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Sarju, Shalinie – ProQuest LLC, 2021
Students classified with dis/abilities and situated in segregated special classes learn in a system of compulsory able-bodiedness. Peripheralized school high students in special classes experience marginalization and oppression leading to poor academic and postschool outcomes. This critical phenomenological study sought to investigate the lived…
Descriptors: Students with Disabilities, Special Classes, High School Students, Personal Autonomy
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Serafettin Gedik; Bilal Urkmez – International Journal of Inclusive Education, 2024
Using an in-depth qualitative case study approach, this study examines parents of children with autism spectrum disorder (ASD) as they tried to become involved in their children's education and establish home-school partnerships to better support their children's needs in an elementary school in Turkey. Specifically, we focused on the…
Descriptors: Parents, Barriers, Family School Relationship, Parent Participation
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Justin D. Garwood; Nelson C. Brunsting; John W. McKenna – Cogent Education, 2024
Burnout is a significant challenge for special educators' wellbeing, as they report higher levels of stress than general educators. Rates of burnout are highest among special educators serving youth with emotional and behavioral disorders (EBD). At a time when nearly half of all students with EBD are spending more than 20% of their school day…
Descriptors: Elementary School Teachers, Secondary School Teachers, Special Education Teachers, Inclusion
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Kemper, Robin; Bradt, Lieve; Keygnaert, Ines; Pulinx, Reinhilde; Van Avermaet, Piet; Derluyn, Ilse – International Journal of Inclusive Education, 2022
This paper focusses on the organisational responses of secondary schools to newly arrived migrant students. In Flanders (the Dutch-speaking part of Belgium), as in many other European regions, newly arrived students are placed in segregated classes that aim to prepare them for integration in mainstream education. Deriving from, on the one hand,…
Descriptors: Foreign Countries, Secondary School Students, Educational Environment, Immigrants
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Evashkovsky, Maya; Osipova, Anna V. – Journal of Special Education Apprenticeship, 2023
Novice special education teachers (SETs) often report on stress and burnout in their jobs, identifying collaboration with colleagues as a factor that supports them during the first years (Belknap & Taymans, 2015). While previous research focused on teachers' support from their mentor teachers, administrators, and colleagues, in this study we…
Descriptors: Beginning Teachers, Special Education Teachers, Paraprofessional School Personnel, Mentors
Chelsea B. Pitcher – ProQuest LLC, 2024
This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those…
Descriptors: Students with Disabilities, Reading Programs, Intervention, Special Education Teachers
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Jon Erik Finnvold; Therese Dokken – European Journal of Special Needs Education, 2024
The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic…
Descriptors: Foreign Countries, Student Placement, Social Capital, Student Attitudes
Long, Adam David – ProQuest LLC, 2023
The purpose of this study was to determine how placement, professional development, and the years of experience of special education teachers impacted the standardized test scores of special education students. This was done by comparing the type of placement of students, mainstream (80+% of the day), co-teaching, separate classroom (100%) and…
Descriptors: Special Education Teachers, Teaching Experience, Teacher Placement, Faculty Development
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Dalgaard, Nina T.; Bondebjerg, Anja; Viinholt, Bjørn C. A.; Filges, Trine – Campbell Systematic Reviews, 2022
Background: Considering the rapid global movement towards inclusion for students with special educational needs (SEN), there is a surprising lack of pedagogical or didactic theories regarding the ways in which inclusive education may affect students with SEN. Group composition within the educational setting may play a role in determining the…
Descriptors: Inclusion, Students with Disabilities, Educational Environment, Academic Achievement
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Schoop-Kasteler, Noemi; Müller, Christoph M. – Journal of Research in Special Educational Needs, 2020
Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in…
Descriptors: Peer Relationship, Students with Disabilities, Intellectual Disability, Special Classes
Jeff Post – ProQuest LLC, 2020
Campus culture continues to be a popular topic of study at both traditional and specialized schools. Leadership behaviors are paramount to any school's success, and teachers at school-within-a-school campuses share that their perceptions of campus leaders and colleagues are significant indicators of overall school health. The literature around…
Descriptors: School Culture, Teacher Attitudes, Trust (Psychology), Cooperation
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Shevlin, Michael; Banks, Joanne – Education Sciences, 2021
Ireland's system of special education has undergone unprecedented change over the last three decades. Following major policy developments in the mid-2000s which emphasised inclusive education, there have been changes to special education school personnel and funding structures which seek to include greater numbers of students with disabilities in…
Descriptors: Foreign Countries, Educational Change, Special Education, Educational Trends
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McGee, Daniel Lee; Gonulates, Funda; Hodgson, Theodore; Brewer, Meredith – School Science and Mathematics, 2020
This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii)…
Descriptors: Mathematics Instruction, Grade 3, Intervention, Instructional Effectiveness
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Göransson, Kerstin; Bengtsson, Karin; Hansson, Susanne; Klang, Nina; Lindqvist, Gunilla; Nilholm, Claes – International Journal of Inclusive Education, 2022
Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular'…
Descriptors: Foreign Countries, Students with Disabilities, Inclusion, Barriers
Cash, Trent N.; Lin, Tzu-Jung – Gifted Child Quarterly, 2022
This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (M[subscript age] = 11.70, SD[subscript age] = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program…
Descriptors: Well Being, Academically Gifted, Gifted Education, Grade 5
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