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Descriptors:
Inclusion; Self Efficacy; Foreign Countries; Teacher Attitudes; Theories; Models; Disabilities; Predictor Variables; Teacher Education; Educational Improvement

Abstract:
The purpose of this study was to explain teachers' perceived efficacy for teaching in inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland, and South Africa. Bandura's theory of self-efficacy was used as a starting point to develop distinct models for each country. We found that in all countries, experience in teaching students with disabilities was the strongest predictor of self-efficacy, while the predictive power of other variables differed from country to country. Our findings illustrate ways to improve teacher education to respond better to the challenges set by the global inclusive education movement. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Literacy; Developmental Delays; Play; Dramatic Play; Special Education Teachers; Fathers; Role Models; Parent Role; Child Development; Preschool Children; Special Education; Parent Teacher Cooperation

Abstract:
Fathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Mathematics Curriculum; Calculators; Mathematics Instruction; Problem Solving; Comparative Analysis; Mathematics Achievement; Grade 6; Grade 7; Standardized Tests; Learning Strategies; Educational Technology

Abstract:
This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional mathematics curriculum materials. Students solved multiple choice and open-ended problems based on items from the State's released previous assessments. A linear mixed model was conducted for each grade to analyze the factors impacting students' self-reported calculator use. Chi Square tests were also performed on both grade's data to determine the relationship between using a calculator and correctly solving problems. Results suggested only time as a main factor impacting calculator use and students who self-reported using a calculator were more likely to answer questions correctly. The results have implications for practice given the controversy over calculator use by students both with and without disabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Therapy; Foreign Countries; Psychologists; Educational Psychology; Focus Groups; Disabilities; Intervention; Counselor Role; Leadership; Delivery Systems; Interviews; Supervision; Documentation

Abstract:
This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: "contracting and promoting"; "leadership"; "opportunities to practice"; "supervision"; "time and resources"; and "training". (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Foreign Countries; Special Education; Special Needs Students; Student Diversity; Cultural Pluralism; Teaching Methods; Classification; Educational Policy; Guidelines; Ethics; Social Justice; Educational Practices

Abstract:
Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers' understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and "ableness". Two frameworks around orientations to diversity and types of pedagogic need are combined in order to examine this tension and develop possible responses. This is illustrated through the example of special educational needs as a type of difference. The paper argues that for critical, ethical and socially just pedagogies, policy needs to support teachers in acknowledging and troubling difference at the classroom level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Intervention; Experiments; Special Education; Children; Disabilities; Predictor Variables; Sample Size; Control Groups

Abstract:
Single-subject experimental designs have long been used in special education to evaluate the effectiveness of interventions for exceptional children. However, the design has not been used widely in gifted education. In this article, an overview of the main features of single-subject design is presented, and its potential for application in gifted education is discussed. The article concludes with a report of a preliminary single-subject study, conducted with a young gifted child, in which the effects of higher order questioning are investigated. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Veterans; College Students; Academic Advising; Student Motivation; Career Development; Social Support Groups; Mental Health; Disabilities; Community Colleges

Abstract:
In one important way, student-veterans are like all other students. They need supportive relationships to achieve their academic goals. Serving these students well means learning their stories and helping them succeed. In the process, some of these people may change one's life. In this article, the author shares the touching stories of some of the many student-veterans she has served and provides a list of recommendations for those who share her commitment to this special population of students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Evidence; Rehabilitation Counseling; Counselors; Vocational Rehabilitation; Best Practices; Supported Employment; Rehabilitation Programs; Counselor Training; Models; Agency Cooperation; Outcomes of Treatment; Empowerment; Self Concept; Literature Reviews

Abstract:
Rehabilitation counselors and practitioners are under increased pressure to adopt and pursue evidenced-based practices, and the rehabilitation counseling literature has been criticized for a lack of empirical work providing support for individual-level interventions. The purpose of this literature review was to examine the last 25 years of rehabilitation research with specific attention to empirical studies related to active employment-focused interventions and present models of best practices that already exist within the literature. Findings indicated that 35 empirical studies met the search criteria of presenting services or models with initial evidence of supporting employment outcomes. In the review process, studies were classified into seven categories based on topic, including interagency collaboration, counselor education and customer outcomes, services to a targeted group, supported employment and evidence-based practice (EBP), empowerment and customer self-concept, essential elements of service delivery, and miscellaneous vocational rehabilitation services and outcomes. A review and synthesis of studies within these topical areas are presented, along with implications within the context of the critical need for EBPs in rehabilitation counseling. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accessibility (for Disabled); Disabilities; Employees; Employers; Stakeholders; Comparative Analysis; Employee Attitudes; Employer Attitudes

Abstract:
Job accommodation is a multifaceted and interactive process. Stakeholder groups (i.e., employees with disabilities, employers, and in some cases service providers) make decisions about requesting or providing job accommodations based on multiple factors in this process. An understanding of stakeholder differences in their perceptions of these factors may mitigate the myths and misconceptions about accommodations, and facilitate the accommodation process. Stakeholder perspectives on the importance of factors involved in the accommodation process are compared. How these perceptions may affect the likelihood of requesting or providing accommodations is discussed, along with the implications for rehabilitation professionals. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Intervention; Adolescents; Employment; Assertiveness; Control Groups; Empathy; Instructional Effectiveness; Interpersonal Competence; Job Skills; Curriculum; Cooperation

Abstract:
The current investigation was designed to evaluate the effects of the Working at Gaining Employment Skills (WAGES) curriculum on the social and occupational skills of adolescents with disabilities. Adolescents with disabilities were assigned to either an intervention or control condition. Youth in the intervention group were exposed to the WAGES curriculum for approximately 4.5 months, whereas students in the control group received "business-as-usual" within special education settings. Students and teachers completed brief measures pertaining to prevocational/occupational skills as well as measures pertaining to students' social skills prior to and following the intervention. Results indicated that after controlling for pretest differences on outcome variables, students participating in the intervention had greater vocational outcome expectations, greater occupational skills, and greater social skills (i.e., empathy, cooperation, and assertiveness) than did students with disabilities in the control condition following the intervention. These findings provide preliminary evidence of the effectiveness of the WAGES curriculum. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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