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Articles 121 - 140 of 140
Full-Text Articles in Education
Implementing Multi-Tiered Systems Of Support In Mathematics: Findings From Two Schools, Erin Donovan, Katharine Shepherd
Implementing Multi-Tiered Systems Of Support In Mathematics: Findings From Two Schools, Erin Donovan, Katharine Shepherd
The Journal of Special Education Apprenticeship
This study examined the benefits and challenges associated with implementing RtI in the area of mathematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction, intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, increasing instructional and assessment support for students who struggle in math, increasing knowledge of support strategies for learners …
Attitudes About Inclusion: Through The Lens Of Practitioners And Novices, Janet R. Desimone, Nancy Maldonado, M. Victoria Rodriguez
Attitudes About Inclusion: Through The Lens Of Practitioners And Novices, Janet R. Desimone, Nancy Maldonado, M. Victoria Rodriguez
The Journal of Special Education Apprenticeship
The purpose of this study was to examine the attitudes of preservice and inservice education students, towards inclusion in school settings. Graduate students working on their New York State teacher certification in early childhood special education (n= 152) completed a survey, Attitudes Toward Inclusion. The survey addressed the following: attitudes towards various disabilities; perceptions of preparedness to modify instruction for students with disabilities and to meet their needs; willingness to include students with more severe disabilities in their classrooms; placement issues; and impact on general education students. The findings revealed three major themes: 1) inclusion for some students with special …
Teachers Of Students With Emotional And Behavioral Disorders’ Perceptions Of The Importance Of Selected Professional Standards Of Practice, Mandy E. Lusk, Lyndal M. Bullock
Teachers Of Students With Emotional And Behavioral Disorders’ Perceptions Of The Importance Of Selected Professional Standards Of Practice, Mandy E. Lusk, Lyndal M. Bullock
The Journal of Special Education Apprenticeship
Utilizing the Council for Exceptional Children’s (CEC) standards delineated for preparation programs in teaching students with emotional and behavioral disorders (EBD), the present study sought to determine how graduates of one teacher preparation program perceived the importance of the standards in their work with students with EBD. Results indicated that graduates viewed the CEC standards as important to their work. Further, a multiple regression model examined specific demographic variables (i.e., total years of teaching experience, positions graduates currently held, graduates’ feelings about working with students with EBD, and their feelings as to causal factors leading to EBD) as predictors for …
Relationships Between Risk Factors, Perceptions Of School Membership And Academic And Behavioral Engagement Of Students Who Attend An Alternative School For Behavioral And Emotional Challenges, Sunyoung Ahn, Richard Simpson
Relationships Between Risk Factors, Perceptions Of School Membership And Academic And Behavioral Engagement Of Students Who Attend An Alternative School For Behavioral And Emotional Challenges, Sunyoung Ahn, Richard Simpson
The Journal of Special Education Apprenticeship
The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and behavioral and academic engagement among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All subjects had an Individualized Education Plan (IEP). A 25 item school membership questionnaire adapted from existing school membership surveys was used to assess students’ perceived school membership. The study participants reported a moderately positive school membership score. The findings indicated that commonly known risk …
The Accessibility Of A Children’S Museum, Mary G. Curtis, Limor H. Chavez
The Accessibility Of A Children’S Museum, Mary G. Curtis, Limor H. Chavez
The Journal of Special Education Apprenticeship
Service learning is an effective means of implementing course curriculum in the real world (Driskoll, 2009). As a Carnegie Foundation classified campus for the Advancement of Teaching, Community Engagement, the University of Texas Brownsville actively promotes service learning and partnerships with community agencies (www.utb.edu/vpaa/cce/Pages/). While enrolled in a graduate course in assistive technology, graduate participants in special education were challenged with a service learning project for the local children’s museum. To help meet the needs of the museum, the graduate students were charged with task of evaluating the accessibility of the museum exhibits for children with disabilities. This project provided …
The Perspectives Of Professionals And Parents On Inclusion In Head Start Programs, Thuy Nguyen, Margaret Hughes
The Perspectives Of Professionals And Parents On Inclusion In Head Start Programs, Thuy Nguyen, Margaret Hughes
The Journal of Special Education Apprenticeship
This study examined the perspectives of professionals and parents on part-time inclusive preschool Head Start programs that included both children with and without disabilities. The purpose of this study was twofold: (a) to examine parent and teacher perspectives of inclusion on the developmental outcomes of all children and (b) to investigate their perspectives on what constitutes a high quality inclusive program. Thirty Head Start and Early Childhood Special Education preschool teachers, as well as 30 parents of children with and without disabilities participated in this study. The major findings indicated that both parents and teachers strongly agreed that all children …
The Effectiveness Of Learning Geography Using Computer-Based Games, Jerry Prell, William R. Nelson, John Foshay
The Effectiveness Of Learning Geography Using Computer-Based Games, Jerry Prell, William R. Nelson, John Foshay
The Journal of Special Education Apprenticeship
Eighty, seventh grade students attending a suburban middle school in southern Connecticut participated in the study evaluating the effectiveness of computer based geography games on student motivation and achievement. Using Connecticut Mastery Test (CMT) Scores and baseline U.S.A scores as criteria to develop matched pairs, students were divided so that the control group played Sheppardsoftware.com’s States Level 3 and the experimental group played States Level 6. According to the data collected, States Level 3 and States Level 6 are significantly effective instructional tools that students enjoyed playing. CMT scores in spatial reasoning did not prove strong predictors of students’ performance …
Perceptions Of Supportive Leadership Behaviors Of School Site Administrators For Secondary Special Education Teachers, Erin Roderick, Adrian Jung
Perceptions Of Supportive Leadership Behaviors Of School Site Administrators For Secondary Special Education Teachers, Erin Roderick, Adrian Jung
The Journal of Special Education Apprenticeship
School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument with 52 leadership behaviors from four domains: emotional, instructional, instrumental, and technical. The survey was sent via email to 200 participants who were previously identified as either special education teachers or school site administrators from secondary schools, grades 6-12, and 95 surveys were completed and used for data analysis. The …
The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson
The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson
The Journal of Special Education Apprenticeship
The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
The Journal of Special Education Apprenticeship
This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …
Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci
Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci
The Journal of Special Education Apprenticeship
The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process.
