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Bottge, Brian A., et al. "Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms." Exceptional Children, vol. 84, no. 2, Jan. 2018, p. 197+. Gale Academic OneFile, dx.doi.org/10.1177/0014402917736854. Accessed 25 Feb. 2025.

This study reanalyzed data from two randomized experiments to understand the impact of Enhanced Anchored Instruction (EAI) on fractions computation skills among students with and without disabilities. Using latent class and transition analyses, researchers identified error subtypes and tracked performance changes. Results showed EAI significantly reduced common errors like adding denominators and failing to find common denominators, benefiting both student groups in special education resource rooms and inclusive classrooms. Notably, students with disabilities in inclusive settings with higher special education teacher support showed improved performance and fewer errors. This article is important for my paper because it highlights the importance of targeted instructional strategies and collaborative teaching models in inclusive classrooms to effectively address the diverse needs of all learners, a crucial aspect of successful inclusion.

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Goldwasser, Molly M., and Marvin E. Hubbard. "Creating and Maintaining Inclusive Classrooms." Forum on Public Policy: A Journal of the Oxford round Table, spring 2019. Gale Academic OneFile, link.gale.com/apps/doc/A624881657/AONE?u=mlin_s_curry&sid=bookmark-AONE&xid=b8aef8b0. Accessed 25 Feb. 2025.

This qualitative study explores how faculty can foster inclusivity and belonging in diverse college classrooms. Through interviews with students at a selective university, researchers identified key factors within professors' control, such as using diverse examples, facilitating group discussions, and modeling inclusive language. Students emphasized that feeling both included and like they belong significantly impacts their academic success and well-being. The study concludes with practical recommendations for faculty and institutions to create welcoming environments, highlighting the importance of pedagogical choices and institutional support in promoting inclusivity. This article is important for my paper because it provides valuable insight into the practical strategies educators can employ to create inclusive classrooms, which is essential for ensuring all students, regardless of background, feel valued and have the opportunity to succeed.

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Lin, Chien-Lin, et al. "Effectiveness of Sensory Processing Strategies on Activity Level in Inclusive Preschool Classrooms." Neuropsychiatric Disease and Treatment, vol. 8, 2012, p. 475+. Gale Academic OneFile, dx.doi.org/10.2147/NDT.S37146. Accessed 25 Feb. 2025.

This study investigated the effectiveness of sensory processing strategies in improving activity levels in preschool children with sensory integration dysfunction. Using a pretest-posttest control group design, children in the intervention group received 8 weeks of sensory-rich activities integrated into their theme curriculum. Results showed a significant reduction in activity levels and foot-swinging episodes in the intervention group, with a medium effect size, while the control group showed no significant changes. The study concludes that sensory processing strategies can be effectively integrated into preschool classrooms to improve activity levels in children with sensory integration dysfunction. This study is important for my paper by demonstrating the successful integration of sensory processing strategies within a typical preschool curriculum. This research highlights a practical approach to addressing diverse sensory needs in inclusive classrooms, ultimately promoting better participation and engagement for all children.

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Florian, Lani. "Preparing Teachers to Work in Inclusive Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland's Inclusive Practice Project." Journal of Teacher Education, vol. 63, no. 4, Sept.-Oct. 2012, p. 275+. Gale Academic OneFile, dx.doi.org/10.1177/0022487112447112. Accessed 25 Feb. 2025.

This article details the Inclusive Practice Project (IPP) in Scotland, a teacher education reform initiative aimed at preparing teachers for increasingly diverse classrooms. The project addressed four key issues: defining inclusive practice, embedding it in the curriculum, evidencing its implementation, and researching its effectiveness. Through collaborative efforts with teacher educators, the IPP developed an approach based on inclusive pedagogy, emphasizing extending learning opportunities for all students rather than focusing on individual deficits. The project highlighted the need for professional development for teacher educators, revealing challenges such as varying understandings of inclusion and difficulties in evidencing inclusive practice. Ultimately, the IPP underscored the importance of shifting from a "most and some" to an "everybody" approach in education. This article is important for my paper by demonstrating the critical role of comprehensive training in fostering inclusive classroom environments that cater to the needs of all learners.

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Hamre, Britt, and Celia Oyler. "Preparing Teachers for Inclusive Classrooms: Learning from a Collaborative Inquiry Group." Journal of Teacher Education, vol. 55, no. 2, Mar.-Apr. 2004, p. 154+. Gale Academic OneFile, link.gale.com/apps/doc/A114004276/AONE?u=mlin_s_curry&sid=bookmark-AONE&xid=7e5ceefc. Accessed 25 Feb. 2025.

This article examines a voluntary study group of six preservice general education teachers focused on inclusive classrooms, analyzing their concerns and questions over a semester. Through transcript analysis, themes such as inexperience, equity, levels, normalcy, labels, and belonging emerged, revealing the complexities and tensions these future teachers faced. The study highlights the importance of creating collaborative forums in teacher education to address these issues, aiming to improve curriculum and instruction for inclusive teacher preparation by understanding and building upon the existing beliefs and experiences of preservice teachers. This article is important for my paper by illuminating the raw, unfiltered concerns of future educators. This study underscores the necessity of addressing pre-service teachers' deeply held beliefs and practical anxieties to effectively prepare them for the realities of inclusive classrooms.

