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Full-Text Articles in Education
Trauma-Informed Teaching: Professional Development For School Staff, Heather Roesinger, Chelsea Williams, Tammy L. Hughes
Trauma-Informed Teaching: Professional Development For School Staff, Heather Roesinger, Chelsea Williams, Tammy L. Hughes
Graduate Student Research Symposium
Trauma is defined as a response to a negative event that includes both an emotional and physiological component. Two thirds of children experience some form of a traumatic event by the age of 16 (Cavanaugh, 2016). Many youth with disabilities, particularly emotional and behavioral, have experienced trauma and show visible signs of difficulty in the classroom (Cavanaugh, 2016). Trauma-informed schools take a strengths-based approach and focus on building safe, positive environments and relationships. Research has provided evidence that a trauma-informed approach can be instrumental in supporting positive outcomes of children exposed to trauma, but school staff feel ill-equipped to support …
Use Of Video Technology To Support Soft Skills Acquisition For Enhancing Employment Opportunities For Individuals With Autism, Intellectual And Developmental Disabilities, Cliff Guya Oliech M.S.Ed., Edith Olajumoke Oshokoya Ma.Ed.
Use Of Video Technology To Support Soft Skills Acquisition For Enhancing Employment Opportunities For Individuals With Autism, Intellectual And Developmental Disabilities, Cliff Guya Oliech M.S.Ed., Edith Olajumoke Oshokoya Ma.Ed.
Graduate Student Research Symposium
Preparing individuals with Autism and Intellectual Disabilities for work is an accountability issue established through Indicators 13 and 14 of the State's Performance Plan in the Individuals with Disabilities Education Act (2004) (IDEA, 2004). Unfortunately, transitioning into jobs for individuals with Autism (ASD) or intellectual and developmental disabilities (IDD) has not been very successful to date because of the need for growth in their soft skills acquisition and use. The purpose of this systematic literature review was to establish the types of video technology (VT) used in teaching soft skills that may enhance employment opportunities for individuals with ASD and …
Unpacking The Academic Interventions For Improving The Academic Skills Of Black Girls With Disabilities: A Scoping Review, Olajumoke Oshokoya
Unpacking The Academic Interventions For Improving The Academic Skills Of Black Girls With Disabilities: A Scoping Review, Olajumoke Oshokoya
Graduate Student Research Symposium
Most research on Black girls seem to have focused more on their behaviors (Morris, 2007), when compared to their White peers. It is even worse for Black Girls with Disabilities (BGDs) who have continued to be academically marginalized at the intersection of race, gender, and disability. Given the long history of special education research on improving the academic achievement of students with disabilities and the sustained representation of Black children receiving special education services across United States’ K-12 schools (Skiba et al., 2005), it becomes critical to systematically scope the academic interventions that have been used to improve the academic …
Early Intensive Behavioral Intervention (Eibi) For Children With Autism Spectrum Disorder (Asd): A Meta-Analysis, Maram Alnahari, Ann Huang
Early Intensive Behavioral Intervention (Eibi) For Children With Autism Spectrum Disorder (Asd): A Meta-Analysis, Maram Alnahari, Ann Huang
Graduate Student Research Symposium
No abstract provided.
Identity And Advocacy: The Missing Components In Promoting Social-Emotional Health And Self-Regulation For Multiply Marginalized Girls, Jovonne Tabb, Temple S. Lovelace, Mary Comis, Olajumoke Oshokoya
Identity And Advocacy: The Missing Components In Promoting Social-Emotional Health And Self-Regulation For Multiply Marginalized Girls, Jovonne Tabb, Temple S. Lovelace, Mary Comis, Olajumoke Oshokoya
Graduate Student Research Symposium
Girlhood has been a topic of great interest in the last decade. As individuals have examined the lack of girls in STEM or the increase of bullying in girls, there has been a push to understanding the differential experiences along gender-based lines. In this study, the researchers highlight the results of the successful implementation of a group-based curriculum that utilized identity and advocacy as critical components in a treatment package focused on self-regulation. Using a pretest-posttest design, the researchers found a statistically significant difference in several key areas that are of key importance when supporting the needs of adolescent girls. …