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- Inclusive education (11)
- Special education (10)
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- Service delivery (5)
- Paraeducators (4)
- Complex Instruction (3)
- Physical therapy (3)
- Preschool (3)
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- Charter Management Organizations (2)
- Charter schools (2)
- Deaf-blindness (2)
- Instruction (2)
- Occupational therapy (2)
- Qualitative (2)
- Refugee (2)
- Special Education (2)
- Speech-language pathology (2)
- Autism (1)
- Behavior support (1)
- Change (1)
- Collaboration (1)
- Collaborative teamwork (1)
- Critical Race Theory (1)
- Cultural and Linguistic Diversity (1)
- Curriculum (1)
- Desensitization (1)
- Developmental disabilities (1)
Articles 1 - 30 of 32
Full-Text Articles in Education
#Blackatcmo: Challenging Charter Schools Through Youth Instagram Counterstories, Madhu Narayanan, Matthew S. Mccluskey
#Blackatcmo: Challenging Charter Schools Through Youth Instagram Counterstories, Madhu Narayanan, Matthew S. Mccluskey
College of Education and Social Services Faculty Publications
As protests flared in 2020, BIPOC students took to Instagram to voice their experiences at “no-excuses” Charter Management Organizations (CMOs). Such schools have presented a discourse of high achievement and social justice. Yet, in the span of a few weeks, hundreds of posts on Instagram offered rarely-heard counter-narratives of the experience of being BIPOC at such schools. This paper analyzes how social media posts combine online discourse and youth culture to provide insight into the racialized experience of schooling. We argue this social movement challenges the legitimacy of CMOs and their authority to teach children of color.
Leave Like A Champion: Teacher Embeddedness And Turnover At An Urban “No-Excuses” Charter Management Organization, Matthew S. Mccluskey
Leave Like A Champion: Teacher Embeddedness And Turnover At An Urban “No-Excuses” Charter Management Organization, Matthew S. Mccluskey
College of Education and Social Services Faculty Publications
Teacher turnover remains considerably higher at Charter Management Organizations (CMOs), despite initially high perceptions of fit at the time of hire. Grounded in an emerging branch-off of job embeddedness theory—teacher embeddedness—this multi-site case study of one urban CMO used interviews of departed teachers and principals and focus groups of new and veteran teachers to determine the predominating factors of reduced feelings of embeddedness and, ultimately, turnover. Findings indicate that teacher embeddedness is threatened by methods the CMO has proliferated as “best practice” and factors researchers have empirically correlated with turnover.
Revisiting The Synergy Among Values, Logical Practices, And Research: The Three Musketeers Of Effective Inclusive Education, Michael F. Giangreco
Revisiting The Synergy Among Values, Logical Practices, And Research: The Three Musketeers Of Effective Inclusive Education, Michael F. Giangreco
College of Education and Social Services Faculty Publications
The motto of the Three Musketeers is legendary, “All for one and one for all!” The result of their unity was triumph! To triumph in the realm of meaningful and effective education, we too need to rely on an inseparable triumvirate: values, logical practices, and research. The order in which this trio is presented is purposeful. Effective education begins with values and proceeds to logical practices. Research informs the selection of our logical practices and helps us determine their effectiveness and impact.
Early Childhood Special Education In A Refugee Resettlement Community: Challenges And Innovative Practices, Jennifer J. Hurley, Rachel A. Warren, Rebecca D. Habalow, Lauren E. Weber, Sarah R. Tousignant
Early Childhood Special Education In A Refugee Resettlement Community: Challenges And Innovative Practices, Jennifer J. Hurley, Rachel A. Warren, Rebecca D. Habalow, Lauren E. Weber, Sarah R. Tousignant
College of Education and Social Services Faculty Publications
There has been a significant increase in the number of children who are culturally and linguistically diverse (CLD) who qualify for early childhood special education (ECSE) services (Banerjee & Guiberson, 2012). The current study investigates the challenges and innovative practices in the evaluation and (ECSE) services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: …
Social Validity Assessment In Social Competence Interventions For Preschool Children: A Review, Jennifer J. Hurley
Social Validity Assessment In Social Competence Interventions For Preschool Children: A Review, Jennifer J. Hurley
College of Education and Social Services Faculty Publications
Social competence intervention studies published from 1970 to 2008 for preschoolers were reviewed for reports of social validity assessment. Analysis of 90 studies indicated that nearly 27% (n=24) of studies reported at least one measure of social validity assessment for: the goals (n=7), procedures (n=8), or effects (n=19). The methods used for these assessments were described including information about the participants, time of assessment and results. Trends in the rate of social validity assessment, methodological concerns and recommendations for further social validity assessments are discussed.
