Education Commons^™

A Resource Guide For Teachers Of Kindergarten Through Second Grade With Skills To Enhance Classroom Management, Christie E. Cox

All Graduate Projects

It is the intent of this project to create a resource guide to provide general education teachers with effective strategies in dealing with primary aged students who exhibit aggressive behaviors. The resource guide will provide effective behavior management models, intervention strategies, and techniques for assessment based on selected literature.

A Resource Manual For Mainstreaming Students With Behavioral Disabilities In The Middle School, Matthew L. Cobb

All Graduate Projects

The purpose of this project was to develop a resource manual to facilitate the use of effective components for mainstreamed or included Behavior Disabled (BD) students in the regular classroom. The manual will be used by Wapato Middle School, Wapato, Washington, to enhance the current mainstream/ inclusion program. To accomplish this purpose, current research and literature related to BD student characteristics, legal issues, instructional strategies and policies were reviewed.

Instructional Strategies For Middle School Math And Science Teachers With Mainstreamed Students, Amy Kay Trueblood Lindh

All Graduate Projects

Instructional strategies used with mainstreamed students were studied. When teachers modify curriculum, simplify instruction, and teach study skills the mainstreamed student can participate more successfully in the regular classroom. Enhancing classroom behavior management procedures, providing a positive cooperative learning environment and having positive teacher attitudes and beliefs create a classroom climate where all students can succeed. Strategies for doing the following were presented in a workshop format. Recommendations and conclusions were presented.

The Effect Of Simultaneous Signing And Pronouncing Of Printed Words On Recall Of Sight Words By Students With Mental Retardation, Marilyn Ardene Milton

All Graduate Projects

The effect of combining Signing Exact English signs with verbal practice of sight words was studied with students having low mild to moderate mental retardation. Five students with IQ scores ranging from untestable to 65 were shown sight words printed on cards. Words were divided into two treatment groups. Treatments included sight word instruction which involved simultaneously signing the word while saying it and sight word instruction without signing. Analysis of the data allows acceptance of the null hypothesis which states signing will have no effect on acquisition of sight words. However, results varied widely between individual students. Recommendations from …

Self Advocacy For Middle School Students With Serious Behavior Disorders And Other Learning Disabilities, Judith Carole Riddell

All Graduate Projects

The purpose of this project was to develop a leaflet designed to teach the motivational value of student participation in development of their own Individualized Education Program (IEP). The leaflet, entitled It's My IEP, provided suggestions for teaching students about the IEP process. It also provided information and justification for teachers and parents to encourage their students' participation, in order to teach the skill of self advocacy. The informative leaflet was intended to promote collaboration between handicapped students and their IEP team. To accomplish this purpose, a review of literature and research was conducted. Recommendations were made for the implementation …

Special Recreation: A Manual For Theraputic Riding Programs, Robin R. Ryan

All Graduate Projects

Recreational opportunities are limited to individuals with disabilities. Recreation and learning how to utilize leisure time can be more important to individuals with disabilities than to others. Therapeutic riding was studied as a means to meet this perceived need. A manual was developed describing a professionally directed service designed to meet the recreational needs of individuals with disabilities in a therapeutic riding program.

Parent Involvement In The Education Of Their Children With Special Needs, Cindy Ann Cole

All Graduate Projects

The intent of this project is to develop an information packet teachers may use to encourage and enhance parental involvement, in ways that are suited for each child's and parent's needs. Analysis of literature, relevant to parents of children with special needs, has been used to draw conclusions and recommendations regarding appropriate techniques teachers may use to encourage parent involvement in their child's education. The packet includes the following: 1) a questionnaire to assess parents' preferred method of involvement; 2) a parent involvement evaluation form; 3) telephone numbers of support services and resources for parents; 4) recommended activities to help …

School To Work: Community Based Transition Of 18-21 Year Old Students With Mild Disabilities, Jammie Caryle Axon

All Graduate Projects

A community based service delivery plan was developed to meet the individual transition needs of 18-21 year old students with mild disabilities. The transition service was designed to ease the movement of students into post-secondary community life by providing prepatory experiences and community linkages. Students may receive services in the areas of recreation and leisure, vocational, and independent living activities depending on individual need.

