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    Wheel-type control system on Wright Flyer

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    Wheel-type control mounted on an unidentified model of a Wright Flyer.https://corescholar.libraries.wright.edu/special_ms1_photographs/2323/thumbnail.jp

    Group standing on porch at Greenfield Village

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    Group standing on porch at Greenfield Village. From right to left, William E. Scripps, Henry Ford, James V. Piersol, Fred L. Black, George E. A. Hallett; Orville Wright, Edsel Ford, and Fred A. Hoover.https://corescholar.libraries.wright.edu/special_ms1_photographs/2603/thumbnail.jp

    The Guardian, December 4, 1972

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    Twelve page issue of The Guardian, the official student-run newspaper for Wright State University. The Guardian has been published regularly since March of 1965.https://corescholar.libraries.wright.edu/guardian/1215/thumbnail.jp

    The Guardian, March 11, 1966

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    Four page issue of The Guardian, the official student-run newspaper for Wright State University. The Guardian has been published regularly since March of 1965.https://corescholar.libraries.wright.edu/guardian/1132/thumbnail.jp

    The Guardian, December 10, 1968

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    Four page issue of The Guardian, the official student-run newspaper for Wright State University. The Guardian has been published regularly since March of 1965.https://corescholar.libraries.wright.edu/guardian/1008/thumbnail.jp

    Rewiring your Brain: Michael Weisend at TEDxDayton

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    A neuroscientist at the Wright State Research Institute, Michael Weisend is an expert in neuroimaging with magnetoencephalography (MEG) and electroencephalography (EEG) both in a clinical setting and for research into the mechanisms of learning, memory and epilepsy. In recent years, he has used this expertise to develop neuroimaging-guided, non-invasive brain stimulation strategies to enhance memory and other aspects of human performance

    Hunting for Everyday History: A Field Guide for Teachers

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    Hunting for Everyday History is a hands-on guide comprised of Ohio history lessons and activities for students in third, fourth, and fifth grade. It was designed by teachers and some of Ohio\u27s leading history experts to give students a chance to think and act like historians and curators

    Lessons Learned from Special Education Leadership Development Knowledge Diffusion and Schools as Organization

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    Foundations and Leadership, recognized that to facilitate the successful implementation of IDEA provisions in local schools, educators need a sound conceptual understanding of congressional intent and best practice and opportunities to collaborate in new ways with school organization colleagues. To this end, the State Superintendent\u27s Task Force for the Preparation of Special Education Personnel awarded UA a $25,000 grant to provide school teams, rather than individuals, with the needed skills to implement the IDEA in their organization. Six area school/districts were invited to send a four-person team to attend a series of four weekend workshops centered on the law and on the attitudes, competencies, and dispositions necessary to bring about the promise of systemic change in school structure and culture embedded in the IDEA. Each team’s professional staff consisted of an administrator, special educator, and a general educator. As workshop planners understood that professionals and parents jointly contribute to the IEP process, each team also included a parent with a special needs student, who attended the school. Coupling educators and parents in the process also encouraged questioning policy and practice from a variety of perspectives. The structure of school/parent teams was virtually duplicated in the workshop planners/facilitators team; it consisted of UA faculty from the Departments of Educational Foundations and Leadership and Counseling Psychology and Special Education with expertise in education law, organizational theory, and disability advocacy. Practicing public educators on the planning/facilitation team included an elementary school principal from a suburban school district, a special education teacher from an urban school district, a general educator who was the mother of a child with a disability, and a professional parent advocate who also was the parent of a child with a disability

    The Social Participation of Young Children with Developmental Disabilities in Inclusive Early Childhood Programs

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    The study reports an analysis of the social integration of six focus children with developmental disabilities in four preschool programs and their relative competences in relation to the typically developing children in the early childhood programs. For the 85 children in the preschool programs, including the children with developmental disabilities, peer acceptance was measured with sociometric interviews; social competence was rated by teachers; and observations of play activities and social engagement were made during four free play periods. A social constructivist analysis focuses on how learning was supported in the settings and implications are drawn about how opportunities for learning could be extended in inclusive early childhood programs

    Inclusion of Students with Mild Disabilities: Accessing the General Curriculum

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    Inclusion in general education classrooms is generally believed to have many benefits for students with disabilities. However, relatively little is known about the process of successful inclusion. The broad purpose of this study was to explore the process of inclusion. It sought to discover the variables that may have contributed to the learning experiences and outcomes of two students with mild disabilities in a general education classroom. The intent was to document the students’ experiences as they related to instruction, their peers without disabilities, and teacher supports in an effort to aid teachers and others in implementing inclusion in classroom settings
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