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Full-Text Articles in Education
The Origins Of University Centers On Developmental Disabilities: Second Generation Expectations And Growth, Bryce Fifield, Marvin G. Fifield
The Origins Of University Centers On Developmental Disabilities: Second Generation Expectations And Growth, Bryce Fifield, Marvin G. Fifield
Developmental Disabilities Network Journal
Part two of a two part publications tracing the evolution of University Centers on Disabilities. Originally University Affiliated Facilities evolved into University Affiliated Programs on disabilities. Early expectations outlined by President Kennedy's Committee on Mental Retardation grew as funding for disability services and programs became available. Key legislation, program developments and organizational decisions are described for the time frame of 1970 through 2000.
The Origins Of University Centers On Developmental Disabilities: Early Expectations And Legislation, Bryce Fifield, Marvin G. Fifield
The Origins Of University Centers On Developmental Disabilities: Early Expectations And Legislation, Bryce Fifield, Marvin G. Fifield
Developmental Disabilities Network Journal
This article describes the evolution and early expectations of university-based programs to serve people with disabilities. I describe the how the committee that President John F. Kennedy created to make recommendations about how to better serve people with mental retardation suggested university-based programs that would improve the science and provide training to professionals who work with this community. I describe the early legislation and program decisions that were made by stakeholders that created the first generation of University Affiliated Facilities and Programs to serve people with disabilities.
Heroes: Creating Classroom Environments, Presentations, And Activities That Positively Affect Student Motivation, Inclusion, And Retention, Virginia Heslinga
Heroes: Creating Classroom Environments, Presentations, And Activities That Positively Affect Student Motivation, Inclusion, And Retention, Virginia Heslinga
Electronic Journal for Inclusive Education
To help students of diverse needs learn, retain what they learn, collaborate in problem-solving, see value with inclusion, and grow in a desire to learn, teachers need to create environments conducive to active learning and filled with hope. Environments emerge from the time a student stands in the doorway of a classroom and continue through every element on display and encountered in interactions. Educators who understand they affect the environment will set the tone, present inclusively, provide meaningful activities, and do a heroic job of leading students. This article presents heroes with classic values in schools and communities through the …