The Utilization Of Music Therapy Strategies For Increasing Prosocial Skills In Students With Behavioral Disorders, Marlene Lennia Anunson

All Graduate Projects

A representative sample of music therapy strategies was developed for use by general music teachers in elementary schools. A literature search was conducted in effective social skills training methods and music therapy techniques. The strageties developed can be used by elementary general music teachers to help improve prosocial skills in students with behavioral disorders.

Establishing A Positive School Climate On The Playground For Students With Serious Behavioral Disabilities: A Collaborative Effort, Mildred Carol Fletcher Garcia

All Graduate Projects

Social skills deficits of students with serious behavior disabilities are often an obstacle to integration into the regular education system. Many of the most troublesome problems occur outside the classroom on the playground due to the lessened structure constraints of the playground environment. As a result, the students are labeled "bad kids" by the teachers and paraprofessionals, are socially rejected by nondisabled peers, and the downward spiral of a negative social "trap" is begun.

The purpose of this study was to create an inservice training packet promoting collaboration between teachers and paraprofessionals providing students with serious behavior disabilities a positive …

Utilizing Applied Behavior Analysis: A Handbook For Teachers Who Are Dealing With Developmentally Delayed Children, Cleresse Sprague

All Graduate Projects

The author's perception is that a need exists for a classroom behavior management handbook targeting developmentally delayed children ages three years through first grade. Several occurrences have prompted this perception: 1. Approach by other teachers asking how to handle certain behaviors 2. Author's own experiences and frustrations 3. Participation in group discussions regarding behaviors The author has chosen to do this study and develop a handbook to meet this perceived need.

Inclusion: A Case Study At Coe Elementray School, Loretta L. Kimball

All Graduate Projects

The purpose of this project was to evaluate perceptions of the effectiveness or ineffectiveness of inclusion on the achievement of special needs students and to use this information to increase effectiveness in inclusion programs through the design and implementation of specific teaching strategies. To accomplish this purpose, current literature and research related to inclusion was reviewed. The writer examined how special needs and regular education students are affected and analyzed the variables, strategies and programs which increase effectiveness. The project that follows is a case study of what has been done in the past, what attitudes and perceptions exist and …

Staff Development Model For A Special Education Inclusion Program In The Northshore School District, John E. Deforest

All Graduate Projects

The purpose of this project was to design a staff development model for a special education inclusion program for the Northshore School District, Bothell, Washington. The inclusion model developed was intended for use by regular and special education teachers at the secondary level. To accomplish this purpose, a review of current literature and research regarding the special education inclusion concept was conducted and selected education inclusion models were studied.

Applied Science: Integrating Science And Vocational Education For Students With Mild Disabilities And Students Without Disabilities, Maurene R. Fink

All Graduate Projects

The study addresses the educational needs of students with disabilities and students without disabilities in the vocational and scientific fields while meeting the business community's needs for skilled employees. The project allows students to receive the advanced science credit as well as prepare students transitioning directly from school to work. Interviews of employers indicated that current educational systems do not adequately address the needs of the business community. Bellingham businesses are eager to participate with Bellingham High School in cooperative education programs.

A Model Diversified Occupations Curriculum And Instructional Program Designed For Special Needs Students In Snohomish School District #201, Beth C. Vanderveen

All Graduate Projects

The purpose of this project was to develop a Model Diversified Occupations Curriculum and Instructional Program designed specifically for special needs students in Snohomish School District #201, Snohomish, Washington. To accomplish this purpose, current research and literature concerned with serving special needs students in diversified occupations programs were reviewed. Additionally, unit overviews, student learning objectives, performance criteria, learning activities, teaching strategies, and instructional materials were adapted and developed.

