Viewing papers 1-4 of 4 for students AND with AND visual AND impairments AND inclusion AND or AND traditional AND school AND for AND the AND blind

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Students With Disabilities Who Did Not Complete Dissertation

… ¶ … Students With Disabilities Who Did Not Complete High School

Richard Wieringo

This case study explores the experiences of students with disabilities who have dropped out of high school, so as to identify related factors that led to their decisions. Participants will include both males and females who were designated as students with disabilities at Ridgeville High School (pseudonym for a Virginia high school) and who dropped out between their third and fourth years of high school, during the 2009 to 2012 academic school years. All participants will be between the ages of 18 and 21. The proposed research design is a phenomenological study to be conducted through the use of semi-structured interviews, journaling, and observation of the sample population, with the aim of…. [read more]


Students With Visual Impairments Inclusion or Traditional School for the Blind Term Paper

… Students With Visual Impairment

The words "inclusion," "full inclusion" and "inclusive education" narrowly defined by educators of students with severe disabilities to adopt the philosophy that all students with disabilities, regardless of the nature or the severity of their disability shall receive their total education within the regular classroom setting (AFB, 2005).

According to Smelter, Rasch and Yudewitz (1996), inclusion is placing special education students in regular education classrooms and bringing the support services to the child, rather than bringing the child to the support services. This means that instead of drawing the child away from normal or regular students, inclusion keeps special students learn in the same environment as the regular ones.

A consensus among educators about the benefits of inclusive placement for learners…. [read more]


Pedagogic Model: Teaching Technology in Special Education Dissertation

… " (Dougiamas, 1998) Such trivial constructivism, though, is the bedrock from which Glaserfelds more radical constructivism springs. He continues to state that because knowledge is constructed by the learner, and because no two learners are the same, knowledge itself is not absolute. There is a degree to which knowledge is an illusion, and every individual constructs their own conception of reality which (while susceptible to the demands of "real" or normal reality) does not necessarily align with the normal paradigm. Constructivism does embrace this relativistic and existential approach to reality, but it also holds as a primary value the idea of constraint which enables the thinkers to participate in social interaction and mainstream reality. (Glasersfeld)



One interesting area of constructionist theory is…. [read more]


Successful Steps to Transition Through Self-Advocacy and Self-Determination Thesis

… Self-Advocacy

Steps to Successful Transition Through Self-Advocacy Towards Self-Determination

The inclusion of disabled individuals in the general social, educational and occupational contexts which are welcoming to mainstream populations is a goal which appears to parallel the progressive orientation of our culture. Modern education shows evidence of the trend toward change, facilitating the increasing integration of individuals who are physically, emotionally or learning disabled into public and private schools. This trend has been a decidedly positive one, with legal, economic and educational strategies coming together to present an effective and productive change in the way that we contend with disabilities. Inclusive practice, which submits that educational institutions should be considered responsible for helping to assimilate disabled students into mainstream population classroom settings and for providing them…. [read more]

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