Educating Students With Disabilities In Regular Classes, Michael F. Giangreco, Mary Beth Doyle, Daniela Lucangeli
Educating Students With Disabilities In Regular Classes, Michael F. Giangreco, Mary Beth Doyle, Daniela Lucangeli
College of Education and Social Services Faculty Publications
This article addresses a subset of critical issues pertaining to including students with developmental disabilities in general education class including: (a) classroom environment, (b) teacher engagement, (c) curriculum adaptation strategies, (d) peer supports, and (e) self-determination.
Use Of The Pyramid Model For Supporting Preschool Refugees, Jennifer J. Hurley, Saveta Saini, Rachel A. Warren, Alissa J. Carberry
Use Of The Pyramid Model For Supporting Preschool Refugees, Jennifer J. Hurley, Saveta Saini, Rachel A. Warren, Alissa J. Carberry
College of Education and Social Services Faculty Publications
Response to Intervention (RtI) is being applied to early childhood settings for the support of positive behavior and social development through the Pyramid Model (Fox, Carta, Strain, Dunlap & Hemmeter, 2010). This qualitative study assessed the use of the Pyramid Model for preschool aged refugee children living in a refugee resettlement community. Many young refugee children have experienced trauma (George, 2010) and some experience behavior and social challenges (Almqvist & Brandell-Forsberg, 1997). Twenty-five preschool service providers were interviewed about their use of the Pyramid Model for the support of preschool refugee students. Themes to be shared include how ECEs are …
Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco
Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco
College of Education and Social Services Faculty Publications
This sabbatical final report describes the preparation, activities, and initial outputs of a three month sabbatical journey to Italy in Fall 2011. Over the past two decades, educating students with disabilities in inclusive classrooms, alongside their peers without disabilities, has increasingly become a focus of global attention and advocacy (Ferguson, 2008; Vislie, 2003). In part, this has been evidenced internationally through the development and ratification of the Salamanca Agreement (UNESCO, 1994) and Article 24 (Education) of the Convention on the Rights of Persons with Disabilities (United Nations, 2006). These international accords strongly favor inclusive education for children and youth with …
Final Report: Project Evolve (Expanding And Validating Options For Learning Through Variations In Education)., Michael Giangreco
Final Report: Project Evolve (Expanding And Validating Options For Learning Through Variations In Education)., Michael Giangreco
College of Education and Social Services Faculty Publications
Final Report of Project EVOLVE (Expanding and Validating Options for Learning in Education). The project developed and field-tested alternatives to inappropriate utilization or overreliance on paraprofessionals.
Including Students With Disabilities In The Classroom, Michael Giangreco
Including Students With Disabilities In The Classroom, Michael Giangreco
College of Education and Social Services Faculty Publications
No abstract provided.
Instructional Strategies, Michael Giangreco, Lia Cravedi
Instructional Strategies, Michael Giangreco, Lia Cravedi
College of Education and Social Services Faculty Publications
No abstract provided.
Assisting Students Who Use Wheelchairs: Guidelines For School Personnel, Michael Giangreco, Irene Mcewen, Fox Timothy, Doeborah Lisi-Baker
Assisting Students Who Use Wheelchairs: Guidelines For School Personnel, Michael Giangreco, Irene Mcewen, Fox Timothy, Doeborah Lisi-Baker
College of Education and Social Services Faculty Publications
No abstract provided.
