Education Commons^™

Homework Plans: A Tool For Promoting Independence, Patricia Hampshire, Gretchen Butera, Jack Hourcade

Jack Hourcade

With long brown braids and a huge smile, Kelly is a 12-year-old sixth grader attending an intermediate school in a large suburban community. Kelly is currently receiving special education services to address academic and behavioral learning needs. When given extended time and reminded (sometimes repeatedly) to think about what she has to do, Kelly usually completes at least part of her school and homework assignments.

At school, Kelly spends the majority of her day in the general education classroom. Debbie, her general education teacher, works hard to include Kelly in daily classroom activities. Kelly's special education teacher, Tina, works with …

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Jack Hourcade

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.

Enhancing Language Learning Opportunities In Family Contexts For Young Learners With Or At Risk For Communicative Developmental Delay: An Initial Investigation, Juli Lull Pool, Deborah Russell Carter, Jack J. Hourcade

Jack Hourcade

Though the early years of life are critical for any child, this period may be especially crucial for young children who are at risk for or presently evidencing developmental delays. Bruder (2001) offered several rationales for the provision of early intervention. First, the earlier that children with such issues are identified and provided services, the greater the likelihood that the child will benefit. Early intervention services can reduce or eliminate developmental delays, moving children out of a risk category (e.g., from “Delayed” to “Typically developing”) (Glascoe, 2005). In addition to these immediate effects, early intervention can have a significant impact …

A Review Of Assistive Technology And Writing Skills For Students With Physical And Educational Disabilities, Howard Parette, Jack Hourcade, George Peterson-Karlan

Jack Hourcade

In recent years effective instruction in reading for learners with physicaland educational disabilities has received great attention in the schools.However, instruction in the corollary skill of writing has received considerably less emphasis. This review paper notes that through the use of assistive technology, students with a variety of physical and educationaldisabilities can learn to effectively (a) plan and organize their writing,(b) draft and transcribe their work, and (c) edit and revise their narrativeand expository writing.With teachers increasingly being held accountable for the development ofliteracy skills in all students, including those students with physical and educational disabilities, schools are paying substantial …

Assistive Technology User Groups And Early Childhood Educators, Howard P. Parette, Jack J. Hourcade, Craig Blum, Emily H. Watts, Julia B. Stoner, Brian W. Wojcik, Shannon B. Chrismore

Jack Hourcade

This article explores the potential of User Groups as a professional development venue for early childhood educators in developing operational and functional competence in using hardware and software components of an Assistive Technology (AT) Toolkit. User Groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact …

Providing Assistive Technology Information To Professionals And Families Of Children With Mrdd: Interactive Cd-Rom Technology, Jack Hourcade, Parette

Jack Hourcade

This article discusses the assistive technology training needs of families and provides an overview of the instructional CD-ROM, "Families, Cultures, and AAC". This CD-ROM is designed to provide information about assistive technology, especially augmentative and alternative communication, to both professionals and families through an engaging multimedia format.

Family And Cultural Alert! Considerations In Assistive Technology Assessment, Jack Hourcade, Howard Parette, Mary Huer

Jack Hourcade

Discusses cultural and family factors to consider when evaluating a student with disability for assistive technology devices, and the need to involve families in decisions about the uses of the devices. The need to be sensitive to family needs for acceptance and to be aware of cultural differences is discussed.

The Family Physician's Role With Parents Of Young Children With Developmental Disabilities, Howard Parette, Jack Hourcade, R. Brimberry

Jack Hourcade

Technological advances, coupled with recent federal legislation targeting young children who have developmental disabilities, will increasingly necessitate an expanded role of the family physician in the lives of these children and their families. Of particular importance is Public Law 99-457, the Education of the Handicapped Act Amendments of 1986, which recognizes the importance of the family unit in any intervention methodology that may be provided. This legislation also notes that the active involvement of the family's physician is desirable when designing services appropriate for children with developmental disabilities and their families. Providing support and optimizing positive family interactions are crucial …

Writing For Publication, Jack Hourcade, Holly Anderson

Jack Hourcade

After our mathematics or science education research project has been completed, it is natural for us to wish to step back and catch our breath for a moment. However, there is still a critical step remaining in our scholarship. We must decide on a vehicle to share our new knowledge with others. There are many ways to disseminate our research results, including submitting project reports and presenting at professional meetings. However, for most of us, the scholarly vehicle of choice remains a professional journal.

Cultural Sensitivity In Technology Selection, Jack Hourcade, Holly Anderson

Jack Hourcade

No abstract provided.

The Importance Of Teacher Literacy: A Survey Of Educators, Holly Anderson, Jack Hourcade

Jack Hourcade

No abstract provided.

