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Lisenbee, Peggy S.; Tan, Paulo – International Journal of Whole Schooling, 2019
We facilitate a year-long teacher induction program in the United States involving early-career teachers in urban elementary schools as a means to advance their inclusive mathematics practices. The participants in this program joined in professional learning experiences and discussions focused on advancing inclusive mathematics education with…
Descriptors: Mentors, Beginning Teachers, Mathematics Education, Beginning Teacher Induction
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Chitiyo, Morgan; Hughes, Elizabeth M.; Chitiyo, George; Changara, Darlington M.; Itimu-Phiri, Ambumulire; Haihambo, Cynthy; Taukeni, Simon G.; Dzenga, Chaidamoyo G. – International Journal of Whole Schooling, 2019
Many countries are embracing inclusive education. However, one of the main challenges that African countries are facing in this regard is the shortage of qualified teachers with the requisite skills to provide an appropriate education for their children with special needs. This shortage can be addressed through provision of professional…
Descriptors: Foreign Countries, Special Education Teachers, Inclusion, Faculty Development
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Alsarawi, Aeshah – International Journal of Whole Schooling, 2019
Co-teaching has become a widely practiced collaborative model among special and general education teachers in U.S. schools (Chitiyo, & Brinda, 2018; Pancsofar, & Petroff, 2013). This practice emerged as a response to the reauthorization of the Individuals with Disabilities Education Act (2004) and Every Student Succeeds Act (2015), which…
Descriptors: Cooperative Planning, Team Teaching, Teacher Collaboration, Inclusion
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Ashton, Jennifer Randhare; Arlington, Hannah – International Journal of Whole Schooling, 2019
When integrated into pre-service education programs, service learning has the potential to influence teacher candidates' pedagogy, professional dispositions, commitment to teaching, and sensitivity to student differences. Teacher candidates may make biased assumptions about an individual with a particular disability label based upon what they…
Descriptors: Preservice Teachers, Student Attitudes, Attitudes toward Disabilities, Attitude Change
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Tracy-Bronson, Chelsea P.; Causton, Julie N.; MacLeod, Kathryn M. – International Journal of Whole Schooling, 2019
This study describes data regarding inclusive related service provision for students with disabilities in public schools. Based on qualitative interviews from 15 related service providers (e.g., speech-language pathologists, occupational therapists, and physical therapists), these data highlight foundational issues that impact the delivery of…
Descriptors: Allied Health Personnel, Related Services (Special Education), Disabilities, Public Schools
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Ralston, Michelle M.; Dally, Kerry A.; Dempsey, Ian – International Journal of Whole Schooling, 2019
Australian special education literature from 2005 to 2015 was analysed to identify trends in topics and issues. A content analysis revealed a strong focus on inclusive teaching practice and education, and a growing interest in addressing behavioural and emotional disabilities, and teaching social skills in regular classrooms. The findings suggest…
Descriptors: Foreign Countries, Special Education, Educational Research, Inclusion
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Ricci, Leila Ansari; Persiani, Kimberly; Williams, A. Dee – International Journal of Whole Schooling, 2019
Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices…
Descriptors: Team Teaching, Mathematics Teachers, Science Teachers, Special Education Teachers
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Chitiyo, Morgan; Kumedzro, Felix K.; Hughes, Elizabeth M.; Ahmed, Siddiq – International Journal of Whole Schooling, 2019
This study was designed to explore the professional development needs of both general and special education teachers in Ghana regarding students with disabilities in an inclusive environment. Unlike the traditional top-down approach, where professional development for teachers is designed from the top and thrust upon them, this study sought to do…
Descriptors: Foreign Countries, Inclusion, Faculty Development, Educational Needs
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Willard, Carol A. – International Journal of Whole Schooling, 2019
Coteaching is becoming a common practice in secondary classrooms as a way to provide special education services to students with disabilities (SWD). Effective coteaching supports an inclusive philosophy of schooling by creating appropriate learning spaces for diverse learners, allowing learners access to general education curricula, building a…
Descriptors: Team Teaching, High School Teachers, Students with Disabilities, Special Education Teachers
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Timothy, Shamala; Agbenyega, Joseph S. – International Journal of Whole Schooling, 2018
Given increases in student diversity in our schools and classrooms of which students with varying disabilities and additional needs form a part, school leaders have a greater responsibility of ensuring that all students irrespective of their developmental backgrounds benefit from quality education. One of the approaches school leaders use to make…
Descriptors: Individualized Education Programs, Educational Planning, Program Implementation, Inclusion
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Mangope, Boitumelo; Otukile-Mongwaketse, Mpho; Dinama, Baamphatlha; Kuyini, Ahmed Bawa – International Journal of Whole Schooling, 2018
Teaching practice (TP) remains one critical means of exposing student teachers to actual classroom experiences with a view to equip them with the needed pedagogical skills. The voice of the student teachers is vital in order to understand their experiences in the field as a way to ensure better outcomes for current and future teacher trainees.…
Descriptors: Inclusion, Classroom Techniques, Special Education, Preservice Teachers
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Brown, Elizabeth; Rosenthal, Julie; Dynega, Nicole – International Journal of Whole Schooling, 2018
This article explores a first-grade team's efforts to develop a family-school literacy partnership. The first-grade teachers wrote and developed the "Family at Home Literacy Questionnaire" to understand how their first graders selected texts and read with family members at home. The findings identified a number of unexpected at-home…
Descriptors: Teaching Methods, Literacy Education, Family School Relationship, Family Programs
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Chitiyo, Morgan; Muwana, Florence C. – International Journal of Whole Schooling, 2018
Formal special education in many southern African countries can be traced back to the early Christian missionary activities in the region. Like elsewhere in the world, the development of special education in this region has been marked with both challenges and accomplishments. The challenges and barriers to the development of special education in…
Descriptors: Foreign Countries, Special Education, Educational Development, Success
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Elder, Brent C.; Rood, Carrie E.; Damiani, Michelle L. – International Journal of Whole Schooling, 2018
Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to…
Descriptors: Individualized Education Programs, Disabilities, Inclusion, Ability
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Tamakloe, Deborah – International Journal of Whole Schooling, 2018
Drawing on the Whole Schooling principles and Pierre Bourdieu's sociological concepts of habitus, capital and field, this qualitative case study explored and analysed preschool teachers' pedagogical behaviors and attitudes toward children with disabilities in three rural kindergartens in the Kpando district of Ghana. The study focused specifically…
Descriptors: Case Studies, Preschool Teachers, Social Capital, Teacher Student Relationship
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