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Articles 1 - 30 of 137
Full-Text Articles in Education
Teacher And Students' Perceptions Of A Modified Inclusion Classroom Environment, Elizabeth Kirby Fullerton Ph.D., Caroline Guardino Ph.D.
Teacher And Students' Perceptions Of A Modified Inclusion Classroom Environment, Elizabeth Kirby Fullerton Ph.D., Caroline Guardino Ph.D.
Caroline Guardino
The purpose of this study was to examine how modifying the inclusion classroom impacts teacher and students’ perceptions of their learning environment. Prior to intervention the teacher was interviewed providing information about her preferred modifications. Following the intervention the teacher completed a rating scale and a post interview. The students completed a classroom environment student survey (CESS), to assess their perceptions of the classroom before, during, and after modifications were made. Twenty fourth grade students, as well as their teacher participated in the study. Implications for practitioners and researchers are discussed.
Preparation Of School Counselors And Response To Intervention: A Profession At The Crossroads, Melissa S. Ockerman, Eva Patrikakou, Amy Feiker Hollenbeck
Preparation Of School Counselors And Response To Intervention: A Profession At The Crossroads, Melissa S. Ockerman, Eva Patrikakou, Amy Feiker Hollenbeck
Eva N. Patrikakou
As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are uniquely positioned to a take a leadership role within its implementation. This research study examines how school counselors in one such state perceive their training and knowledge of RTI and thus their confidence in implementing it. Implications for training, supervision, professional development and future research are discussed.
Turning Pages Together: Supporting Literacy And Social Engagement, Cynthia R. Chambers
Turning Pages Together: Supporting Literacy And Social Engagement, Cynthia R. Chambers
Cynthia R. Chambers
No abstract provided.
Spreading The Word: Reading, Journaling, And Social Engagement, M. Owens, Cynthia R. Chambers
Spreading The Word: Reading, Journaling, And Social Engagement, M. Owens, Cynthia R. Chambers
Cynthia R. Chambers
No abstract provided.
Pop Arts Enhances Skills, Creates Community, Cynthia R. Chambers
Pop Arts Enhances Skills, Creates Community, Cynthia R. Chambers
Cynthia R. Chambers
No abstract provided.
Learning With Laz, Cynthia R. Chambers
Creating Meaningful, Community-Based Social Networks, Cynthia R. Chambers
Creating Meaningful, Community-Based Social Networks, Cynthia R. Chambers
Cynthia R. Chambers
No abstract provided.
Supporting Communication Using Pictures And Symbols, Lori J. Marks
Supporting Communication Using Pictures And Symbols, Lori J. Marks
Lori J. Marks
Boardmaker templates mentioned in the presentation are available here.
Modifications For Students With Learning Disabilities, Lori J. Marks
Modifications For Students With Learning Disabilities, Lori J. Marks
Lori J. Marks
Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.
Creating Talking Books Using Powerpoint, Lori J. Marks
Creating Talking Books Using Powerpoint, Lori J. Marks
Lori J. Marks
Presentation contains instructionson how to make a talking book using Microsoft PowerPoint. For examples of presentations, visit: http://faculty.etsu.edu/marks/workshops/05-06%20workshops/2005-2006workshops.htm
Indiana Social-Emotional Learning Competencies, Brandie M. Oliver, Lori Desautels
Indiana Social-Emotional Learning Competencies, Brandie M. Oliver, Lori Desautels
Brandie M. Oliver
No abstract provided.
South Carolina Educational Interpreting Center Annual Report, Stephen Fitzmaurice
South Carolina Educational Interpreting Center Annual Report, Stephen Fitzmaurice
Stephen Fitzmaurice
Take The Route To Effective Instruction: Evidence-Based Practices In Math Education For Students With Learning Disabilities, Lori J. Marks, Mollie E. Bellows, Tina M. Hudson
Take The Route To Effective Instruction: Evidence-Based Practices In Math Education For Students With Learning Disabilities, Lori J. Marks, Mollie E. Bellows, Tina M. Hudson
Lori J. Marks
No abstract provided.
