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Lipka, Orly; Forkosh Baruch, Alona; Meer, Yael – International Journal of Inclusive Education, 2019
While post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the 'adapted course' model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the…
Descriptors: Postsecondary Education, Undergraduate Students, Learning Disabilities, Student Attitudes
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Stepaniuk, Inna – International Journal of Inclusive Education, 2019
Inclusive education is key to the development of civic democracy. Its role is to transform schools into platforms of excellence and equality for all students. This literature review aims to summarize the current state of inclusive education in Eastern European countries and former Soviet states and to identify conditions necessary for their…
Descriptors: Foreign Countries, Inclusion, Educational Trends, Disabilities
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Sucharita, V.; Sujatha, K. – International Journal of Inclusive Education, 2019
The provision of 25% reservations in private schools under Right to Education Act (RTE) for children belonging to weaker sections and disadvantaged groups has garnered much debate among researchers as well as the common people in India. The overarching goal of such provision is to promote social inclusion that recognises the diversity of children…
Descriptors: Inclusion, Private Schools, Case Studies, Social Integration
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Lithari, Eleni – International Journal of Inclusive Education, 2019
Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic…
Descriptors: Dyslexia, Secondary School Students, Academic Achievement, Self Concept
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Cook-Sather, Alison; Des-Ogugua, Crystal – International Journal of Inclusive Education, 2019
This article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student--faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of…
Descriptors: Inclusion, Teacher Student Relationship, Classroom Environment, Student Diversity
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Grimes, Susan; Southgate, Erica; Scevak, Jill; Buchanan, Rachel – International Journal of Inclusive Education, 2019
Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of 'reasonable adjustments' to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose…
Descriptors: Student Attitudes, Students with Disabilities, Disability Identification, Self Disclosure (Individuals)
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Sadowski, Christina; Stewart, Margaret; Pediaditis, Mika – International Journal of Inclusive Education, 2018
In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and…
Descriptors: Foreign Countries, School Holding Power, Success, Low Income Students
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MacLeod, Andrea; Allan, Julie; Lewis, Ann; Robertson, Christopher – International Journal of Inclusive Education, 2018
This qualitative study used Interpretative Phenomenological Analysis to consult with 16 autistic UK higher education (HE) students about their experiences of success. An in-depth participatory approach encouraged participants to become co-analysts of their data. Participants offered counter-narratives to deficit-based interpretations of autism,…
Descriptors: Autism, Higher Education, College Students, Qualitative Research
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Hui, Neva; Vickery, Emily; Njelesani, Janet; Cameron, Debra – International Journal of Inclusive Education, 2018
Background: Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research…
Descriptors: Gender Differences, Educational Experience, Disabilities, Sex Stereotypes
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Cheng, Sanyin; Sin, Kuen Fung – International Journal of Inclusive Education, 2018
This study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level…
Descriptors: Deafness, Hearing Impairments, College Students, Student Attitudes
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Low, Hui Min; Lee, Lay Wah; Che Ahmad, Aznan – International Journal of Inclusive Education, 2018
In this study, the pre-service teachers' attitudes towards the educational inclusion for students with Autism Spectrum Disorder (ASD) were investigated to identify their attitudinal patterns and predictors. An attitudinal survey was conducted with 264 pre-service teachers in a teacher training programme in Malaysia. The study involved 151 special…
Descriptors: Preservice Teachers, Student Attitudes, Inclusion, Autism
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Florian, Lani; Beaton, Mhairi – International Journal of Inclusive Education, 2018
A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus…
Descriptors: Inclusion, Formative Evaluation, Student Evaluation, Elementary Education
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Cologon, Kathy; Mevawalla, Zinnia – International Journal of Inclusive Education, 2018
The importance of communication partner intervention to support the successful implementation of augmentative and alternative communication (AAC) strategies has been established. Despite this, limited knowledge and use of AAC form serious barriers to inclusion. In this study, 196 pre-service early childhood teachers were taught key word signing…
Descriptors: Inclusion, Early Childhood Education, Intervention, Augmentative and Alternative Communication
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Smith, Aoife; Prendeville, Paula; Kinsella, William – International Journal of Inclusive Education, 2018
This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability…
Descriptors: Modeling (Psychology), Interpersonal Competence, Peer Teaching, Mentors
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Hwang, Yoon-Suk; Dillon-Wallace, Julie; Campbell, Marilyn; Ashburner, Jill; Saggers, Beth; Carrington, Suzanne; Hand, Kirstine – International Journal of Inclusive Education, 2018
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how…
Descriptors: Autism, Pervasive Developmental Disorders, Bullying, At Risk Students
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