NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Beliefs, Practices, and Expectations of Oral Teachers of the Deaf
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, P. Margaret; Paatsch, Louise – Deafness and Education International, 2010
This study investigated the beliefs and practices of 28 teachers of the deaf about their practices. The teachers were all working in oral settings either as visiting teachers or teachers in a mainstream school facility supporting groups of students with hearing loss. Teachers who used an Auditory Verbal approach largely adopted a positivist…
Descriptors: Constructivism (Learning), Deafness, Oral Communication Method, Educational Practices
Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) towards the Integration of Moderately Intellectually Handicapped Children.
Peer reviewed Peer reviewed
Parmenter, Trevor R.; Nash, Rieke – Australasian Journal of Special Education, 1987
Attitudes of 29 special education teachers, 15 regular teachers, and 78 parents toward an integration program involving two special schools for primary and junior secondary aged moderately and severely intellectually handicapped or developmentally delayed children were assessed. Findings affirmed the need for clear objectives, adequate resources,…
Descriptors: Attitudes toward Disabilities, Developmental Disabilities, Elementary Secondary Education, Foreign Countries
Mainstreaming in Rural Communities: An Analysis of Case Studies in Queensland Schools.
Hayes, Alan; Livingstone, Sherry – Exceptional Child, 1986
Five case studies of 7- to 14-year-olds mainstreamed (by necessity) in isolated rural Queensland (Australia) schools were reviewed. Five factors influenced mainstreaming outcomes: (1) the "self-sufficiency myth" (2) availability of specialist support; (3) effective use of support services; (4) quality of staff communication; and (5) lack…
Descriptors: Case Studies, Disabilities, Educational Cooperation, Elementary Secondary Education
Social Behavior Standards and Expectations of Australian and U.S. Teacher Groups.
Peer reviewed Peer reviewed
Walker, Hill M.; Lamon, William E. – Journal of Special Education, 1987
The paper describes a behavioral-ecological assessment system called AIMS (Assessment for Integration into Mainstream Settings) and presents the results of a comparative study of the responses of four Australian (N=179) and two U.S. (N=72) elementary teacher groups on two of the AIMS assessment instruments, the Social Behavior Standards Inventory…
Descriptors: Behavior Rating Scales, Behavior Standards, Classroom Environment, Comparative Analysis
Teacher Behaviour and Attitudes as Key Factors in Early Childhood Integration.
Jenkin, Jean B. – 1991
A study examined the interactions between special education and mainstream early childhood teachers and children with and without disabilities in integrated (mainstreamed) preschool settings. It was hypothesized that in an integrated setting, special education teachers would be more likely to interact with handicapped children while mainstream…
Descriptors: Attitudes toward Disabilities, Classroom Communication, Classroom Environment, Foreign Countries
Services to Students with Mild Intellectual Disability. Research Report.
PDF on ERIC Download full text
Foreman, Phil; And Others – 1994
A study of services to students with mild intellectual disability was conducted in two educational regions of New South Wales--Hunter and Metropolitan East. The scope of the study included students who were educated for some or all of the time in segregated support classes or in special schools or who were receiving assistance through the Early…
Descriptors: Classroom Techniques, Curriculum, Early Childhood Education, Educational Practices