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Boitumelo, Mangope; Kuyini, Ahmed Bawa; Major, Thenjiwe Emily – International Journal of Whole Schooling, 2020
Inclusive education in the context of Botswana involves addressing the barriers that prevent students with disabilities from fully participating in the activities of the general education schools. A lack of understanding often exists among general education teachers in relation to the implementation of inclusive education in general education…
Descriptors: Foreign Countries, Secondary Education, Secondary School Teachers, General Education
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Alesech, Julie; Nayar, Shoba – International Journal of Whole Schooling, 2020
Significant movement in educational practice within New Zealand schools, particularly evident in special education, has seen schools actively encouraged to mainstream students. Central to the success of this transition, is the facilitation of a child's acceptance and belonging within the school setting. Yet, there is a dearth of literature in New…
Descriptors: Foreign Countries, Special Needs Students, Inclusion, Students with Disabilities
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McMaster, Christopher – International Journal of Whole Schooling, 2020
Mending the Net: The Learning Zone considers how the principles of Whole Schooling can be incorporated into the high school setting to reach students at risk of disassociating from their learning. Whereas schools strive to create a safety net to catch students in need, there are often holes in that net some students fall through. This project was…
Descriptors: High School Students, At Risk Students, Access to Education, Educational Principles
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Lakkala, Suvi; Uusiautti, Satu; Kyrö-Ämmälä, Outi; Grönfors, Perttu – International Journal of Whole Schooling, 2020
In this study, we assessed how Finnish teachers' professional actions support their students' engagement and positive self-image at school. This qualitative multimethod study is comprised of three sub-studies: (1) the research Data Set A included pedagogical reflective journals, observations of, and interviews with, two Finnish teachers and their…
Descriptors: Self Concept, Learner Engagement, Learning Activities, Teaching Methods
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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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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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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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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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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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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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