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• • Hear Our Voice: Motivational Curriculum and Perceptions of Adults with Intellectual Disability

  • Students with intellectual disability (ID) benefit from classrooms offering specialized curricula and resources designed to meet their individual learning needs. This qualitative, single descriptive case study applied Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivational Instruction Model to reading instruction for adults with ID in a Northern California learning environment previously excluding a specific motivational curriculum component. Twelve adult student participants with ID experienced a reading workshop curriculum including and without the addition of Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational instruction model. The research questions, presented in a focus group format, asked how the students described their perceptions of learning ability in the four ARCS focus areas of attention, relevance, confidence, and satisfaction. The sub-questions asked which areas the students perceived as the most engaging part of each workshop. Four instructor participants also provided classroom observations in post-workshop interviews. Resultant themes identified that perceived personal connection to class material, personal support, and recognition of accomplishment motivate student concept learning, engagement, and success. Implications and recommendations for scholars, practitioners, and leaders present suggestions for developing new models or adapting existing models for motivational instruction designed for optimal education of this special student group.

• • The Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

  • The objective of this study was to examine teachers’ perceptions of readiness for teaching in inclusive classrooms using survey design. It also explored teachers’ views on factors that hinder them apply inclusive education. A questionnaire consisting of open and close ended items was administered to collect data from participant teachers. The close ended questions measured teachers’ perceptions of readiness and open ended questions solicited information on factors that hinder teachers to implement inclusive education. Data collected from 80 sample teachers were analyzed. Findings indicated that teachers had lower levels of readiness for teaching in inclusive classrooms. While variables such as participants’ gender and grades level taught do not generate variations in teachers’ perceptions for readiness, teaching experience seemed to generate variations.  It is revealed that lack of short term trainings and knowledge and skills teachers gained in teacher training programs which were insufficient and were not quite useful for teaching in inclusive classrooms were factors identified by teachers that affect inclusive education implementation. In general, teachers lack readiness to teach in inclusive classrooms. So, to make inclusive education a success for students with special needs, it is high time to revisit teacher education program in Ethiopia.