Diverse Perspectives on Inclusive School Communities

Tsokova, Diana; Tarr, Jane

doi:10.4324/9780203112595

Cited by 2 publications

(6 citation statements)

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“…The inclusion of students with disabilities has been encouraged internationally, through legislation and policies, for over 20 years (MacFarlane & Woolfson, 2013;Tsokova & Tarr, 2012). Article 26 of the United Nation's Universal Declaration of Human Rights states that the full participation of all students in education is a human right (Jones, Fauske, & Carr, 2011).…”

Section: Background Of the Studymentioning

confidence: 99%

“…For students with ED, the barriers to inclusion need to be addressed and overcome to increase the amount of students with ED who are included in their regular education environment. Based on the narratives from multiple individuals in their book, Tsokova and Tarr (2012) report the fact that the barriers to the inclusion of students with disabilities can arise on a communicative, attitudinal, physical, and organizational standpoint. These barriers can take the form of lack of knowledge about disabilities, lack of administrative support, and lack of support from other staff members (Fuchs, 2010;Orr, 2009).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Despite the push for inclusion, in Illinois, 47.8% of students with ED spend less than 40% of their day in a regular education setting (U.S. Department of Education, 2014). Past studies have demonstrated that one of the barriers to inclusion exists in general education teachers' attitudes towards the inclusion of students with disabilities (Andreasen, 2014a;MacFarlane & Woolfson, 2013;Tsokova & Tarr, 2012). These studies also call for further investigation of this barrier in order to address the perspectives that exist.…”

Section: Research Problemmentioning

confidence: 99%

“…Research has demonstrated that one of the barriers to inclusion is general education teachers' attitudes towards the inclusion of students with disabilities (Andreasen, 2014a;MacFarlane & Woolfson, 2013;Ross-Hill, 2007;Tsokova & Tarr, 2012). The purpose of this research study was to use a qualitative design to study the perspectives of general education teachers at the elementary level in an urban Illinois school district towards the phenomenon of the inclusion of students with ED.…”

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confidence: 99%

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Elementary General Education Teachers' Perspectives Towards the Inclusion of Students with Emotional Disturbances

O'Dear¹

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The inclusion of students with emotional disturbances (ED) in the least restrictive environment has been encouraged nationally through litigation and legislation. Despite this fact, 38.1% of the students with ED spend less than 40% of their day in a regular education classroom due to several barriers (U.S. Department of Education, 2014).Research has demonstrated that one of the barriers to inclusion is general education teachers' attitudes towards the inclusion of students with disabilities (Andreasen, 2014a;MacFarlane & Woolfson, 2013;Ross-Hill, 2007;Tsokova & Tarr, 2012). The purpose of this research study was to use a qualitative design to study the perspectives of general education teachers at the elementary level in an urban Illinois school district towards the phenomenon of the inclusion of students with ED. Five participants were interviewed to provide data for the study.The findings of this research study show that there are mixed perspectives among elementary, general education teachers towards the inclusion of students with ED.Participants feel that it made them a stronger teacher and benefited students with ED through social modeling. They were concerned, however, about the work environment and safety for others. Participants felt there were four main barriers to the inclusion of students with ED: (a) safety, (b) student behaviors, (c) time, and (d) information.However, these barriers could be addressed through providing the supports of planning, professional development and training, and staff. From the review of literature and these findings, I developed a list of recommendations for policies and practice and implications for further study.i ACKNOWLEDGMENTS I have often heard the saying that it takes a village to raise a child. I did not realize that it would also take a village to finish my thesis. I could not have accomplished it without the assistance of many individuals. I am forever indebted to the support that I received throughout my many years of education.My mother, Anita Munden, has been my hero for a long time now. Watching her pursue further education showed me that I should never stop reaching for my dreams.Knowing how hard she worked modeled for me the persistence and dedication that it would take. My husband, Joshua O'Dear, and my children, Rylee and Sean, have supported me throughout my master's program. They have tolerated the long nights of studying and the nights that I was gone for class. I could not have done this without the support they provided me. My advisor, my chair, and my guide, Dr. Mark Zablocki, has inspired me with his knowledge of students with emotional disturbances. The research that he shared with me has only increased my passion for working with these students. My committee members, Dr. Yojanna Cuenca-Carlino, and Dr. Stacey Hardin, provided me with valuable guidance for directions to take my research. ii My peer reviewer and one of my editors, Nathan Stewart, helped in guiding my writing along the way. His knowledge of qualitative research was precious. I appreci...

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Section: Background Of the Studymentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Section: Research Problemmentioning

confidence: 99%

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confidence: 99%

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Elementary General Education Teachers' Perspectives Towards the Inclusion of Students with Emotional Disturbances

O'Dear¹

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Economic efficiency of semiconductor cooling transition of computer equipment

Gavrilova,

Andreev,

Semenov

et al. 2023

Vestnik of Astrakhan State Technical University. Series: Economics

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An assessment of the economic efficiency of creating a semiconductor cooling system for computer equipment has been carried out. The proposed solution is a more advanced version of the liquid cooling system of a personal computer (PC) using a Peltier element. Compared with existing analogues, the proposed project has a number of competitive advantages: high performance of the system, which has a reserve of power for more advanced new computer equipment on the market, combined with a low price. The economic effect of the transition from water cooling systems to combined cooling systems, including both liquid and semiconductor cooling elements, is studied. The economic justification of the transition to thermoelectric cooling systems for PCs and servers within the framework of the real project “PC semiconductor cooling System” is carried out, its novelty is described, prospects for commercialization are considered, market analysis and segmentation are carried out, as well as the calculation of planned economic indicators. The results of calculating the criteria for the economic efficiency of an investment project are presented: net discounted income and internal rate of return. The approaches used can be used to assess and justify the investment attractiveness of scientific projects.

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Diverse Perspectives on Inclusive School Communities

Cited by 2 publications

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Elementary General Education Teachers' Perspectives Towards the Inclusion of Students with Emotional Disturbances

Elementary General Education Teachers' Perspectives Towards the Inclusion of Students with Emotional Disturbances

Economic efficiency of semiconductor cooling transition of computer equipment

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