Education Commons^™

Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow

Kelli Esteves

Response to Intervention (RTI) helps schools raise student achievement for all adn address learning difficulties before sever academic problems requiring special education services can develop. Written by three experienced practitioners in the field, RTI Success is a one-stop resource for teachers, administrators, special educators, and other support staff putting this innovative model into practices. Throughout the book, "Spotlight' features illustrate how to carry out important RTI processes.

Intermediate Participatory Stages Of The Concept Of Unit Fraction: Two Students With Learning Disability, Jessica Hunt, Ron Tzur, Arla Westenskow

Ron Tzur

No abstract provided.

Select Methods For Teaching Reading To Ells [Book Chapter], Amy L. Boele

Amy Boele

No abstract provided.

Use Of The Early Warning System Within An Rti Framework In High School, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.

What Makes For An Effective Special Education Teacher?, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.

Piloting New Sld Identification Criteria: Implications For Policy, Practice And Students, Evelyn Johnson, Carrie Semmelroth, Daryl Mellard

Carrie Semmelroth

No abstract provided.

Sources Of Variance In A Special Education Teacher Observation Tool, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.

Examining The Validity Of A Special Education Teacher Observation Tool, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.

Validating An Observation Tool To Measure Special Education Teacher Effectiveness, Carrie Semmelroth, Evelyn Johnson

Carrie Semmelroth

This presentation uses Kane’s (2006) validity argument approach to validate an observation tool that evaluates special education teacher effectiveness through the implementation of evidence-based instructional practices. Relevant evidence for two of the four validity inferences (scoring and generalization) will be interpreted and applied towards the development of the special education observation tool.

Learning Needs Analysis For The Deaf Education Sector, Julie Kos, Marion Meiers, Lawrence Ingvarson

Marion Meiers

The Victorian Deaf Education Institute (VDEI), Department of Education and Early Childhood Development (DEECD) commissioned the Australian Council for Educational Research (ACER) to undertake a project to design, conduct and analyse the learning needs of teachers of the deaf and hard of hearing. The focus of the study was to identify any gap between teachers’ existing skills and knowledge and the skills that are needed to optimise student learning outcomes.

Reconciling Leadership And Partnership: Strategies To Empower Professionals And Families, Keith W. Allred, Christine L. Hancock

Keith W. Allred

When early childhood professionals attempt to carry out traditional leadership roles at the same time they implement family-centered early care and education, they may find themselves in a quandary. A number of the assumptions associated with traditional leadership are not in harmony with family-centered practices, which include engaging families as partners with programs and teachers in their children’s development and learning (Douglass & Gittell 2012). In their work with families, early childhood professionals often find themselves challenged by the need to be both leaders and partners.

Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow

Elizabeth Whitten

This all-in-one resource provides information on Response to Intervention (RTI) as well as step-by-step administrator guidelines and practical teacher tools for implementation. Despite ongoing federal initiatives meant to increase the profile and prevalence of RTI in the nation's schools, many educators continue to have questions about the framework. What are the three tiers of intervention? How do screening and progress monitoring work? Is there funding available? "RTI Success" provides the "what" and "how-to" information that educators have been asking for. Features of the book include: Step-by-step guidelines for implementing RTI100+ teacher-friendly, research-based strategies for targeting specific skill deficits"What to Try …

Building Comprehension In Adolescents: Powerful Strategies For Improving Reading And Writing In Content Areas, Linda Mason, Robert Reid, Jessica Hagaman

Robert Reid

Co-authored by Jessica Hagaman, UNO faculty member.

Comprehension problems have become an epidemic: One out of every four secondary school students is unable to read and comprehend the material in textbooks.Start addressing the root of the problem today with this practical guidebook, designed to strengthen adolescents' reading comprehension and written expression so they can master academic content. Developed for middle and high school teachers, this book helps educators improve students' reading and writing through Self-Regulated Strategy Development (SRSD), an evidence-based instructional approach that shows students how to apply proven strategies independently to boost their school success. Teachers will get complete …

Strategy Instruction For Students With Learning Disabilities, Second Edition, Robert Reid, Terri Lienemann, Jessica Hagaman

Robert Reid

Co-authored by Jessica Hagaman, UNO faculty member.

Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print …

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Jack Hourcade

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.

Enhancing Emergent Literacy Opportunities For Preschool Students With Disabilities: A Teacher’S Guide To Reading Aloud, Katherine Zimmer

Katherine Zimmer

No abstract is currently available.

Learning Needs Analysis For The Deaf Education Sector, Julie Kos, Marion Meiers, Lawrence Ingvarson

Dr Julie Kos

The Victorian Deaf Education Institute (VDEI), Department of Education and Early Childhood Development (DEECD) commissioned the Australian Council for Educational Research (ACER) to undertake a project to design, conduct and analyse the learning needs of teachers of the deaf and hard of hearing. The focus of the study was to identify any gap between teachers’ existing skills and knowledge and the skills that are needed to optimise student learning outcomes.

