy was given to collaborative meaning making about museum displays, objects and artefacts in conversational interaction. Analyses of interviews indicate shifts in identity trajectories from deficit to competent views of self through participation in ESOL in museums. These findings suggest a cumulative effect of micro-interactions on identities constructed in dialogue and point to the critical role which learning in museums and other informal environments can have in terms of providing social space within which to engage in positive dialogue that both challenges isolation and exclusion and helps foster increasing confidence and competence in the target language alongside feelings of inclusion for the majority of participants in the research.