Folio Search · free preview

Papers on “inclusive education students with disabilities mainstreaming”

Live results from Semantic Scholar, CrossRef and OpenAlex — no account needed to look.

1. Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities

   Stephen N. Calculator · 2009 · International Journal of Inclusive Education · 67 cites

2. Including students with disabilities in Education for All: lessons from Ethiopia

   Brittany Franck, D. Joshi · 2017 · International Journal of Inclusive Education · 60 cites

   ABSTRACT This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming ch

3. Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools

   L. Stevens, Gerald Wurf · 2020 · International Journal of Inclusive Education · 40 cites

4. Designing Inclusive Physical Education with Universal Design for Learning

   Emily N. Gilbert · 2019 · Journal of Physical Education, Recreation & Dance · 23 cites

   As a society the growth in working with students with disabilities in schools has improved immensely, although there is a long way to go. Inclusion, integration and mainstreaming have continued to be hot topics in education in regard to students with disabilities. The purpose of this article is to discuss simple ways to ensure that your class is truly an inclusive environment for all students from the start of class. The strategies to be discussed are universal design for learning, instructional supports, incorporating student choice, and using multiple media for instruction (e.g., video, verbal, kinesthetic and photos). The importance of using these strategies in a successful inclusion clas

5. Students with learning disabilities within the context of inclusive education: issues of identification and school management

   Halis Sakiz · 2018 · International Journal of Inclusive Education · 23 cites

6. Inclusive education in a refugee camp for children with disabilities: How are school setting and children’s behavioral functioning related?

   T. Crea, Elizabeth K. Klein, Oladoyin Okunoren, et al. · 2022 · Conflict and Health · 14 cites

   Many refugee children face challenges accessing education, but refugee children with disabilities are especially vulnerable to exclusion from school environments as well as social settings. Mainstreaming is considered a best practice but may not always be feasible given the limited resources available in refugee camps. The purpose of this study is to examine the extent to which school setting (i.e., special needs vs. mainstream classrooms) is associated with changes in children’s prosocial behaviors (i.e., social skills and ability to get along well with peers) and behavioral difficulties, accounting for disability status. In Kakuma Refugee Camp in Kenya, researchers collected two waves of d

7. Inclusive education for children with disabilities in a refugee camp.

   T. Crea, Kerri Evans, R. Hasson, et al. · 2022 · Disasters · 10 cites

   Children in refugee camps, and particularly children with disabilities, face unique challenges to accessing education and are at high risk of being marginalized. Best practices suggest that mainstreaming is the optimal strategy for serving students with disabilities. This study examines the extent to which mainstreaming in a refugee camp helps promote children's prosocial behaviors, taking into account children's emotional and behavioral problems. In Kakuma refugee camp, Kenya, researchers collected data from parents of children currently enrolled in special needs education centers (n=65) and from those formerly enrolled at these centers who transitioned to mainstream classrooms (n=81). Chil

8. Including Students with Disabilities into the Regular Classroom

   Roberta Strosnider, Carla S. Lyon, Debi Gartland · 1997 · Education 3-13 · 7 cites