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Forlin, Chris; Sin, Kuen-fung – International Journal of Whole Schooling, 2010
Professional learning for teachers is important if they are to be prepared for teaching in inclusive classrooms. This is particularly pertinent in Hong Kong where teachers have little personal experience of inclusion and where teaching continues to be didactic and examination oriented. Since Hong Kong implemented a whole school approach to…
Descriptors: Self Efficacy, Foreign Countries, Basic Skills, Inclusive Schools
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O'Gorman, Elizabeth – International Journal of Whole Schooling, 2010
This paper outlines the findings from one dimension of a large-scale research project which addressed the PL requirements of specialist inclusion/SEN teachers in Ireland. Two aspects relating to the context of professional learning are explored here: the professional learning opportunities preferred by teachers and the professional learning…
Descriptors: Foreign Countries, Professional Development, Inclusive Schools, Mainstreaming
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Kantavong, Pennee; Sivabaedya, Suwaree – International Journal of Whole Schooling, 2010
This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected…
Descriptors: Intervention, Autism, Learning Disabilities, Academic Achievement
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Hornby, Garry; Witte, Chrystal – International Journal of Whole Schooling, 2010
A critical factor in the success of inclusive schools is effective parent involvement in the education of children with special educational needs. This article reports the results of a survey of the practice of parent involvement in inclusive primary schools in a large city in New Zealand. Interviews were conducted with 21 primary school…
Descriptors: Parent Participation, Urban Schools, Parent School Relationship, Foreign Countries
Rao, Shaila – International Journal of Whole Schooling, 2009
Schools in the United States and schools across majority of countries around the world today face two critical issues: "Inclusion of students with disabilities in general education classrooms" and a contributing factor to success of this inclusion, teachers prepared to use best practices. "Best practices" in education are approaches to teaching,…
Descriptors: Inclusive Schools, General Education, Disabilities, Special Needs Students
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Pearce, Michelle – International Journal of Whole Schooling, 2009
As a result of the 1992 Disability Discrimination Act in Australia and parental support for inclusion, regular teachers now include students with disabilities in their classes. Inclusion has been more successful in primary than in secondary schools. Secondary schools remain a challenge due to their traditional focus on curriculum, examinations,…
Descriptors: Secondary Schools, Inclusive Schools, Disability Discrimination, Foreign Countries
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Wolfberg, Pamela; LePage, Pamela; Cook, Ellen – International Journal of Whole Schooling, 2009
This article introduces two innovative teacher preparation programs that emphasize inclusive education at San Francisco State University. The Combined Elementary and Special Education program has as its main goal to provide specialized cross training for special and general educators who work in highly diverse inclusive public school settings. The…
Descriptors: Credentials, Inclusive Schools, Elementary Education, Autism
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Li, Alison Man-Ching; Tse, Andrew Chung-Yee; Lian, Ming-Gon John – International Journal of Whole Schooling, 2009
Special schools, along with an increasing number of mainstream schools that implement inclusive education in Hong Kong, have been making efforts to develop their own school-based curriculum to echo and support the spirit of "one curriculum for all" since the Curriculum Development Council (CDC) of the Education Bureau (EDB) released the…
Descriptors: Curriculum Development, Special Schools, Learning Problems, Inclusive Schools
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Loreman, Tim; McGhie-Richmond, Donna; Barber, Jennifer; Lupart, Judy – International Journal of Whole Schooling, 2009
This paper, one of a series, reports the results of a survey of 413 children in Grades Three to Six on inclusive education in a school district in rural Alberta, Canada. The aims of the study were to examine the views of children regarding their experience in schools claiming to be inclusive, situated within a jurisdiction which also claims to be…
Descriptors: Inclusive Schools, Student Attitudes, School Districts, Foreign Countries
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Lupart, Judy; Whitley, Jessica; Odishaw, Janine; McDonald, Linda – International Journal of Whole Schooling, 2008
This article describes a program designed to foster authentic inclusion and excellence in an elementary school learning community and research results from the first phase of this on-going project. Actively Building Capacity for Diversity sees successful inclusion of students with exceptional needs as part of a continuum of excellent educational…
Descriptors: Inclusive Schools, Educational Quality, Educational Practices, Educational Indicators
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Ryndak, Diane Lea; Storch, Jill Frenchman; Hoppey, David – International Journal of Whole Schooling, 2008
This phenomenological case study examines one family's lived experience as they advocated for appropriate and effective services in inclusive classes for a member of their family who had significant disabilities. Findings suggest the need for effective professional development if school personnel are to effectively educate students with…
Descriptors: Case Studies, Family School Relationship, Experience, Parent Student Relationship
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Agbenyega, Joseph S. – International Journal of Whole Schooling, 2008
Inclusion in education is based on the premise that given the right educational opportunity and support, every student can achieve to his/her optimum level. This paper reports a study of 50 Junior Secondary Students' experiences of schooling using phenomenon auto-driven photo elicitation approach. The paper examines issues of school place in…
Descriptors: Inclusive Schools, Academic Achievement, Educational Opportunities, Secondary Education
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Kuyini, Ahmed Bawa; Desai, Ishwar – International Journal of Whole Schooling, 2008
This study was undertaken to examine the instructional practices of teachers in inclusive classrooms in Ghana. It also assessed the influence of selected teacher background variables on inclusive practices. Thirty-seven (37) teachers from 20 primary schools in two districts completed a background information questionnaire and were observed during…
Descriptors: Disabilities, Foreign Countries, Teacher Background, Special Needs Students
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Calabrese, Raymond; Patterson, Jean; Liu, Fuchang; Goodvin, Sherry; Hummel, Crystal; Nance, Erica – International Journal of Whole Schooling, 2008
Social inclusion of students with disabilities into the school system is a primary goal for many educators as well as advocates for this population. One program that seeks to increase levels of social inclusion for students with disabilities is the Circle of Friends Program (COFP). Its purpose is to widen the social network of students with…
Descriptors: Student Attitudes, Mentors, Inclusive Schools, Disabilities
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Henderson, Bill – International Journal of Whole Schooling, 2007
All across the country, individuals are being recognized for successfully promoting inclusion in schools. These persons have helped make it more possible for students who have disabilities to participate in meaningful ways with their peers in a wide range of activities. Although the quality of inclusion does indeed depend on many factors related…
Descriptors: Disabilities, Teacher Attitudes, Mainstreaming, Inclusive Schools
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