This study presents the results of a mixed methodology study and pilot that investigated the effects of facilitated teacher support groups and differentiated instruction on student achievement at two urban, Title I middle schools. Both general education and students with special needs being served in a collaborative co-taught setting were included in the study. Implications for research to practice and effective inclusive strategies were addressed and the field-tested Differentiated Instruction: Fidelity Implementation Tool (DI: FIT) used to assess teacher fidelity is included. During the first year, the principal investigator developed and field-tested the DI: FIT observation tool, field-tested a facilitated support group, and collected student achievement data to determine the feasibility of the implementation of differentiated instruction research design. During this second year, two matched urban, Title I middle schools were purposively selected to serve as research sites. At each of the two school sites, 13 to 15 teachers were selected to participate in the treatment group and 13 to 14 teachers in the control group. The teachers selected were balanced among the three grade levels within each school. A triangulation of data from monthly, 2-hour, facilitated support group meeting minutes (group's perspective), teacher implementation logs (individual's perspective), and differentiated instruction observations (observer's perspective) were utilized to determine the impact of differentiated instruction on teacher implementation fidelity. Finally, the effects of teacher use of differentiated instruction with fidelity on the reading and mathematics achievement scores of approximately 906 students (461 in the treatment group and 445 in the control group) that were part of the combined sample population at the two school sites were assessed using ANOVA procedures. Cohen's (1977) f effect sizes are included.

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The Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition planning services for students with disabilities who are exiting high school and entering the world of work or postsecondary education. Despite collaborative efforts between educational institutions and various service agencies to facilitate transition from high school to employment or continued education, students with disabilities appear to lag behind their non-handicapped peers in these areas. This study focused on transition planning for students with mild disabilities enrolled in a community college in central Texas. The individual transition plans (ITPs) of fifteen students who had self-declared to the college as having a learning disability were obtained from the high school from which they graduated. The records were analyzed for evidence of twelve essential components of transition planning recommended in educational literature. The students were interviewed regarding their vi i transition plans and what they viewed as factors necessary for success in college. Four professional staff members of the Education Support Service, which serves students with disabilities on campus, were also interviewed regarding how prepared the students were for college work and what factors that promote college success should be included in adequate transition plans. The study investigated the adequacy and “fit” of transition planning as an effective means of preparing students with disabilities for the reality of postsecondary education. Knowledge gained from this study could assist public school special educators to develop appropriate ITPs and inform practice in the field of secondary special education in areas such as curriculum, collaboration with service agencies, and assessment of transition service needs. / text

Tyrimai, analizuojantys negalę turinčių studentų santykį ir jų adaptacijos lygmenį aukštojoje mokykloje, dar nėra pakankamai išplėtoti. Problemų, su kuriomis susiduria negalę turintys studentai nustatymas, leistų kurti palankią bendravimo aplinką aukštojo mokslo siekiantiems neįgaliesiems. Bakalauro darbo tyrimo objektu pasirinkti negalę turintys aukštosios mokyklos studentai kartu su akademine bendruomene. Siekiama nustatyti negalę turinčių aukštųjų mokyklų studentų bendravimo su akademine bendruomene bruoţus. Darbe iškelti uţdaviniai – išanalizuoti teorines negalę turinčių asmenų prielaidas; parengti tyrimo instrumentą, kuris padėtų atskleisti neįgaliųjų bendravimo ypatumus; atskleisti dėstytojų ir studentų poţiūrį į neįgaliuosius, bendravimo kontekste, nurodant kaitos galimybes; tyrimo rezultatų pagalba parengti akademinei bendruomenei rekomendacijas, pozityvių santykių siekimui. Siekiant išsiaiškinti pagrindines neįgaliųjų studentų bendravimo su dėstytojais, negalės neturinčiais studentais bendravimo bruoţus bei juos įtakojančius veiksnius, atlikta Šiaulių universiteto dėstytojų (5), negalę turinčių (5) ir negalės neturinčių (5) studentų apklausa, naudojant anketavimo metodą su atviro tipo klausimais. Tyrimo duomenys apdoroti taikant content analizės metodą. Atlikta išsami Šiaulių universiteto akademinės bendruomenės ir neįgaliųjų studentų bendravimo bruoţų bei ypatybių analizė, išskirtos pagrindinės problemos, su kuriomis susiduria neįgalieji... [toliau žr. visą tekstą] / Studies investigating the relationship of students with disabilities and their level of adaptation in higher education is not yet sufficiently developed. Identificating problems, for students with disabilities, will let to create a favorable environment for seeking acces of communication in higher education. The object of this research is high school students with disabilities together with academic community. The aim of this work is to set communication characteristics between students with disabilities and academic community. The following objectives have been set: to analyze the theoretical assumptions of people with disabilities, to prepare a survey, that will help to reveal the pecularities of communication of people with disabilities; to reveal the attitude of students andlecturers towards people with disabilities in the context of communication; with opportunities for change, the survey results will help to develop recommendations to the academic community, the pursuit of positive relationships. In order to identify the main features of communication and factors affecting them between disabled students, teachers and non-disabled students, carried out in Siauliai University (5), disability (5) and non-disabled (5) survey of students using the questionnaire method with open- ended questions. The study data were processed using content analysis. The advanced analysis of communication features and characteristics of academic staff... [to full text]

