<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)

This study examined the perceptions of local school personnel concerning the adequacy of staff support for Compliant and Quality special educational programming in relationship to selected demographics of subjects, i.e., Role Position, Administrative Area, Highest Earned Degree, Tenure in Present Position, Number of Special Education Classes for which Principal Has Responsibility, teacher's Delivery Mode, and teacher's Area of Exceptionality. Additionally, the study examined subjects' written comments for program improvement and their ratings of tasks of staff leaders to facilitate Compliant and Quality special educational programming. Participants included 30 principals with responsibility for and 87 teachers of exceptional students. A writer-designed questionnaire was used to secure data on all variables. Statistical procedures used were T-Test, ANOVA, and correlational analysis (Pearson r); the established level of significance was 0.05. Significant relationships were found between various Compliance indicators and Number of Special Education Classes for which Principal Has Responsibility, Number of Special Education Courses Taken by principal, and principal's and teacher's Tenure in Present Position; and between various Quality indicators and teacher's Delivery Mode and teacher's Tenure in Present Position. An intercorrelation of subjects' responses regarding Compliance and Quality indicators revealed a number of significant relationships. Among principals, these were Information Dissemination and Staff Training, Material Resources, and Teacher Motivation; and, Monitoring and Staff Training. Among teachers, all relationships between Compliance and Quality indicators were found to be significant. Respondents' written responses indicated that principals perceived the need for increased resources -to facilitate mainstreaming; and teachers, the need for improved communication, increased skills' training in instruction and classroom management, and the employment of staff to conduct school level Compliance tasks. An item analysis of mean scores revealed that subjects rated staff support for Compliant programming more favorably than that for Quality programming. The general implication was that differentiated activities were needed to accommodate various demographics. The general recommendations were that special attention should be given to indicators of Quality programming, i.e., staff training, material resources, and teacher motivation; and, that a division of leaders' responsibilities should be made to ensure improvement in both components of Special educational programming, i.e., Compliance and Quality.

<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.

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<p>This phenomenological study explores the value of trust between teams of special education teachers and paraprofessionals. The study delves into their lived experiences, focusing on characteristics and behaviors that build, sustain, destroy and restore trust between them. There are multiple studies on trust in education, however, there is relatively little literature published on the value of trust among individuals committed to providing support for transition-aged students within various Los Angeles County school districts. Existing theories and models on trust have similar characteristics that span across diverse industries. As a result, clear-cut guidelines have enabled members of a team to be aware of how trust impacts their working environment. Purposive sampling provided teams of special education professionals who possessed a depth of knowledge of the subject matter and experience in the classroom. Individual face-to-face, semi-structured interviews were conducted with 12 participants focusing on how they make meaning of the role and value of trust with their special education colleagues. As a result, 165 coded passages were grouped into the following nine themes: (a) characteristics of a trustworthy colleague, (b) importance of trust, (c) outcome of trust, (d) outcome of a lack of trust, (e) building trust, (f) sustaining trust, (g) destroying trust and (h) restoring trust. Two study conclusions emerged. Conclusion one, trust increases communication, respect and collaboration between special education colleagues, as well as enhances student success. Conclusion two, a lack of trust negatively impacts the special education environment, as well as relevant stakeholders, which include: students, parents, special education teachers, paraprofessionals and administrators. Recommendations include participation in team development trainings, as well as personal and professional development that focus on acquiring the characteristics of a trustworthy colleague. Additionally, special education professionals benefit from establishing a shared primary focus of student success. Moreover, the onus of setting the tone of trust falls on the special education teacher. Lastly, special education professionals should relinquish the characteristics that diminish trust. This study provides researchers and professionals in the field of special education with insight into the tools needed to have better working relationships so that they can effectively serve special needs students.