Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Dir Floortime Therapy, Rebecca C. Matheson
Dir Floortime Therapy, Rebecca C. Matheson
LC Journal of Special Education
DIR Floortime Therapy is a social pragmatic approach used to help children with autism develop stronger verbal and social skills. Dr. Stanley Greenspan determined there were six milestones all children must master in order to develop appropriate language and social skills. DIR Floortime Therapy engages with the child through play in order to create a naturalistic environment that helps children achieve these milestones. While the approach is not evidence based, several studies have been conducted using DIR Floortime Therapy to strengthen language and social skills in young children with autism. The majority of these studies found a greater increase in …
Risk, Families, And Interventions In Early Childhood Special Education, Angela Deeds
Risk, Families, And Interventions In Early Childhood Special Education, Angela Deeds
LC Journal of Special Education
The purpose of this paper is to provide a comprehensive review of key characteristics of early childhood special education and early intervention services. This paper seeks to explain key concepts that will aid professionals in their daily interactions with students, families, other professionals, and the outside community. The major topics that will be addressed are the determination of risk in ECSE, types of interventions used with young children with disabilities, and the family as an important collaborator in providing ECSE and EI services. The paper will then conclude with a discussion that addresses the salient point of the article and …
Non-Responders: Current Findings In Reading Instruction As Related To Students Unresponsive To Early Intervention, Susan E. Sperduto
Non-Responders: Current Findings In Reading Instruction As Related To Students Unresponsive To Early Intervention, Susan E. Sperduto
LC Journal of Special Education
Questions still remain about whether or not current research – based reading instruction is effective for all students. There is a population of students that continue to struggle to learn how to read despite the use of research – based instruction. This population of students has been termed “non – responders” or “treatment resisters.” The emphasis on research – based reading instruction has promoted an increase of reading levels among students in the United States; however, the limited amount of research on the needs of students who are non – responder has yielded mixed reviews. The following paper will address …