A Resource Handbook For Planning And Implementing An Integrated Preschool Program, James Wallace Holden

All Graduate Projects

The purpose of this project was to design and develop a resource handbook to assist teachers and administrators responsible for implementing an integrated preschool program. To accomplish this purpose, research and literature relative to current integration delivery models, primarily those in Washington State were reviewed. The handbook developed was piloted in the Taholah, Washington School District.

Transition Programming For Secondary Special Education Students, Colleen Patricia Obergh

All Graduate Projects

The focus of this project will be on the design of a transition program for special education students, ages 14- 21, enrolled at Cascade School District, Leavenworth, Washington. The project is designed to fulfill state, federal, and district guidelines relating to transitioning of special education students into post-secondary settings. The goal of the project is to ease the movement of students into post-secondary community life by providing preparatory experiences. Specific programming experiences include academic/vocational training, career exploration, work experience, and social skill development.

Teachers' Beliefs Regarding School-Wide Integration Of Mildly Handicapped Students In The Ephrata School District, Charlotte Throgmorton

All Graduate Projects

The purpose of this project was to determine the attitudes of teachers in the Ephrata. Washington. School District regarding the school-wide integration of mildly handicapped students in the classroom and the supports needed to insure its success. To accomplish this purpose, a survey instrument was designed and administered to elicit teacher responses. Survey responses were tabulated by frequency, rank order, percentage, and average, and provided a basis for descriptive analysis of data obtained.

A Guide For The Implementation Of A Commnity-Based Instructional Model To Teach Students With Severe Handicaps, Kenneth L. Skaley

All Graduate Projects

The need for and implementation of a community-based model for teaching language and communication skills to students with severe disabilities was studied. A guide was presented that includes a list of critical issues and solutions for a school district to consider prior to the implementation of a community-based instructional model. Suggestions and resources were included to be used by teachers to help make decisions about selecting appropriate instructional materials and strategies for teaching students with severe disabilities.

Increasing Reading Fluency In Students With Reading Difficulty, Kathryn Balabanis Peabody

All Graduate Projects

Four methods designed to increase reading fluency were employed in a primary level Special Education resource room. The methods were implemented in accordance with the theory and research regarding reading fluency. Each of the four methods effectively increased the students' ability to read fluently. However, the implementation of these methods varied in cost and time.

Supplimental Functional Reading Materials For Secondary Moderately Retarded Students, Kimberlie Ann Baglau

All Graduate Projects

Reading materials were compiled that would help secondary moderately retarded students develop reading skills needed to function at a more independent level than in the past. Materials were developed in the form of worksheets. These worksheets were designed to be supplemental materials to be used to reinforce the learning of functional sight words. Materials were produced for two types of functional reading: reading labels on medicine bottles and reading bus schedules.

An Assessment Of The Impact Of Resource Room Placement On Elementary Student Self-Esteem, Michael F. Hopkins

All Graduate Projects

An assessment, in the form of an interview, was conducted to measure the effects of resource room placement and full-time classroom integration on special education student self-esteem. Sixty students in the Wenatchee School District participated in the project during the 1990-1991 school year. The results of the project indicated that the placement of special education students in a full-time integration program does not insure a greater enhancement of their total self-concept; although it may be of benefit to certain areas in their self-esteem. The project included conclusions and recommendations.

Integrated Instruction Procedural Manual, Cynthia S. Sloan

All Graduate Projects

Advantages and disadvantages of integrating Specific Learning Disabled and Seriously Behaviorally Disabled students into the regular classroom were studied. The integration process relied on collaboration between regular and special education staff. Results showed integrated instruction to be a viable option to the traditional "pull-out" model. The "pull-out" model should remain an instructional option for students who cannot function in an integrated setting. An Integrated Instruction Procedural Manual is included as a reference tool for developing collaborative education for this population.

