This qualitative descriptive study explored how middle school general education teachers describe their role, the support they received, and the ways they implemented RTI strategies to support students with disabilities in the inclusive classroom setting in the Northwestern region of Georgia. The Response to Intervention conceptual framework was…

This study is qualitative phenomenological research. A Total of 32 respondents consented participation and were purposively selected. The study key question was: How do students with disabilities benefit from inclusive education settings in secondary schools in Tanzania? In-depth interviews and focus group discussions used to collect data, and the…

A need for the successful and sustained implementation of positive and proactive approaches to behaviour support has been widely acknowledged in Australia. School-wide positive behavioural interventions and supports (SWPBIS) is one approach that has been increasingly adopted across Australia to meet the social and behavioural needs of all…

In this study I used a qualitative phenomenological research design to investigate strategies to mitigate policy-practice mismatches and enhance inclusive education in Malawi. Previous research studies revealed policy-to-practice disparities in Malawian inclusive education. However, the studies fell short in proffering strategies to mitigate the…

The third in a series of three evaluation briefs, this brief describes how a district in receivership (state takeover) invested in Positive Behavioral Interventions and Supports (PBIS) to: (1) enhance their systems to support staff; (2) implement evidence-based practices to support students; (3) use data to guide their implementation; and (4)…

Utilizing a phenomenological approach, this dissertation explores how principals perceive and use their roles in developing and maintaining inclusive special education programs. Specifically, this study has examined principals' beliefs and ideals in decision-making to support inclusion in classrooms. Its goal is to provide insight into principals'…

This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large,…

This study examined the impact of a classroom-level component of The Inclusive Skill-building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline, on student behaviors and school discipline practices in middle schools. Intervention implementation, classroom observations, and all other data collection…

Using educational advisors to facilitate the implementation of innovations in schools is a widespread, yet still relatively little studied and understood strategy in reform policies. This article reports on an exploratory, multiple case study on the support provided by external advisors to secondary schools in Flanders (Belgium) on the…

Background: Neurodevelopmental disorders (NDDs) encompass conditions affecting emotional, motor and cognitive development, including intellectual disabilities, communication disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), specific learning disorder and tic disorders. Growing public awareness has expanded…

This study aims to examine the role of school principals, teachers, and learning media used in implementing digital literacy-based multicultural education to help students inculcate global diversity, i.e., an inclusive mindset and the understanding and acceptance of diversity. We used a descriptive qualitative approach with a total of 14…

In inclusive classrooms teachers support students with various needs. Students with exceptionalities are included in general education which can provide various challenges for teachers. A common system used by teachers to support students is a token economy. Increase use of digital technology in education has make available the use of token…

This paper presents the systems-level changes that were adopted by a school in Mumbai, India, to implement Tier 2 reading interventions. We specifically report on three areas at the micro level of change: universal screening for proactive support, systematic intervention for strategic support, and team collaboration for coordinated support; and…

This study used standards setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction, designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to a fidelity data from a large, randomized…

The purpose of this action research study is to understand how public school district administrators' leadership styles impact the success of high school Diversity, Equity, and Inclusion (DEI) initiatives. I used the action research model which included a literature review, Cycle 1 interviews and data analysis, and Cycle 2 action step…