Designing Effective Online Educational Literature Searches: Procedures For Content Analysis And Validation, Robert Sandieson, Jack Hourcade, Val Sharpe

Jack Hourcade

Knowing the existing research literature has become important for anyone involved with education, informed research, policy, and practice rests on an understanding of unfiltered original source material. Although there has been a proliferation of research studies which are now easily accessible through online resources, being able to find information on specific topics is proving to be a challenge even for experienced researchers. This chapter describes a procedure which first identified field-specific terminology associated with original source material. The parallel terms used in the ERIC database to code the same material was then found. The resulting parallel list of ERIC keywords …

Self-Monitoring And Psychological Type: A Social Cognitive Information-Processing Model, Jerome Tobacyk, Eva Driggers, Jack Hourcade

Jack Hourcade

The relationship between two personality typologies, self-monitoring and psychological type, were studied. The 18-item Self-Monitoring Scale and the MBTI were completed by 101 university students. As hypothesized, extraversion, intuition, sensing, and perceiving were significantly associated with high self-monitoring. Conversely, as hypothesized, introversion, sensing, and judging were significantly associated with low self-monitoring. The results were consistent for MBTI analyses based on both type categories and on continuous scores. It appears that the perceptual/cognitive information processing preferences associated with extraversion, intuition, and perceiving complement high self-monitoring, while the processing preferences associated with introversion, sensing, and judging complement low self-monitoring.

Special Education Professionals And Assistive Technology: Requirements For Preparation In A Digital Age, George Peterson-Karlan, Jack Hourcade, Howard Parette, Brian Wojcik

Jack Hourcade

This article presents contextual background for the preparation of teachers to effectively use assistive technology (AT) with students with disabilities. A brief description of student uses of technology is presented, noting how students have changed in their understanding and use of information technologies. The role of AT is then presented, linking the role of special education professionals in today’s schools with current teacher preparation practices. Discrepancies are noted between what is needed to best serve Digital Age students in the schools, and the manner and extent to which teachers are prepared. Using existing standards and addressing emerging AT training needs, …

Schools In The 21st Century: Changes And Implications For Boys, Holly Anderson, Jack Hourcade

Jack Hourcade

Over the past decade many have written on an emerging “crisis for boys” in the nation’s schools (e.g., Gurien, Henley, & Trueman, 2001; Sommers, 2000; Pollack, 1998; Sax; 2005). Although perspectives vary widely regarding the extent to which boys may be disadvantaged academically and behaviorally in the classroom, questions of substance persist concerning potential mismatches in the inherent nature and needs of boys relative to contemporary school structures and practices.

Using Assistive Technology Focus Groups With Families Across Cultures, Parette, Mary Huer, Jack Hourcade

Jack Hourcade

While numerous approaches exist to gather information from families having cultural and linguistically diverse backgrounds and who have children with developmental disabilities, the use of assistive technology (AT) focus groups holds great promise for professionals. This article provides an overview of a process that can be implemented in school settings by professionals who desire to understand the unique AT needs of families with cultural and linguistically diverse backgrounds. Specifically, a four-phase strategy is presented for collecting information from families regarding their perceptions of school professionals, appropriateness of their child's interventions, and other important attitudes that families might have toward various …

A History Of Augmentative And Alternative Communication For Individuals With Severe And Profound Disabilities, Jack Hourcade, Tami Pilotte, Elizabeth West, Parette

Jack Hourcade

Augmentative and alternative communication (AAC) is a prominent component in the development of support services for individuals with disabilities, especially those with severe disabilities. In this article we provide an overview of the historical development of AAC services, tracing their evolution over the past half-century through four specific themes: social change and legislation, assessment, intervention, and family and cultural issues.

Let Us Not Talk Falsely Now, For The Hour Is Getting Late: An Acknowledgment Of Realpolitik, Jack Hourcade, R. Brimer, Howard Parette

Jack Hourcade

No abstract provided.

Disability Etiquette And School Counselors: A Common Sense Approach Towards Compliance With The Americans With Disability Act, Howard Parette, Jack Hourcade

Jack Hourcade

Describes an approach that may aid school counselors in attending to the needs of disabled students. Impact of the 1990 Americans With Disabilities Act on schools; Historical overview of discriminatory acts in the United States; Guide questions; Common courtesies that need to be extended to the disabled.

Cooperative Teaching: Pictures Of Possibilities, Jeanne Bauwens, Jack Hourcade

Jack Hourcade

Cooperative teaching, in which a general educator and a special services provider (e.g., a special educator, Chapter 1 teacher, speech and language therapist) teach together simultaneously in a general education classroom composed of academically heterogeneous students, has rapidly emerged as an effective way to facilitate the inclusion of students with diverse curricular and instructional needs. In this article we provide an overview of cooperative teaching, note problems experienced by some participants moving into cooperative teaching, and offer practical suggestions for enhancing the effectiveness of cooperative teaching.