Early Childhood Special Education Philosophy And Procedures Manual For Walla Walla School District, Sandra Kay Lee

All Graduate Projects

The purpose of this project was to develop a philosophy and procedures manual for the Walla Walla School District's center-based special education preschool program. Twenty-five school districts were asked if they possessed a philosophy and procedures manual. Six of those school districts possessed a parent manual. None of the districts possessed a procedures manual.

A manual was developed through interview of staff members and adaptation of Head-Start procedures. The manual contains procedures for abuse and neglect reporting, emergency/health, referral, child-find, extended school year, transition, teacher planning, and a parent orientation manual.

Achievement Gains And Losses Of Integrated 5th Grade Resource Room Students: Martin Luther King, Jr. Elementary School, Yakima School District, 1989-1990, Patricia F. Kincheloe

All Graduate Projects

The achievement gains and losses of integrated 5th grade resource room students at Martin Luther King, Jr. Elementary School in the Yakima School District were studied. Nine resource room students were pre and post tested for achievement in reading, spelling, and mathematics. Teaching methods included cooperative learning, small and large group instruction, and peer tutoring. The results showed support for the integration of learning disabled students into a whole language, cooperative learning, regular education environment.

A Parent Handbook For Primary Students With Learning Disabilities, Susan K. Busey

All Graduate Projects

Parents play an important role in the educational process, especially with Special Education students. When a child is identified as Learning Disabled, parents often ask, "What can we do at home to help?" When there is parent-school cooperation and coordination all will benefit, particularly the child. This project provides parents of the Selah School District in Washington State with information and activities in the academic areas of reading, mathematics, and written language, that will reinforce and strengthen those skills taught at school.

The Integration Of Constructive Visualization, Self-Talk, And Relaxation In The Acquisition Of Social Skills, Karen Sue Campbell

All Graduate Projects

The need for teaching social skills, imagery, relaxation, and self-talk was studied and confirmed. Review and use of many of these curriculums revealed overlap among some curriculums, but none fully integrated skills from each of the diverse approaches to teaching social competence. The purpose of this project was to integrate a select body of information addressing social skills, self-talk, relaxation, and imagery into a developmental curriculum for use with children and adolescents.

Notification Of A Commercial Reading Program Presented As Learning Activity Packets For Learning Disabled Students, Edna M. Meyers

All Graduate Projects

This project represents a modification of a commercial reading program, with individual learning activity packets as the management tool for the program. The project plan provides for:

1. Program goals and objectives

2. An initial placement test

3. Unit criterion tests

4. Mastery level tests

5. Individual learning activity packets

Each learning activity packet includes:

1. Individual student record and assignment page

2. Individual story report forms

3. Vocabulary words

4. Detailed comprehension questions

5. Individual student/teacher reading contract

This project provides a reading program that meets the unique instructional needs of the learning disabled student in a financially feasible …

Basic Living Skills Curriculum For Special Needs Students At The Secondary Level, Pamela Sue Hardy

All Graduate Projects

This curriculum provides guidelines to aid secondary regular home economic and special education teachers in preparing special needs students for independent living. The project included units on cooking skills, money management, and family planning. Each unit was sequenced into skills and included a pretest/posttest, suggested learning activities, monitoring procedures, and possible resources. A follow-up evaluation form, to be filled out by the teachers and students that utilize this course design, will measure the success of the project.

A Model Unit For Teaching Career Awareness To Fifth And Sixth Grade Special Education Students, Nancy H. Byers

All Graduate Projects

The purpose of this project was to provide teachers of fifth- and sixth-grade special education students with: 1. A career awareness unit on the fast food drive-in industry which includes specific lessons in the curriculum areas of reading, math, language arts, communication skills, health/science, social studies, and art. 2. A pre-postevaluation tool for measuring student's knowledge gained from the unit, student's self-concept, and student's attitude toward school.