A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong
A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong
The Journal of Special Education Apprenticeship
Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty six articles that meet the criteria are analyzed for themes and important findings. The result of the …
Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway
Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway
The Journal of Special Education Apprenticeship
Strong parent-educator partnerships in special education yield benefits for parents, teachers and students, however there are often obstacles to the development of these partnerships, and teacher preparation programs and professional development are often deficient in preparing special education teachers for the complexities of this relationship building. In the following, the varied interpretations of parental involvement are explored, followed by a discussion of some of the significant obstacles to strong parent-teacher partnerships in special education classrooms. Authors introduce the working alliance as a solution for framing positive parent-educator relationships. Finally, the three elements of a working alliance are described with an …
The Effects Of Fluency Instruction On The Oral Reading Fluency And Comprehension Of First-Grade African American Males With Reading Risk, Lenwood Gibson Jr., Gwendolyn Cartledge
The Effects Of Fluency Instruction On The Oral Reading Fluency And Comprehension Of First-Grade African American Males With Reading Risk, Lenwood Gibson Jr., Gwendolyn Cartledge
The Journal of Special Education Apprenticeship
This study evaluated the effects of a fluency building activity on the oral reading fluency (ORF) and comprehension of four first grade students identified as at risk for reading failure. The participants in this study were selected because they were members of a group at the highest risk for reading problems, specifically African American boys attending an urban school district. The results of this study demonstrated that the intervention was successful in increasing the ORF of all four participants but results were much more robust for two of the four students. Although ORF increased for all of the participants, gains …
Accommodations For English Language Learners On Statewide English Language Proficiency Assessment, Laura M. Kuti, Yaoying Xu
Accommodations For English Language Learners On Statewide English Language Proficiency Assessment, Laura M. Kuti, Yaoying Xu
The Journal of Special Education Apprenticeship
This exploratory research study was conducted to examine federally- mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. The literature was examined for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. The results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities contributes to the limited current research available …
Effects Of Gifted Peers Tutoring Struggling Reading Peers, Christopher D. Yawn
Effects Of Gifted Peers Tutoring Struggling Reading Peers, Christopher D. Yawn
The Journal of Special Education Apprenticeship
This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of the students who received tutoring increased their reading rates and that most made gains pretest to posttest on a standardized measure. Additionally, the tutors demonstrated that they were able to implement the DI program with fidelity and proved to be effective instructors.
Ecological Factors In Social Skill Acquisition: High School Students With Emotional And/Or Behavioral Disorders, Sarah K. Anderson, Kari Chiasson
Ecological Factors In Social Skill Acquisition: High School Students With Emotional And/Or Behavioral Disorders, Sarah K. Anderson, Kari Chiasson
The Journal of Special Education Apprenticeship
The purpose of the study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders in a Midwestern city in the United States. Theory development was based on in-depth investigation of five students with emotional and/or behavioral disorders (EBD), who were taught assertive communication skills. This study examined ecological factors impacting the learning of a new social skill and the socialization skills of students with EBD. Based on the findings of this study, three broad conclusions are offered: (a) students identified …
Postsecondary Students With Learning Disabilities: Can We Do More?, Kim Floyd
Postsecondary Students With Learning Disabilities: Can We Do More?, Kim Floyd
The Journal of Special Education Apprenticeship
Despite the large increase of students with learning disabilities entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop a more cohesive and comprehensive planning of accommodations for postsecondary students with learning disabilities. The purpose of this review is to synthesize information and research on postsecondary accommodations to examine if more can be done to meet the unique needs of this population. Following the background discussion, relevant themes will be presented. Discussion focuses on the lack of empirical research in efficacy of postsecondary accommodations; promising practices for the use …
Mirror Mirror On The Wall, Is Blended Instruction The Best Of All? Students’ Perceptions Of Blending Face-To-Face And Online Instruction, Katherine Terras, Kari Chiasson, Adam Sansale
Mirror Mirror On The Wall, Is Blended Instruction The Best Of All? Students’ Perceptions Of Blending Face-To-Face And Online Instruction, Katherine Terras, Kari Chiasson, Adam Sansale
The Journal of Special Education Apprenticeship
According to Ayala (2009), blended learning is “the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students’ perceptions of taking courses that utilized a blended instruction approach. Study participants consisted of 36 undergraduate students enrolled in teacher education programs. There were 18 seniors, 12 juniors, and 6 sophomores. For all 36 participants, this was their first blended course. Their perceptions were attained through a survey that compared instruction delivered online to …
The Effects Of Di Flashcards And Math Racetrack On Multiplication Facts For Two Elementary Students With Learning Disabilities, Kaitlyn Lund, T.F. Mclaughlin, Jen Neyman, Mary Everson
The Effects Of Di Flashcards And Math Racetrack On Multiplication Facts For Two Elementary Students With Learning Disabilities, Kaitlyn Lund, T.F. Mclaughlin, Jen Neyman, Mary Everson
The Journal of Special Education Apprenticeship
The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located in an urban school district in the Pacific Northwest. Targeted math facts were chosen based on the students’ pretest scores. The effects of the DI flashcard procedure were evaluated using a multiple baseline design across sets of problems. Both participants improved their mastery of multiplication facts. The …