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Direct linkWarren, Amber; Buckingham, Kate; Parsons, Sarah – European Journal of Special Needs Education, 2021
Resourced provision is an important model for inclusive education, possibly providing the 'best of both worlds' for pupils with Special Educational Needs. Typically, pupils split their time between specialist and mainstream classes, offering balanced support that is highly valued by parents. However, there is little research about resourced…
Descriptors: Student Experience, Teaching Experience, Inclusion, Autism
Nash, Rebecca; Riley, Catharine; Paramsothy, Pangaja; Gilbertson, Kendra; Raspa, Melissa; Wheeler, Anne; Dziuban, Eric J.; Peacock, Georgina – American Journal on Intellectual and Developmental Disabilities, 2019
Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample (n = 982). The majority of students…
Descriptors: Genetic Disorders, Intellectual Disability, Behavior Problems, Individualized Education Programs
Erin Kaplan – ProQuest LLC, 2021
The Individuals with Disability Act of 2004 states students must be serviced in their least restrictive environment. However, educators see more and more students being provided their instruction in resource rooms, with little evidence that the students are making more progress in a more restrictive environment. This study examined the…
Descriptors: Special Education, Student Placement, Academic Achievement, Mathematics Education
Download full textRamberg, Joacim; Watkins, Amanda – FIRE: Forum for International Research in Education, 2020
The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
Tosun, Cemal; Öztürk, Sakine – Teachers and Teaching: Theory and Practice, 2020
The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers' (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the…
Descriptors: Foreign Countries, Rating Scales, Measures (Individuals), Test Validity
Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K. – International Journal of Special Education, 2017
The purpose of this study was to examine 197 Jordanian primary school teachers' creative personality, their beliefs about creativity, and creativity fostering practices. The researcher developed a questionnaire which consisted of three self-reported scales: teachers' creative personality, teachers' beliefs about creativity and teachers' creativity…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Creative Teaching
Özaydin, Latife; Kayhan, Nilay; Toker, Merih; Karahan, Sevim – International Journal of Psycho-Educational Sciences, 2017
Various studies conducted into mainstreaming implementations in preschool and primary school but implementations in light of data are rare in the secondary schools. To provide valuable insights to this gap in the literature, the present study was conducted to identify the requirements in resource room implementations in a secondary school and…
Descriptors: Resource Room Programs, Program Implementation, On the Job Training, Faculty Development