Preparing Teachers For Students With Autism, Katherine Zimmer

Katherine Zimmer

No abstract is currently available.

Examining The Experiences And Decisions Of Parents/Guardians: Participant Directing The Supports And Services Of Adults With Significant Intellectual And Developmental Disabilities, Judith Gross, Luchara Wallace, Martha Blue-Banning, Jean Ann Summers, Ann Turnbull

Luchara Wallace

Participant direction is a service delivery model in which the consumer of public benefits, or his or her surrogate decision maker, exercises some level of choice and control over the consumer’s supports and services. In this case study, the authors examined the decisions and experiences of parents/guardians who directed supports and services for an adult with significant intellectual and developmental disabilities (SIDD). Respondents included the parents/guardian of the adult as well as others in the circle of support identified by the parents/guardians. Data analysis revealed an overarching theme in which respondents perceived participant direction as a means to achieve an …

Abc Analysis: Identifying How And Why Challenging Behaviors Occur, Katherine Zimmer, K. M. Murphy

Katherine Zimmer

No abstract is currently available.

Using Storybooks To Promote Language And Literacy Development With Infants And Toddlers, Katherine Zimmer

Katherine Zimmer

No abstract is currently available.

Increasing Faculty Awareness Of Students With Disabilities: A Two-Pronged Approach, Michael Humphrey, Lee Woods, Linda Huglin

Linda Huglin

Many universities use a center-based model to deliver services to students with disabilities. A hybrid service delivery model utilizing a center-based disability resource and faculty mentors was recently implemented in a large, public university in the Northwestern United States. Noticeable improvements observed to date include increased administrative support, positive collaborations with teaching center staff, and increased faculty awareness of resources for instructing students with disabilities.

Youth And Administrator Perspectives On Transition In Kentucky's State Agency Schools, Norman Powell, Amy Marshall, Doris Pierce, Ronnie Nolan

Norman W. Powell

Students, a large percentage with disabilities, are at high risk for poor post-secondary outcomes in nontraditional state agency schools. This mixed methods study described transition within Kentucky's state agency education programs, from the perspectives of youth and administrators. Results indicated: that transition is more narrowly defined within alternative education programs; that key strengths of transition practice are present in nontraditional schools; and that the coordination barriers within this fluid interagency transition system are most apparent in students' frequent inter-setting transitions between nontraditional and home schools.

Mastery: A Lesson From Maria In Venezuela, Norman Powell, Sandra Powell

Norman W. Powell

A youth worker finds hidden strengths in a young homeless teen mother.

Relationship – The Fourth “R” In Our Schools, Lee Wilkinson

Lee A Wilkinson, PhD

No abstract provided.

Creating Print-Rich Learning Centers, Juli Pool, Deborah Carter

Juli Lull Pool

The article offers ways on how teachers can create a print-rich pre-school environment to help children improve their literacy skills. It mentions that teachers can share books to children for them to become motivated in learning. It also suggests the need to provide writing materials that encourage children's language development and self-expression. Furthermore, teachers can conduct a dramatic play to allow children to take on roles and express their ideas.

Providing Assistive Technology Information To Professionals And Families Of Children With Mrdd: Interactive Cd-Rom Technology, Jack Hourcade, Parette

Jack Hourcade

This article discusses the assistive technology training needs of families and provides an overview of the instructional CD-ROM, "Families, Cultures, and AAC". This CD-ROM is designed to provide information about assistive technology, especially augmentative and alternative communication, to both professionals and families through an engaging multimedia format.

Family And Cultural Alert! Considerations In Assistive Technology Assessment, Jack Hourcade, Howard Parette, Mary Huer

Jack Hourcade

Discusses cultural and family factors to consider when evaluating a student with disability for assistive technology devices, and the need to involve families in decisions about the uses of the devices. The need to be sensitive to family needs for acceptance and to be aware of cultural differences is discussed.

The Family Physician's Role With Parents Of Young Children With Developmental Disabilities, Howard Parette, Jack Hourcade, R. Brimberry

Jack Hourcade

Technological advances, coupled with recent federal legislation targeting young children who have developmental disabilities, will increasingly necessitate an expanded role of the family physician in the lives of these children and their families. Of particular importance is Public Law 99-457, the Education of the Handicapped Act Amendments of 1986, which recognizes the importance of the family unit in any intervention methodology that may be provided. This legislation also notes that the active involvement of the family's physician is desirable when designing services appropriate for children with developmental disabilities and their families. Providing support and optimizing positive family interactions are crucial …

Writing For Publication, Jack Hourcade, Holly Anderson

Jack Hourcade

After our mathematics or science education research project has been completed, it is natural for us to wish to step back and catch our breath for a moment. However, there is still a critical step remaining in our scholarship. We must decide on a vehicle to share our new knowledge with others. There are many ways to disseminate our research results, including submitting project reports and presenting at professional meetings. However, for most of us, the scholarly vehicle of choice remains a professional journal.