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Haynes, Jessie Wirkus. "Inclusive College Classrooms: Teaching Methods for Diverse Learners." South Atlantic Review, vol. 89, no. 4, winter 2024, p. 169+. Gale Academic OneFile, link.gale.com/apps/doc/A820430902/AONE?u=mlin_s_curry&sid=bookmark-AONE&xid=e03ebdbb. Accessed 25 Feb. 2025.

This article offers practical strategies for enhancing diversity, equity, and inclusion in higher education. The book breaks down various pedagogical approaches, such as lectures, flipped classrooms, and group work, providing definitions, pros and cons, and real-life examples. It emphasizes the importance of creating accessible, agency-granting, and community-focused learning environments. While acknowledging limitations, such as the need for institutional support and applicability across diverse institutions, the authors provide valuable tools like sample lesson plans and reflective questions to encourage instructors to adapt their teaching methods for diverse student populations. This article is important for my paper because it provides a concrete, actionable guide for educators seeking to implement inclusive practices, offering a variety of pedagogical tools that can be adapted to diverse classroom settings, which is essential for fostering a truly inclusive learning environment.

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Toland, Michael D. "Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms." Exceptional Children, vol. 81, no. 2, Jan. 2015, p. 158+. Gale Academic OneFile, dx.doi.org/10.1177/0014402914551742. Accessed 25 Feb. 2025.

This study assessed the effectiveness of enhanced anchored instruction (EAI) compared to business-as-usual (BAU) instruction on the math skills of middle school students, including those with math disabilities (MD), in co-taught general education classrooms. Results indicated that students in the EAI condition, which incorporated multimedia-based activities, hands-on projects, and explicit instruction aligned with Common Core State Standards, showed significant improvements in fractions computation and problem-solving skills. Notably, students with MD demonstrated particularly large effect sizes when special education teachers actively participated in the instructional activities. The study also explored the impact of collaborative teaching strategies, finding that high-support co-teaching models positively influenced student performance. This study is important for my paper because it underscores the importance of actively engaging special education teachers in co-teaching models and utilizing innovative instructional strategies like EAI to maximize the academic success of students with disabilities within inclusive classroom settings.

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Rakap, Salih. "Impact of Coaching on Preservice Teachers' Use of Embedded Instruction in Inclusive Preschool Classrooms." Journal of Teacher Education, vol. 68, no. 2, Mar.-Apr. 2017, p. 125+. Gale Academic OneFile, dx.doi.org/10.1177/0022487116685753. Accessed 25 Feb. 2025.

This study examined the effectiveness of training plus coaching on special education preservice teachers' ability to implement embedded instruction learning trials (EILTs) in inclusive preschool classrooms. Using a multiple baseline design, researchers found that training plus coaching significantly increased preservice teachers' accurate use of EILTs during free play and mealtime activities, with maintained performance over time. Additionally, as preservice teachers' implementation accuracy improved, children's correct responses to learning targets also increased. The findings suggest that this training approach is effective for enhancing preservice teachers' skills in using evidence-based practices and positively impacting child learning outcomes in inclusive settings. This study is important for my paper because it provides empirical support for the value of targeted training and coaching in equipping educators with the practical skills necessary to effectively implement inclusive practices and support the learning needs of diverse students within general education environments.

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Mobbs, Dean, and Sarah M. Tashjian. "Ten Simple Rules for Unbiased Teaching." PLoS Computational Biology, vol. 18, no. 10, 6 Oct. 2022, p. e1010344. Gale Academic OneFile, dx.doi.org/10.1371/journal.pcbi.1010344. Accessed 25 Feb. 2025.

This article outlines ten simple rules for educators to reduce biased teaching practices and create more inclusive learning environments, particularly in the social sciences. It emphasizes increasing representation of historically marginalized individuals in teaching materials, using representative images and examples, avoiding biased interpretations of research, disentangling sex and gender, and adequately communicating controversial topics. The article also highlights the importance of subtle communications, avoiding inappropriate humor, updating semantics, providing positive feedback, and embracing change. Additionally, it addresses other forms of bias, such as expertise bias, visual access, physical limitations, financial burdens, learning disabilities, language barriers, and tokenization, providing actionable steps to foster a respectful and inclusive classroom. This article is important for my paper by offering a comprehensive framework for identifying and mitigating biases. This article directly addresses the practical challenges of creating inclusive classrooms, providing educators with concrete strategies to ensure equitable learning experiences for all students.

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Litvack, Marla S., et al. "High- and Average-achieving Students' Perceptions of Disabilities and of Students with Disabilities in Inclusive Classrooms." Exceptional Children, vol. 77, no. 4, summer 2011, p. 474+. Gale Academic OneFile, link.gale.com/apps/doc/A260582217/AONE?u=mlin_s_curry&sid=bookmark-AONE&xid=df2bebe6. Accessed 25 Feb. 2025.

This study examined attitudes toward disability among children with disabilities, average-achieving, and high-achieving students in inclusive elementary classrooms. Using the Attitudes Toward Disabled Persons Form-Scale (ATDP), the study found no significant differences in attitudes among the groups, although females showed more acceptance. Interviews revealed that students generally perceived classmates with disabilities positively in terms of shared activities, but noted behavioral challenges. High-achieving students sometimes reported feeling they learned less in inclusive settings. The study also explored factors influencing these attitudes, such as prior experiences and perceived impacts on learning, within the context of a school district with strong inclusive policies. This study is important for my paper because understanding the nuanced perceptions of students within inclusive settings, particularly the concerns of high-achieving students, is crucial for developing strategies that ensure all students feel academically fulfilled and socially integrated.