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Full-Text Articles in Education
Discipline Policies And Preschool Special Education Students' Personal-Social Skills, Amanda L. Tamagni, Andrea M. Wilson
Discipline Policies And Preschool Special Education Students' Personal-Social Skills, Amanda L. Tamagni, Andrea M. Wilson
Journal of Educational Research and Practice
Preschool special education students’ lack of personal–social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal–social skills of preschool special education students within the focus district. Data collection included archived personal–social skills scores, as measured by the Battelle Developmental Inventory–2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools’ discipline policies using the Teaching and Guidance …
Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut
Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut
Journal of Educational Research and Practice
This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.
An Investigation Of “Circle Of Friends” Peer-Mediated Intervention For Students With Autism, Mary Schlieder, Nancy Maldonado, Beate Baltes
An Investigation Of “Circle Of Friends” Peer-Mediated Intervention For Students With Autism, Mary Schlieder, Nancy Maldonado, Beate Baltes
Journal of Sustainable Social Change
The dramatic rise in children diagnosed with autism spectrum disorder (ASD) is accompanied by a substantial increase in public school inclusion. A growing body of research supports the need for teachers proficient in evidence-based practices to support such students. One strategy involves using peer support networks like Circle of Friends (CoF) for ASD adolescents. A collective case study was used to investigate experiences of stakeholders relative to a CoF community. Four themes emerged from a cross-case analysis: the influence a CoF partnership initiative has on inclusion, social skills improvement, empowerment, and sense of wellbeing. For the purposes of this article, …