Getting The Most Out Of Support Services, Susan W. Edelman, Michael F. Giangreco, Ruth Dennis, Patricia Prelock, Marie Macleod, Marie-Christine Potvin
Getting The Most Out Of Support Services, Susan W. Edelman, Michael F. Giangreco, Ruth Dennis, Patricia Prelock, Marie Macleod, Marie-Christine Potvin
College of Education and Social Services Faculty Publications
No abstract provided.
Dottie’S Story: Teaching Complex Instruction, Charles Rathbone, Dottie Olio
Dottie’S Story: Teaching Complex Instruction, Charles Rathbone, Dottie Olio
College of Education and Social Services Faculty Publications
Analyzing the structures that frame classroom interactions and learning, and designing, implementing, and analyzing a Complex Instruction (CI) rotation were two requirements for completion of the senior seminar I taught to elementary education majors from 2002-2009. Dottie’s Story relates how the seminar was organized and how one student, Dottie, implemented and reflected upon her learning and the learning of her students. Upon reading this paper, the reader will have a good understanding of how undergraduates were taught CI. We see the various steps of Dottie’s progress through her reflective journal and note the academic and social effects of her work …
Reflections On The Practicality Of Good Theory, Charles Rathbone, Bethany Brodeur, Jennifer Kennison
Reflections On The Practicality Of Good Theory, Charles Rathbone, Bethany Brodeur, Jennifer Kennison
College of Education and Social Services Faculty Publications
Jennifer Kennison noticed something different about the way her high school chemistry students were working together during Complex Instruction rotation. Her attention to the change in her students’ learning caused me to think about how Elizabeth Cohen’s often referenced Kurt Lewin’s comment “There is nothing so practical as a good theory.” As a result, I decided to ask two students who were teaching CI rotations if they would be interested in working together on a conference presentation that looked at their work through the eyes of Lewin’s dictum. They would take on responsibility for documenting and writing about their CI …
Final Report: Paraprofessional Support Of Students With Disabilities In General Education, Michael F. Giangreco
Final Report: Paraprofessional Support Of Students With Disabilities In General Education, Michael F. Giangreco
College of Education and Social Services Faculty Publications
This final report provides information about a model demonstration project (CFDA 84.324M) funded by the U.S. Department of Education, Office of Special Education Programs. The project titled, Paraprofessional Supports for Students with Disabilities in General Education Settings, was awarded to the Center on Disability and Community Inclusion (UCEDD) at the University of Vermont and operated between October 1998 and September 2003. This project addressed an important need of national significance, namely the development, implementation, and evaluation of a model to advance the effective use of paraprofessionals to support students with disabilities in general education classes. The model includes a ten …
Guidelines For Selecting Alternatives To Overreliance On Paraprofessionals, Michael F. Giangreco, Stephen M. Broer Psyd
Guidelines For Selecting Alternatives To Overreliance On Paraprofessionals, Michael F. Giangreco, Stephen M. Broer Psyd
College of Education and Social Services Faculty Publications
The Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals is a field-tested schhol-based planning process. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education and Rehabilitative Services under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (H324M02007), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this document reflect the ideas and positions of the authors and do not necessarily reflect the ideas or positions of the U.S. Department of Education; therefore, no official endorsement …
Alternatives To Overreliance Or Inappropriate Utilization Of Paraprofessionals In Special Education, Michael F. Giangreco, Stephen M. Broer Psyd
Alternatives To Overreliance Or Inappropriate Utilization Of Paraprofessionals In Special Education, Michael F. Giangreco, Stephen M. Broer Psyd
College of Education and Social Services Faculty Publications
This article describes 12 alternatives to overreliance or Inappropriate utilization of paraprofessionals in special education based utilization in American schools. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education Programs, under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (Project EVOLVE, H324M02007), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this paper reflect the ideas and positions of the authors and do not necessarily reflect the ideas or positions of the U.S. Department of …
The Paraprofessional Conundrum: Why We Need Alternative Support Strategies, Michael F. Giangreco, Stephen M. Broer Psyd
The Paraprofessional Conundrum: Why We Need Alternative Support Strategies, Michael F. Giangreco, Stephen M. Broer Psyd
College of Education and Social Services Faculty Publications
This four-page article describes a conundrum facing schools utilizing paraprofessionals to support students receiving special education. It considers three factors: (a) asked to engage in teacher-type instructional roles, (b) trained and supervised for teacher-type instructional roles, and (c) compensation commensurate with teacher-type instructional roles across six combinations. Regardless of whether or not the factors are present or not it often leads to series of undesirable outcomes. The article suggest a series of alternatives.
