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- Despite Tremendous studies and the increasing popularity of inclusive educational practices (1)
- Middle school teacher Matthew Jennings has completed four years of experience to prove otherwise. (1)
- New Jersey (1)
- Not performers of service. But in South Brunswick (1)
- There are still many people who believe that students with special needs are best suited as recipients of service (1)
Articles 1 - 15 of 15
Full-Text Articles in Education
Incorporating Service Learning Into Your Special Education Classroom, Victoria Groves Scott
Incorporating Service Learning Into Your Special Education Classroom, Victoria Groves Scott
Disabilities
In service learning, students learn skills and apply their knowledge while addressing an identified community need. Service learning is especially powerful in special education as students with disabilities are allowed the opportunity to give, instead of receive, help, and support, and therefore gain independence and self-esteem. This article outlines the steps involved in implementing a service learning project within a special education classroom.
Service-Learning Opportunities That Include Students With Moderate And Severe Disabilities, Harold Kleinert, Virginia Mcgregor, Michelle Durbin, Tina Blandford, Karen Jones, Josh Owens, Beth Harrison, Sally Miracle
Service-Learning Opportunities That Include Students With Moderate And Severe Disabilities, Harold Kleinert, Virginia Mcgregor, Michelle Durbin, Tina Blandford, Karen Jones, Josh Owens, Beth Harrison, Sally Miracle
Disabilities
Picture this scenario: For Young at Heart, a monthly social and recreational event targeted specifically for senior citizens, students with moderate and severe disabilities worked with Key Club members to plan and cook a dinner for seniors, as well as plan the entertainment for the evening. During the event, students helped prepare the meal, served it, and participated in the social activities. After a successful evening, the students wrote letters to local businesses to solicit funding for the next event. Students and their peer partners composed reflections and planned a celebration. Teachers included videotaped reflections and activities into students’ alternate …
Service-Learning And Character Education As "Antidotes" For Children With Egos That Cannot Perform, Howard Muscott
Service-Learning And Character Education As "Antidotes" For Children With Egos That Cannot Perform, Howard Muscott
Disabilities
The author describes an after-school service-learning and character education program for students with emotional, behavioral, and learning problems and there nondisabled peers. SO Prepared for Citizenship honors the memory and tradition of Dr. Fritz Redl and David Wineman 50 years after the publication of their book, Children Who Hate. Written in the style of that classic book, this article describes the characteristics of students who have “egos that cannot perform” and program strategies designed to help children and adolescents develop "controls from within."
Using Culturally And Linguistically Appropriate Assessments To Ensure That American Indian And Alaska Native Students Recieve The Special Education Programs And Services They Need, John W. Tippeconnic Iii, Susan C. Faircloth
Using Culturally And Linguistically Appropriate Assessments To Ensure That American Indian And Alaska Native Students Recieve The Special Education Programs And Services They Need, John W. Tippeconnic Iii, Susan C. Faircloth
Disabilities
The American Indian and Alaska Native Education Research Agenda (Research Agenda Working Group, Strang & von Glatz, 2001) represents the most recent formal call for research leading to improved assessments for American Indian and Alaska Native (AI/AN) students with special learning needs. Similar calls were recorded at hearings and published in commissioned papers in the early 1990s (Cahape, 1993; Johnson, 1991). The disproportionate number of AI/AN students receiving special education services and identified as limited English proficient (LEP) indicates an ongoing need for the research. This Digest briefly reviews the legislation and literature pertaining to the influence of language and …
An Introduction To Service-Learning For Students With Emotional And Behavioral Disorders: Answers To Frequently Asked Questions, Howard Muscott
An Introduction To Service-Learning For Students With Emotional And Behavioral Disorders: Answers To Frequently Asked Questions, Howard Muscott
Disabilities
Service-learning is on the rise again in schools and communities. Never in the history of our nation, have more students been involved in activities designed to integrate service in the community with academic learning in order to meet the needs of both the students themselves and the communities they serve. According to data from the National Center for Education Statistics (Skinner & Chapman, 1999), 32% of all public schools and nearly ½ of all high schools organized SL as part of the academic curriculum, with 53% reporting mandatory participation. This reciprocal engagement between schools and their communities has occurred in …
Fostering Learning, Fun, And Friendship Among Students With Emotional And Behavioral Disorders And Their Peers: The So (Service-Learning Opportunities) Prepared For Citizenship Program, Howard S. Muscott
Disabilities
It’s like a colored cube. You try to put it together, you get so frustrated you want to throw it at the wall and smash it. But you have to take time; you have to cooperate with it. You have to make it go the way it needs to go. When you finally do it, you’re like, man, I’m kind of glad I didn’t throw it at the wall and smash it. So I know how to do what I need to do now. I know what I need to do to make this cube work. And sometimes life is …
Teaching Character Education To Students With Behavioral And Learning Disabilities Through Mentoring Relationships, Howard S. Muscott, Sara Talis O'Brien
Teaching Character Education To Students With Behavioral And Learning Disabilities Through Mentoring Relationships, Howard S. Muscott, Sara Talis O'Brien
Disabilities
Despite nation-wide efforts to implement character education programs in schools, there is no research that specifically examines the effectiveness of these programs on students with behavioral and learning disabilities. SO (Service-Learning Opportunities) prepared for citizenship, an inclusive after school program, was designed to enhance the character development of elementary students by teaching specific character traits including: (1) responsibility and self-control; (2) cooperation and teamwork; and (3) respect and appreciation of diversity through language arts and other activities. The program relies on high school and college mentors to introduce the curriculum to the children and build friendships. In this ethnographic study, …
Demonstration Project For People With Disabilities (Dppd): The Quality Assurance Component Of The Quality Management System, Demonstration Project For People With Disabilities
Demonstration Project For People With Disabilities (Dppd): The Quality Assurance Component Of The Quality Management System, Demonstration Project For People With Disabilities
Disabilities
This document contains a list of performance measurement areas to be used in the DPPD. This document is developing from left to right, so the content of the columns to the right are less developed than those on the left. The Performance Measures are being developed by the Quality Management Workgroup of the DPPD Stakeholder’s Advisory Committee.
