Special Education Teacher Educator Values

Educatio

Special Education in China: How Culture Affects Special Education

Undergraduate Theoretical Proposa

Inclusive school leaders – their role in raising the achievement of all learners

Purpose This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored. Design/methodology/approach This paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership. Findings Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development. Originality/value Although the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”Peer Reviewe

The education of children with specific reading disabilities in Western Australia : report to the Minister for Education

There are few developmental tasks in a child\u27s life more important than learning to read. There are not many matters which concern parents and teachers more than whether or not a child makes satisfactory progress in learning to read. Parents and teachers are aware that young children soon realize whether or not they are progressing in much the same way as the rest of their peer group. As children move towards the end of primary school and enter secondary school, reading remains a fundamental skill on which so much other learning depends..

School of Learning and Teaching_COVID-19 Considerations for Special Education Administrators

Report from the Council of Administrators of Special Education (CASE) regarding considerations for CASE members during the COVID-19 pandemic. CASE is a Division of the Council for Exceptional Children (CEC)

Enhancing Learning Through the Use of Graphic Organizers: A Review of the Literature

According to Meyen, Vergason andWhelan (1996) graphic organizers are “visual displays teachers use to organize information in a manner that makes information easier to understand and learn” (p.132). There are several types of graphic organizers. Some examples include semantic maps, cognitive maps, story maps, concept maps, Venn diagrams and unit organizers. Researchers agree that graphic organizers are effective tools that can improve student’s performance in content areas. Therefore, this paper will delve into answering the following questions: 1. How do graphic organizers enhance comprehension? 2. How can graphic organizers enhance the acquisition of content in Social Studies? 3. Why use graphic organizers in Science? The paper ends with a discussion on the implications of findings, a brief summary and the reviewers’ assessment of usefulness and benefits of graphic organizers in enhancing comprehension and acquisition of content

Fresh Maize

Perspectives on life and education in Zambi

Retention of Students with Disabilities in Higher Education

The following literature review will identify and explore some of the retention strategies identified for students with disabilities in higher education. The paper concludes with recommendations for leaders in higher education

The Role of Transition Plans for High School Students with Disabilities

The purpose of this paper is to analyze a cross section of literature on postsecondary transition plans for students with disabilities and use the data to identify implications for building level administrators. The Summary and Critical Analyses section of this paper consists of a combination of six research and best practices articles on postsecondary transition planning for students with disabilities

Parent Autonomy Support for Children with Low Achievement and Disabilities

Only a limited amount of research focuses on building skills leading to enhanced self- determination for children with disabilities within the home environment (Abery & Stancliffe, 1996; Shogren & Turnbull, 2006), even though families play a critical role in developing the self-determination of their children (Abery & Zajac, 1996; Palmer et al., 2012). According to Shogren and Turnbull (2006), this lack of attention on developing the self-determination of children with disabilities at home, within families, “may detrimentally limit the field’s ability to support children, and families, in developing the capacity for, or for promoting, self- determination” (p. 341). Some research, however, does examine the family’s role in developing the foundations for greater self-determination of children with and without disabilities. Most of this research comes out of the human development field, specifically from self-determination theory (SDT; Deci & Ryan, 1987) research, a theory of motivation and socialization. Before reviewing how SDT conceptualizes the family’s role in developing their children’s self-determination, it is crucial to examine the concept of self-determination in the disability field and SDT. A full discussion of the issues pertaining to this examination exceeds the scope of this paper; this condensed description examines the conceptualization of self-determination in the disability field and the construct’s conceptualization in SDT for the purposes of potentially connecting research on parental autonomy support and the disability field