Education Commons^™

Making Co-Teaching A Mainstreaming Strategy, Jeanne Bauwens, Jack Hourcade

Jack Hourcade

Examines cooperative teaching as one structure for collaborative programming in the United States. Implementation considerations; Suggestions for problem solving; Use of interpersonal skills.

Family Issues And Assistive Technology Needs: A Sampling Of State Practices, Howard Parette, Jack Hourcade

Jack Hourcade

A survey of 28 Individuals with Disabilities Education Act Part H coordinators throughout the nation investigated current assessment practices used to prescribe augmentative and alternative communication devices for young children with disabilities. Few respondents reported that they provided training "to a great extent" in the uses of the devices for the child or family.

Funding Assistive Technology And Related Health Services In Service Settings, Crystal Kemp, Howard Parette, Jack Hourcade

Jack Hourcade

In 1997, amendments to the Individuals with Disabilities Education Act required IEP/IFSP teams in service settings (e.g., child care programs, schools) to consider whether a child requires assistive technology (AT) devices and services in order to receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE). AT includes augmentative and alternative communication (AAC) systems (from simple communication boards and wallets to sophisticated electronic communication devices), mobility aids (from long white canes for students with visual impairments to powered wheelchairs), and computer-based devices such as adapted keyboards, touch windows, and speech recognition systems. However, securing the funding …

Cooperative Teaching: The Renewal Of Teachers, Jack Hourcade, Jeanne Bauwens

Jack Hourcade

Little has affected American education as dramatically as the growing sense that the way education has been structured in the past is less than adequate today and will be even more inadequate in the future. The increasing cultural, linguistic, academic, and behavioral diversity of America’s classrooms is challenging long established approaches to curriculum and instruction. In terms of cultural and linguistic diversity, the state of California may be the best example of what America will look and sound like in the future. As of 1997, students with limited English proficiency composed 25 percent of California’s total school population, up from …

School-Based Sources Of Stress Among Elementary And Secondary At-Risk Students, Jeanne Bauwens, Jack Hourcade

Jack Hourcade

Studies school-based sources of stress among elementary and secondary students. Background information on stress in children; Participants; Interview; Demographics; Sources of stress; Implications.

Building An Initial Information Base: Assistive Technology Funding Resources For School-Aged Students With Disabilities, Crystal Kemp, Jack Hourcade, Howard Parette

Jack Hourcade

Due in large part to the 1997 amendments to the Individuals with Disabilities Education Act (IDEA), individualized education program (EP) teams increasingly are identifying assistive technology (AT) for students with disabilities to ensure the provision of free appropriate public education (FAPE) in the least restrictive environment (LRE). Though this law requires that AT must be considered when developing the EEP of a student with a disability, the high costs of AT devices and services may lead some IEP teams to conclude that such technology is not accessible.

IDEA remains the primary funding source for assistive technology that is identified as …

Hey, Would You Just L.I.S.T.E.N.?, Jeanne Bauwens, Jack Hourcade

Jack Hourcade

No abstract provided.

Using Animation In Microsoft Powerpoint To Enhance Engagement And Learning In Young Learners With Developmental Delay, Howard Parette, Jack Hourcade, Craig Blum

Jack Hourcade

Over the past decade, a wide array of instructional technology applications have found their way into early intervention settings (Anderson, Grant, & Speck, 2008; Parette, Blum, Boeckmann, & Watts, 2009; Siraj-Blatchford & Whitebread, 2003). Of particular importance to young learners who evidence developmental delays or are at risk for school failure are those technologies with the potential to more effectively teach basic emergent literacy skills such as the following: Phonemic awareness (Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2010). Alphabetic principle (Travers, 2010). * Word recognition (Hitchcock & Noonan, 2000). Alliteration (Blum & Watts, 2008). Comprehension (Blok, Oostdam, Otter, & Overmaat, …