Students With Special Needs Prove They Can Serve Too, National Helpers Network
Students With Special Needs Prove They Can Serve Too, National Helpers Network
Disabilities
No abstract provided.
Service Learning: A Creative Strategy For Inclusive Classrooms, Pamela J. Gent, Louis E. Gurecka
Service Learning: A Creative Strategy For Inclusive Classrooms, Pamela J. Gent, Louis E. Gurecka
Disabilities
The movement for full inclusion is often hindered by the lack of creative and alternative teaching methodologies in regular classrooms. Service learning not only offers an alternative to traditional classroom teaching methods, it is also a vehicle to provide inclusive community based instruction, to promote the development of communities and to provide functional skills training. This paper defines service learning and its components while also discussing applicability of service learning for all students.
National And Community Service: Challenges And Opportunities For People With Disabilities To Volunteer In America, Glen W. White
National And Community Service: Challenges And Opportunities For People With Disabilities To Volunteer In America, Glen W. White
Disabilities
The recently implemented National and Community Service Act of 1990 calls for Americans of all race, age, ability, and economic status to return to service in their community. To help facilitate this call to service, the National Commission on Community Service has allocated approximately 70 million dollars in grants. The Act focuses on the involvement of youth, including those who are economically disadvantaged and with disabilities. This paper discusses the challenges and opportunities faced by community service program planners and disability organizations, in their efforts to integrate volunteers with disabilities in service to the community. The paper concludes with a …
Do Adolescents Help And Share?, Darcy Miller
Do Adolescents Help And Share?, Darcy Miller
Disabilities
Although developmental and social psychologists have studied prosocial behaviors for the past twenty years, its occurrence in adolescents has received little attention. In the present paper, observational and self-report data were collected on 37 nonhandicapped and handicapped (behaviorally disordered) adolescents in public school settings. Helping, sharing, cooperating, comforting, defending, donating, and rescuing were the prosocial behaviors investigated. The adolescents with handicaps displayed significantly more prosocial behavior than did their nonhandicapped peers. However, the nonhandi- capped adolescents perceived themselves as engaging more frequently in pro-social behavior than did their handicapped peers.The teachers of the handicapped adolescents used a prosocial teaching style …
Mainstreamed Students Doing Community Services: The Positive Effects, Joanne Urgese
Mainstreamed Students Doing Community Services: The Positive Effects, Joanne Urgese
Disabilities
Since the enactment of public law 94-142 in 1975, public schools have been searching for ways to extend the opportunities for their handicapped students to receive more of their education with nonhandicapped peers. While looking for ways to do this they have also been concerned with the outcomes such placement would have on the students in such areas as social adjustment and academic achievement. The Shoreham-Wading River Middle School has had a program in place since 1973 which responds to this need. This program, called community service, is most effective in promoting positive mainstreaming in both the area of social …
Curriculum For Caring: Service Learning With Behaviorally Disordered Students, Abe Nicolaou, Larry K. Brendtro
Curriculum For Caring: Service Learning With Behaviorally Disordered Students, Abe Nicolaou, Larry K. Brendtro
Disabilities
The difficulty that seriously emotionally disturbed persons experience in forming or maintaining effective interpersonal relationships is an almost universal component of federal and state definitions for this disability. Yet, in the face of this impediment in the social domain, our curricular approaches in behavior disorders have been almost exclusively individualistic. While we are able to document our successes in instructing to precisely measured objectives, we too often have fallen short of the goal of instilling prosocial, responsible, caring interpersonal behavior in troubled children and adolescents.
Nonhandicapped Peers As Tutors Of Severely Behaviorally Disordered Students, William Stainback, Susan Stainback
Nonhandicapped Peers As Tutors Of Severely Behaviorally Disordered Students, William Stainback, Susan Stainback
Disabilities
Peer tutoring is not a new concept and there are a number of excellent reviews of research on the topic (Ehly & Larsen, 1980; Strain. 1981). However, there is little or no literature that directly relates nonhandicapped peer tutoring to the integration of severely behaviorally disordered students into regular schools. It is important that this void in the literature be corrected since increasing numbers of severely behaviorally disordered students are being integrated into regular neighborhood public schools. Many of these students require individual help with a wide array of rather ordinary behaviors such as staying on tasks, finding their way …