Final Report: Model For Paraprofessional And Supervisor Training Designed To Meet The Needs Of Students With Disabilities In General Education Settings, Michael F. Giangreco
Final Report: Model For Paraprofessional And Supervisor Training Designed To Meet The Needs Of Students With Disabilities In General Education Settings, Michael F. Giangreco
College of Education and Social Services Faculty Publications
This final report provides information about a project of national significance funded by the U.S. Department of Education, Office of Special Education Programs. The project titled, Model for Paraprofessional and Supervisor Training Designed to Meet the Needs of Students with Disabilities in General Education Settings, was awarded to the Center on Disability and Community Inclusion (UCEDD) at the University of Vermont. The primary purpose of the project was to develop training materials that could be used to provide entry-level and more advanced training for paraeducators who assist in the delivery of special education in inclusive schools and classrooms. The project …
Making Groupwork Work: Ensuring Instructional Efficacy In The Student Teaching Internship Through The Implementation Of Complex Instruction, Charles Rathbone, Nancy Heffernan, Liza Howrigan, Gillian Kolodny
Making Groupwork Work: Ensuring Instructional Efficacy In The Student Teaching Internship Through The Implementation Of Complex Instruction, Charles Rathbone, Nancy Heffernan, Liza Howrigan, Gillian Kolodny
College of Education and Social Services Faculty Publications
No abstract provided.
A Guide To Schoolwide Planning For Paraeducator Supports, Michael F. Giangreco, Susan W. Edelman Edd, Stephen M. Broer Psyd
A Guide To Schoolwide Planning For Paraeducator Supports, Michael F. Giangreco, Susan W. Edelman Edd, Stephen M. Broer Psyd
College of Education and Social Services Faculty Publications
A Guide to Schoolwide Planning for Paraeducator Supports is a field-tested, schoolwide planning tool designed to improve the quality of paraprofessional supports offered in public schools to supports students with disabilities and other identified support needs. Support for the preparation of this article was provided by the United States Department of Education, Office of Special Education and Rehabilitative Services under the funding category, Model Demonstration Projects for Children and Youth with Disabilities, CFDA 84.324M (H324M980229), awarded to the Center on Disability and Community Inclusion at the University of Vermont. The contents of this paper reflect the ideas and positions of …
Guidelines For Making Decisions About I.E.P. Services, Michael F. Giangreco
Guidelines For Making Decisions About I.E.P. Services, Michael F. Giangreco
College of Education and Social Services Faculty Publications
The purpose of this booklet is to offer guidance for making decisions about IEP (Individualized Education Program) services for students with disabilities who are eligible for special education under the federal law called the Individuals with Disabilities Education Act, commonly referred to as IDEA. Included are special education and related services (e.g., occupational therapy, physical therapy, and psychological services). These guidelines are based on the IDEA, Vermont regulations, and research-based practices. They are designed to help IEP teams make thoughtful, comprehensive decisions supporting the education of students with disabilities, and enable them to consider important factors before, during, and after …
Related Services Research Project To Support The Education Of Students With Deaf-Blindness: Final Report., Michael Giangreco
Related Services Research Project To Support The Education Of Students With Deaf-Blindness: Final Report., Michael Giangreco
College of Education and Social Services Faculty Publications
This Final Report documents the activities and products of the . Related Services Research Project to Support the Education of Students with Deafblindness, a four-year research project funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. This report provides an introduction to the project followed by: (a) the project's objectives; (b) a conceptual framework and description of VISTA; (c) the research questions and studies conducted by project staff; (d) a bibliography of other project products; (e) major findings and continuing concerns; (f) dissemination and impact; (g) ongoing activities; and (h) an assurance of distribution.
Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney
Developing A Shared Understanding: Paraeducator Supports For Students With Disabilities In General Education, Michael Giangreco, Eileen Cichoskikelly, Linda Backus, Susan W. Edelman, Priscilla Tucker, Stephen M. Broer, Christopher Cichoskikelly, Pam Spinney
College of Education and Social Services Faculty Publications
In order for groups of people to become effective teams it is vital that they develop a shared understanding of the underlying beliefs, values, and principles that will guide their work together. This shared understanding evolves over time as members learn about each other, spend time together, and engage in the work of their group. Having a shared understanding provides a basic structure within which teams: • develop common goals; determine actions that will lead toward the attainment of their goals; ensure that their actions are consistent with their beliefs; and judge whether their efforts have been successful.
Related Services For Vermont's Students With Disabilities, Ruth E. Dennis, Susan W. Edelman Edd, Michael F. Giangreco, Ron Rubin, Peter W. Thoms
Related Services For Vermont's Students With Disabilities, Ruth E. Dennis, Susan W. Edelman Edd, Michael F. Giangreco, Ron Rubin, Peter W. Thoms
College of Education and Social Services Faculty Publications
The purpose of Related Services for Vermont’s Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Vermont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual’s content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP).
Vermont Interdependent Services Team Approach: A Guide To Coordinating Educational Support Services, Michael F. Giangreco
Vermont Interdependent Services Team Approach: A Guide To Coordinating Educational Support Services, Michael F. Giangreco
College of Education and Social Services Faculty Publications
Vermont interdependent services team approach: A guide to coordinating educational support services (VISTA) is a guide to coordinating educationally related services (e.g., physical therapy, occupational therapy, speech-language pathology) for students with disabilities in inclusive schools.
Project L.I.F.E. (Lifelong Impact From Education): Final Report., Michael Giangreco, Chigee J. Cloninger
Project L.I.F.E. (Lifelong Impact From Education): Final Report., Michael Giangreco, Chigee J. Cloninger
College of Education and Social Services Faculty Publications
Project L.I.F.E. (Lifelong Impact From Education) was a three year projectfunded from October 1, 1991 to December 31, 1994 by the United StatesDepartment of Education, Office of Special Education and RehabilitativeServices in the funding category: "Innovations for Educating Children andYouth with Deaf-Blindness in General Education Settings" (CFDA 84.025F).The purpose of Project L.I.F.E. was to develop, field-test, and disseminate acollaborative model that increases the capacity of neighborhood schools and local education agencies to provide appropriate educational services to children with deaf-blindness in general education settings and improve students' individually determined valued life outcomes. The final report includes: (a) goals and objectives …
Desensitization To Medical Examining Equipment Through Learner Control In A Child With Severe Mental Retardation, Michael Giangreco, William J. Keogh
Desensitization To Medical Examining Equipment Through Learner Control In A Child With Severe Mental Retardation, Michael Giangreco, William J. Keogh
College of Education and Social Services Faculty Publications
While the psychological literature is replete with examples of desensitization to phobic stimuli, few studies have documented successful interventions conducted with individuals identified as mentally retarded. The study describes desensitization to basic medical examining equipment in a youngster with severe mental retardation and autistic tendencies. Following desensitization to feared stimuli through the repeated exposure of baseline, intervention was initiated on the remaining feared stimuli through a learner control technique which combined modeling, behavioral rehearsal, and a variation of contact desensitization (Ritter, 1968). Results of a return-to-baseline design suggested that the medical examinations feared most by the child were of the …
Making Related Service Decisions For Students With Severe Handicaps In Public Schools: Roles, Criteria, And Authority, Michael Giangreco
Making Related Service Decisions For Students With Severe Handicaps In Public Schools: Roles, Criteria, And Authority, Michael Giangreco
College of Education and Social Services Faculty Publications
Students with severe handicaps frequently require related services from occupational therapists, physical therapists, or communication specialists to benefit from instruction. Effective delivery of related services requires the existence of a shared framework for decision-making among educators, related service personnel, and families. This framework may be broadly characterized by: (a) the roles served by related service professionals, (b) the criteria used to make related service decisions, and (c) the authority for making decisions. Differences between team members regarding roles, criteria, and authority perspectives may pose threats to the development of a shared framework, while similarities may provide foundations upon which to …