Degree Of Involvement And Young Children With Cerebral Palsy, Howard Parette, Jack Hourcade, R. Brimer

Jack Hourcade

Studies of the degree of involvement (DOI) and its relationship to therapeutic intervention effectiveness and related services for young children with cerebral palsy were reviewed. Three dimensions of DOI: (1) brain damage and mental retardation, (2) functional motor ability, and (3) emotional disturbance and behavior problems were reviewed. The literature suggests little consensus regarding the conceptualization of DOI.

Instructional And Communication Tools: Rss Feeds, Holly Anderson, Constance Pollard, Jack Hourcade

Jack Hourcade

The digital revolution has created a unique generation of technologically sophisticated college students. Known as Generation Y, today’s college students are children of the post World War II Baby Boomers, comprising America’s largest demographic group (Rockler-Gladen, 2006). These students enter the university possessing unprecedented ease with computers and associated technologies, having been immersed in an electronic world from birth. Few have any memory of life without computers, cell phones, and digital music (Rockler-Gladen, 2006). For college students in the 21st century, these technologies have become as ordinary and as fundamental to daily routines as the telephone or television were to …

Assistive Technology For Students With Mild Disabilities: What’S Cool And What’S Not, Howard Parette, Brian Wojcik, George Peterson-Karlan, Jack Hourcade

Jack Hourcade

Professionals on IEP teams increasingly are considering the potential contributions of assistive technology as they develop programs for students with disabilities. However, a significant technological “generational gap” may exist between the members of these teams and the young people they seek to serve, as the quality and quantity of student interactions with technology may differ dramatically from those of IEP team members. This gap may manifest itself in the selections of technology that may impair social acceptance of students with disabilities by their peers, or that students will not use. In this paper we suggest a variety of both low-tech …

Assistive Technology Training For Parents Of Students With Disabilities, Howard Parette, Jack Hourcade

Jack Hourcade

No abstract provided.

Nursing Attitudes Toward Geriatric Alcoholism, Howard Parette, Jack Hourcade, P. Parette

Jack Hourcade

Nurses play a critical role in public education regarding the assessment of medical problems related to alcoholism or alcohol abuse. Nurses must assess their personal attitudes toward the disease concept of alcoholism before they can effectively provide services to geriatric patients who are alcoholics or who abuse alcohol. Among the geriatric population, there is a constellation of medical problems related to alcoholism and alcohol abuse. Potentially dysfunctional attitudes exist among nurses and other health-care professionals who are involved in the provision of medical care to geriatric patients who have alcoholism or who abuse alcohol.

Family-Centered Decision Making In Assistive Technology, Parette, Alan Vanbiervliet, Jack Hourcade

Jack Hourcade

Throughout the country, school teams increasingly are adopting culturally sensitive family centered practices in planning for assistive technology (AT) for children with disabilities. Over the past two decades evolving research has revealed the importance of considering family and cultural issues when planning AT interventions for children with disabilities and their families. This paper presents an overview of selected family and cultural issues, and suggests ongoing questions. The potential for interactive multimedia in helping teams and families make AT decisions is reviewed. The paper concludes with a description of a newly available interactive CD-ROM designed to provide to both families and …

Cooperative Teaching: A Model For General And Special Education Integration, Jeanne Bauwens, Jack Hourcade, Marilyn Friend

Jack Hourcade

A variety of social and educational forces are resulting in significant changes in the traditionally dichotomous relationship between general and special education. One service delivery model that may be especially useful for reducing the gap between the two delivery systems is cooperative teaching, in which general and special educators work in a systematic and coordinated fashion in educationally integrated settings. This article describes cooperative teaching and outlines various arrangements through which it might be implemented.

Developmental Screening: A Review Of Contemporary Practice, Juli Pool, Jack Hourcade

Jack Hourcade

The early years of childhood are critical for optimal development of a variety of skills. The accurate and efficient identification of potential delays in, or issues with child development, is essential in identifying those children most in need of early intervention services. Screening procedures are designed to identify children who appear at risk for these delays or issues, with the children then more completely and comprehensively evaluated. Unfortunately, screening procedures during the preschool years remain nonsystematic, inefficient, and/or prohibitively expensive. This is especially unfortunate in that the data clearly suggest that children with developmental issues or delays who are identified …

Collaboration In The Schools: Enhancing Success For Students With Developmental Disabilites, Jack Hourcade

Jack Hourcade

No abstract provided.

Relative Effectiveness Of Three Methods Of Reading Instruction In Developing Specific Recall And Transfer Skills In Learners With Moderate And Severe Mental Retardation, Stuart Barudin, Jack Hourcade

Jack Hourcade

The relative effectiveness of 3 instructional procedures (sight word, fading, tactile-kinesthetic) in teaching 32 students (age 9-20) with moderate to severe mental retardation to read a series of monosyllabic words was investigated. No one experimental condition was superior to the others, and no skill acquisition differences were found in reading untaught words.