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Caldeira, Monica; Edmunds, Alan – Exceptionality Education International, 2012
Precise educational interventions are the sine qua non of services for students with exceptionalities. Applying interventions riddled with inconsistencies, therefore, interferes with the growth and learning potential of students who need these interventions. This research synthesis documents the inconsistencies revealed during a critical analysis…
Descriptors: Intervention, Asperger Syndrome, Autism, Improvement
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Edmunds, Alan; Martsch-Litt, Shelley – Exceptionality Education International, 2008
Canadian teachers in inclusive classrooms are encountering more students with ADHD-like behaviours and making more referrals for formal diagnosis of the condition. Previous research suggests that ADHD diagnoses are susceptible to highly inconsistent and arbitrary assessment processes/criteria (Sanford & Ridley, 1995), thus probably…
Descriptors: Attention Deficit Hyperactivity Disorder, Evaluation Criteria, Referral, Identification
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Edmunds, Alan – Exceptionality Education Canada, 2003
A study compared the results of a previous study on 725 Nova Scotia teachers' general attitudes toward inclusion and confidence in their abilities with those of 287 teachers from Newfoundland & Labrador. No provincial differences in teachers' perceptions of inclusion were found despite differences in provincial policy/practice. (Contains…
Descriptors: Disabilities, Elementary Secondary Education, Foreign Countries, Higher Education
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King, Wendy; Edmunds, Alan – Exceptionality Education Canada, 2001
Sixty-one teachers at a junior-senior high school in Nova Scotia responded to measures of inclusion attitudes and knowledge. Results revealed that teachers feel inadequately prepared for inclusion, need specific inclusion training, and feel that reducing workloads and class sizes would help. Significant positive correlations were found between…
Descriptors: Disabilities, Foreign Countries, Inclusive Schools, Inservice Teacher Education
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Edmunds, Alan – Exceptionality Education Canada, 2000
Sixty-one junior and senior high school teachers responded to measures of perceptions of inclusion, needs for effective inclusion practice, and knowledge of inclusion. Teachers felt inadequately prepared for inclusion and indicated their primary need was for more specific inclusion training. They also believed that reducing workloads would be of…
Descriptors: Class Size, Disabilities, Foreign Countries, Inclusive Schools