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- Attitudes and placement decision (1)
- Autism spectrum disorder (1)
- Beliefs and placement decisions (1)
- Data for placement (1)
- Do goals and objectives determine placement (1)
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- Evidence-based practices (1)
- Goals and objectives (1)
- How to make placement decisions (1)
- Inclusion (1)
- Least restrictive environment (1)
- Mixed reality simulation (1)
- Modeling (1)
- Peer mediated intervention and instruction (1)
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- Placement decisions (1)
- Placement recommendations (1)
- Prompting (1)
- Reinforcement (1)
- Special education (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Training Peer Mentors In Reinforcement And Modeling With Prompting (Ramp): Using Mixed Reality Simulation To Encourage Social Reciprocity Skills In Adolescents With Autism Spectrum Disorder, Jasmine V. Sadler
Doctor of Education in Special Education Dissertations
Children diagnosed with autism spectrum disorder (ASD) can face many challenges, including limited ability in social reciprocity, nonverbal communication, and restrictive and repetitive behaviors and interests as a result of the disorder (APA, 2013). This hinders their ability to build and maintain friendships in the same manner as their typically developing peers and affects their interactions, speech and language abilities, and emotional regulation (Whitman & DeWitt, 2011). Peer Mentors (PMs) are trained to support the development of these skills as part of the Peer Mediated Instruction and Intervention (PMII) evidence-based practice (EBP). However, and explicit training program is not always …
Teachers' Attitudes And Their Effect On Placement Recommendations For Students With Cognitive Disabilities, Kathleen M. Everett
Teachers' Attitudes And Their Effect On Placement Recommendations For Students With Cognitive Disabilities, Kathleen M. Everett
Doctor of Education in Special Education Dissertations
The implementation of Public Law 94-142 in 1974 guaranteed that students with disabilities had the right to be educated alongside their peers in the least restrictive environment. However, decades later, administrators, teachers, and parents continue to struggle to resolve the issue on how to include students with disabilities in general education classrooms, as well as how to recognize why students with cognitive disabilities were embodied more in self-contained classrooms than in comprehensive environments. In this study, I aimed to understand how special education teachers’ attitudes about inclusion, LRE, and students with cognitive disabilities influence placement recommendations. Through the qualitative thematic …