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Full-Text Articles in Education
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Education Faculty Articles and Research
Some students with autism spectrum disorder and other learning differences may have superior visual acuity, increased attentional focus, and logical thinking abilities, lending to an affinity for science, technology, engineering, and mathematics (STEM) fields. At the same time, economists report that, the United States will experience a 28.2% increase in STEM-related jobs between 2014 and 2024. Although students with disabilities (SWD) can help to fill those positions, 85% of SWD graduates are either underemployed or unemployed as they enter young adulthood. Thus, there is a need to develop, evaluate, and report outcomes of STEM preparation programs specifically tailored to SWD. …
Re-Theorising Inclusion And Reframing Inclusive Practice In Physical Education, Dawn Penney, Ruth Jeanes, Justen O'Connor, Laura Alfrey
Re-Theorising Inclusion And Reframing Inclusive Practice In Physical Education, Dawn Penney, Ruth Jeanes, Justen O'Connor, Laura Alfrey
Research outputs 2014 to 2021
Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is …
Program Monitoring Practices For Teachers Of The Deaf And Hard Of Hearing In Early Intervention, Anne E. Thomas, Christine Marvin
Program Monitoring Practices For Teachers Of The Deaf And Hard Of Hearing In Early Intervention, Anne E. Thomas, Christine Marvin
Department of Special Education and Communication Disorders: Faculty Publications
Program monitoring is an important and necessary assessment practice within the field of early childhood deaf education. Effective program monitoring requires a focus on both the consistent implementation of intervention strategies (fidelity) and the assessment of children’s ongoing progress in response to interventions (progress monitoring). Teachers of the deaf and hard of hearing (TODs) who provide early intervention services need to conduct regular program monitoring to evaluate the merit of their efforts. However, progress monitoring is a practice often overlooked by practitioners within the field of early intervention. It is recommended that TODs monitor children’s progress “regularly,” but evidence of …
Re-Conceptualizing Developmental Areas Of Assessment For Screening, Eligibility Determination And Program Planning In Early Intervention, Bonnie Keilty, Patricia M. Blasco, Serra Acar
Re-Conceptualizing Developmental Areas Of Assessment For Screening, Eligibility Determination And Program Planning In Early Intervention, Bonnie Keilty, Patricia M. Blasco, Serra Acar
Publications and Research
Contemporary recommended practices in early childhood assessment strive to gain a holistic picture of child learning and development to inform screening, eligibility, and program planning decisions. These practices have traditionally focused on competencies reflected in developmental domains with limited attention to the approaches-tolearning used to acquire those competencies. In this article, we call for the examination of early childhood constructs that impact a child’s ability to learn and develop, such as executive function (EF), mastery motivation, self-regulation and selfdetermination, specifically in the infant-toddler period. With EF defined as a wide range of central control processes in the brain that link …
Comprehensive Multi-Disciplinary Assessment Protocol For Autism Spectrum Disorder, Janet L. Dodd, Lauren K. Franke, Jeanette K. Grzesik, Jenna Stoskopf
Comprehensive Multi-Disciplinary Assessment Protocol For Autism Spectrum Disorder, Janet L. Dodd, Lauren K. Franke, Jeanette K. Grzesik, Jenna Stoskopf
Communication Sciences and Disorders Faculty Articles and Research
Legal mandates established under IDEA specify a student must be assessed in all areas of suspected disability. Never is this task more overwhelming than its application to the assessment of a student suspected of a diagnosis of autism. The assessment of an individual suspected of an autism spectrum disorder (ASD) diagnosis is a complex task and is dependent on the integration of information gleaned from assessments conducted by an array of professionals, each with their own distinct area of expertise. The purpose of this article is to introduce the Comprehensive Multidisciplinary Assessment Protocols-Autism Spectrum Disorder, referred to as the CMAPs, …