This research uses Contextual Bible Studies as the main approach in searching for ways in which the Bible may be used as a resource to contribute to a holistic education for people with disabilities (PWDs). It explores the situation of PWDs in the DRC and demonstrates how the image of PWDs has been negatively portrayed, and how PWDs’ situation has been perceived as a misfortune. Consequently, the socio-cultural concept of disability has influenced the biblical interpretation of disability making PWDs seem to be “lesser human beings”. Therefore, the use of three biblical texts, which are Exodus 4, 1-17; 2 Corinthians 12, 1-10 and Acts 3, 1-11, in this study serves to re-read the Bible in a constructive way from the disability perspective. Each Bible study has its main focus related to the question of this study mentioned above: the first biblical text, Exodus 4, 1-17 is designed for IMAN’ENDA members with the aim of helping PWDs to discover their real identity in the light of Bible study. The core verse of this study is verse 10, in which I focused on, “How God views disability”. The second text, 2 Corinthians 12, 1-10, is designed for PWDs as well as for ablebodied people in order to understand suffering as another way of discovering oneself. The main focus of this Bible study is on v. 9, in which I dealt with “Power through weak body”. The third biblical text is Acts 3, 1-11, and is designed for church leaders from the Presbyterian Church in Kinshasa with the aim of helping church leaders to widen their understanding of healing for better integration of and support for PWDs in society. The text focuses on healing that I referred to as “Holistic Healing”. The study also offers a theological reflection on disability in the Bible. This is based, on the one hand, on findings from Bible studies with PWDs and Presbyterian Church leaders and lecturers; and, on the other hand, on interviews conducted with Protestant Church leaders and religion lecturers, and Catholic high school pupils. These investigations were conducted in order to develop a holistic educational programme for PWDs in the DRC, which is proposed as a programme in Social Transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

This document summarizes the results of an investigation into the experiences of students with physical impairments studying at Durban University of Technology. The purpose of the investigation is to understand how these students live their lives amongst the able-bodied students and how they cope in the environment created for able-bodied students. The study aims at heightening the awareness of DUT community about the students with impairments’ needs. The study will also attempt to explore how the facilities of the institution are accommodative to these students with impairments. The study hopes to shape the policies regarding the students with impairments at DUT as the government had developed policies which are inclusive of people with impairments.. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

The purpose of this thesis was to investigate the current status of the accessibility level of campus recreation programs throughout the United States. There were no previous studies available describing the accessibility level in the campus recreation field. This study was conducted with Electronic mail and an on-line survey. Electronic mail messages were sent to inform the possible participants about the study. The participants answered the questions on-line with An Integrated Network Quizzing, Surveying, and Interactive Testing (INQSIT) system. This system enables the researcher to collect, sort and analyze the data. A total of 81 responses were obtained. The main finding is that campus recreation is not accessible for individuals with disabilities for several reasons. Program opportunities for individuals with disabilities are relatively limited compared to the programs offered for the entire campus population. Additionally, there are not enough staff available who are specifically trained for recreation and physical activity programs for individuals with disabilities. / School of Physical Education

The purpose of this study was to qualitatively analyze what motivated students with physical disabilities to get involved in extracurricular activities on the Ball State University campus. Ten students with physical disabilities were asked a series of questions that helped to determine why these students chose to participate.The examination of these data revealed that students with physical disabilities chose to get involved in extracurricular activities in order to meet peers, develop their resume, and gain leadership skills. Recommendations made to encourage more students with physical disabilities to become involved on campus included strengthening Disabled Students In Action, educating the university community, committing to physical access, and developing a specific advertising campaign for the programs most often utilized by these students. / Department of Educational Studies

The SALAMANCA Statement (UNESCO, 1994), and the Namibian constitution (1990) commit the government to offering education to children with disabilities. The primary focus of this study was to examine the attitudes of the population of primary school principals' with regard to the inclusive education practice of placing and educating students with disabilities in the regular classrooms. In addition, the researcher sought to ascertain principals' perceived barriers and needs with regard to facilitating and implementing inclusive education practices. The survey instruments used to collect data consisted of: a) demographic section, b) Attitude Toward Inclusive Education Scale, c) Opinions Relative to the Integration of Students with Disabilities scale, and d) openended questions. The results suggest that Namibian primary school principals hold positive attitudes toward students with disabilities in general, though they have preferences of the type of disabilities to be accommodated in the regular classrooms. Students with social difficulties were more favored for inclusion than students with sensory and physical disabilities. Principals favored inclusion of students with behavioral challenges slightly more than students with academic difficulties. Principals' perceptions were that inclusive education has potential benefits for students with and without disabilities and that it presents opportunity for academic growth for students with disabilities. Yet, special school or classroom placement was perceived as the most stable environment for educating students with disabilities, especially when considering their social and emotional development. Furthermore, principals were of the opinion that due to pre-service training, which did not include courses on special education and disabilities, educators lack the needed knowledge, skills, and abilities to educate thesestudents, hence the need for comprehensive in-service. In addition to lack of training in special education as a major barrier, other reported barriers were lack of proper educational facilities and equipment, lack of parent involvement and students' characteristics. The multivariate analysis revealed that younger school principals held more favorable attitudes toward placement of students with disabilities in the regular classrooms. Principals with graduate degrees and BA/BS perceived themselves as not having the ability to educate these students in comparison to those with lesser qualifications. The demographic variables of years of experience as a principal and teaching location had no significant effect on the attitudes of principals with regard to placement or educating students with disabilities in the regular classrooms. / Department of Special Education