Meeting The Federal Mandates: Research On Effective Reading Instructional Programs And Implications For Classroom Teachers, Sekhar Pindiprolu, David Forbush, Lori J. Marks
Meeting The Federal Mandates: Research On Effective Reading Instructional Programs And Implications For Classroom Teachers, Sekhar Pindiprolu, David Forbush, Lori J. Marks
Lori J. Marks
Both the No Child Left Behind (NCLB) mandate (2001) and the Individuals with Disabilities Education Improvement Act (IDEA) (2004), call for use of scientifically validated reading instructional practices, curricula, and accountability for successful learning outcomes. This paper highlights one of the reading programs identified as scientifically validated by independent research groups and discusses its implications for classroom teachers. On the other hand, we do not embrace the idea that other reading programs are ineffective. We believe that there is no one single method or program to teach all children effectively. However, we believe that use of programs that have been …
Capturing Success! Using Remote Observation Technology For Teacher Candidate Supervision: What Does The Research Say?, Tina M. Hudson, Cathy Galyon Keramidas, Lori J. Marks
Capturing Success! Using Remote Observation Technology For Teacher Candidate Supervision: What Does The Research Say?, Tina M. Hudson, Cathy Galyon Keramidas, Lori J. Marks
Lori J. Marks
Excerpt: In response to the shortage of special education teachers in rural areas, many teacher preparation programs are providing supervision to pre-service teachers via distance education technologies.
Orca Travel Grants Proposal Document - Student_Faculty Application.Docx, Clare Curran
Orca Travel Grants Proposal Document - Student_Faculty Application.Docx, Clare Curran
Clare Curran
Parent Priorities And Knowledge Regarding Transition To Adulthood For Middle School Students With Significant Disabilities, Laura Hackwell
Parent Priorities And Knowledge Regarding Transition To Adulthood For Middle School Students With Significant Disabilities, Laura Hackwell
Laura Hackwell
An Analysis Of Trends Across Variables In Placement And Referral Decisions For Students Enrolled In A Center-Based Emotional Support Program, Donald Mangan
Donald Mangan
Plan, Do , Study, Act: Engaging In Systems Level Change To Support Positive Outcomes For Youth, Dawn A. Rowe
Plan, Do , Study, Act: Engaging In Systems Level Change To Support Positive Outcomes For Youth, Dawn A. Rowe
Dawn A. Rowe
No abstract provided.
Infusing Udl Into Preservice Methods Courses, Leigh Rohde, Anneliese M. Worster
Infusing Udl Into Preservice Methods Courses, Leigh Rohde, Anneliese M. Worster
Leigh Rohde
An Investigation Of The Attitudes Of Catholic School Principals Towards The Inclusion Of Students With Disabilities, Michael J. Boyle, Claudia M. Hernandez
An Investigation Of The Attitudes Of Catholic School Principals Towards The Inclusion Of Students With Disabilities, Michael J. Boyle, Claudia M. Hernandez
Michael Boyle
Catholic school principals typically serve as the prime decision-makers in admission and enrollment issues. A key factor in this decision-making can be the principals’ perceptions and attitudes about servicing students with disabilities within a Catholic school context. The purpose of the present study is to investigate the attitudes and perceptions of Catholic school principals toward inclusion of students with disabilities in Catholic schools. Overall, a majority of surveyed principals reported a positive attitude toward including students with disabilities. Some significant relationships were found between principal’s pervious experiences with students with disabilities and the principals’ willingness to enroll students with disabilities. …
Support Services For Students With Autism Spectrum Disorder In Higher Education, Deanna L. Keith Dr.
Support Services For Students With Autism Spectrum Disorder In Higher Education, Deanna L. Keith Dr.
Deanna Keith
Capturing Success! Using Remote Observation Technology For Teacher Candidate Supervision: What Does The Research Say?, Tina M. Hudson, Cathy Galyon Keramidas, Lori J. Marks
Capturing Success! Using Remote Observation Technology For Teacher Candidate Supervision: What Does The Research Say?, Tina M. Hudson, Cathy Galyon Keramidas, Lori J. Marks
Cathy Galyon Keramidas
Excerpt: In response to the shortage of special education teachers in rural areas, many teacher preparation programs are providing supervision to pre-service teachers via distance education technologies.
Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler
Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler
John J. Wheeler
The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.
Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler
Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler
John J. Wheeler
In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler, 2007; Zhang & Wheeler, 2011). This research synthesis evaluated adherence to EBP standards and analyzed the effectiveness of gluten-free and casein-free (GFCF) diets for individuals with ASD. Four hundred and seventy articles were screened among peer-reviewed journals in English language published through 2010 using the Academic Search Complete search database. …
Designing Effective School-Based Interventions For Children With Autism In Underserved Regions, John J. Wheeler
Designing Effective School-Based Interventions For Children With Autism In Underserved Regions, John J. Wheeler
John J. Wheeler
No abstract provided.
How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims
How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims
Pamela J. Mims
Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
Pamela J. Mims
Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
Pamela J. Mims
Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
Pamela J. Mims
The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort …