Susan Santoli

A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support.

Abstract This report summarizes the results of a survey on attitudes toward inclusion, which was conducted in a middle school in a large school district in the Southeast. The survey was given prior to the beginning of the school year, and immediately prior to the implementation of full inclusion. Respondents were general and special educators, paraprofessionals, and administrators. Results of the survey revealed that, although the majority (98.2%) of respondents were willing to make needed instructional adaptations for their students with disabilities, most (76.8%) did not believe that most students with disabilities could be educated in regular education classrooms. Fewer than half (44.6%) indicated that inclusion was a desirable educational practice for regular education students, although a greater percent (57.9%) believed that inclusion was a desirable educational practice for special education students. Time was the most significant area of concern for respondents who indicated that they (a) did not have adequate time to consult with other teachers and specialists who were working with their students with disabilities, (b) lacked time to go to meetings pertaining to their students with disabilities, and (c) lacked time to undertake the responsibility to educate students with disabilities in regular classrooms.

Learning Together: Advancing the Training of Preservice Teachers While Training Mentor Teachers to Lead

This study summarizes the results of a survey conducted by university faculty to improve the secondary teacher education program at a public university in the southeast. The surveys primary objectives were to identify areas of needed improvement among student teachers and to identify areas in which supervising teachers desired additional training or information. Secondary student teachers were given an abbreviated version of the survey. Results revealed that both groups overwhelmingly identified behavior management and time management within teaching situations as the major areas of needed improvement. Program changes made as a result of these survey findings are discussed.

Arts in education: Professional development integrating the arts and collaborating with schools and community

Abstract Teachers and faculty from elementary, secondary and higher education institutions in a south eastern United States metropolitan area are in their ninth year of a collaborative investigation into the integration of the Arts into content areas via a professional development grant program known as the Arts in Education (AiE). In this paper, the authors examine AiE’s goal of training teachers to more effectively integrate the Arts in the classroom by using dance, music, theater and visual arts to teach English-language arts, mathematics, science and social studies. Through extensive and intensive professional development and individual mentoring classroom teachers have the opportunity to collaborate with educators across key learning areas. The analysis of outcomes and description of this program may assist those seeking to pursue university–community collaborations through professional development and grants and thereby provide insight into the characteristics of a long-term, successful, and collaborative endeavor.

From Boxed Lunch to Learning Boxes: An Interdisciplinary Approach

The inspiration for this article was not conceived over lunch, but more specifically over the box in which the lunches were packaged. Five colleagues brainstormed ideas for teaching a unit on trees for the third grade that would fit in our boxes. The disciplines involved were art, childrens literature, science, social studies, and technology. Each person decorated the lunch box for their appropriate discipline and placed instructional items inside. Technology was infused throughout the unit.

Ireland's National Induction Programme for Teachers

Abstract Based on first-hand observations and conversations with educators in Dublin, the authors describe the origins of Irelands National Induction Programme, how it has evolved, and the way the program functions today, as well as draw comparisons to induction programs in other countries.

Involving Students with Autism in Social Studies

Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

Picturing Equality: Exploring Civil Rights’ Marches through Photographs

Exploring controversial and difficult events and issues with young children can be challenging. The Civil Rights Movement is an abstract, perhaps remote, issue for young children today. However, it is an important part of our countrys history and a theme worthy of study. This article suggests ways to use photographs to explore this mature subject matter that allow children to observe, discuss, and relate to pictures as a means of developing language along with concepts. Furthermore, discussions inspired by viewing the photographic documentation of the historic events surrounding the struggle for civil liberties allow students to share their insights about basic human rights and relate them to their lived experiences. The essential question guiding this lesson plan is: How can photographs provide insight into historical events? Scaffolded questions, based on the photographs, guide the students from observing and understanding to reflecting and analyzing. In addition to the lesson plan, the article contains historical background on the marches and related picture books and teaching resources based on the marches.