Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Special Education (5)
- Disabilities (4)
- Observation (4)
- High Schools (3)
- REFEREED PUBLICATIONS (3)
-
- Attitudes toward Disabilities (2)
- College Students (2)
- Community Colleges (2)
- Delivery Systems (2)
- Ethnography (2)
- Family Influence (2)
- Inclusion (2)
- Instruction (2)
- Interviews (2)
- Mental Retardation (2)
- Publications (2)
- School Culture (2)
- Special Needs Students (2)
- Student Needs (2)
- Teaching Methods (2)
- Values (2)
- Rome (New York State) (1)
- Academic Accommodations (Disabilities) (1)
- Academic achievement (1)
- Access to Education (1)
- Acquisition (1)
- American history (1)
- American sign language (1)
- Barriers (1)
- Case Studies (1)
Articles 1 - 16 of 16
Full-Text Articles in Education
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Connie L. Fulmer
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
The Acquisition Of Classifiers In American Sign Language, Rebecca Kantor
The Acquisition Of Classifiers In American Sign Language, Rebecca Kantor
Rebecca Kantor
The purpose of this study was to obtain data on the developmental stages that deaf children pass through in acquiring the adult form of pronominal classifiers in American Sign Language, by obtaining data on production, comprehension, and imitation from nine children aged three to eleven years. All nine children are congenitally, profoundly deaf and have deaf parents. In all cases classifiers were mastered much later than would be predicted from a timetable for signs with similar structure. Evidence was found for a developmental sequence and for acquisition strategies similar to those that have been identified for hearing children learning a …
Communicative Interaction: Mother Modification And Child Acquisition Of American Sign Language, Rebecca Kantor
Communicative Interaction: Mother Modification And Child Acquisition Of American Sign Language, Rebecca Kantor
Rebecca Kantor
The communicative interaction in American Sign Language (ASL) of two deaf mothers with their deaf children was studied at 3-week intervals for 10 months to find what modification, if any, the mothers made in their language utterances addressed to the children (12–20 and 20–30 months old). As was hypothesized, and has been shown of hearing-speaking mothers’ language, modification in the direction of simplified and more linear language was found. Special attention was paid to POINTing behavior (i.e. pointing gestures constrained by the linguistic rules of ASL) and to verb “modulation” or inflection (changes from ASL citation forms to mark the …
Listening To Their Voices: Factors That Inhibit Or Enhance Postsecondary Outcomes For Students' With Disabilities, Dorothy Garrison-Wade
Listening To Their Voices: Factors That Inhibit Or Enhance Postsecondary Outcomes For Students' With Disabilities, Dorothy Garrison-Wade
Dorothy Garrison-Wade
Although an increasing number of students with disabilities are considering postsecondary educational opportunities, many of these students find the challenges daunting as compared to their secondary educational experiences. The purpose of the qualitative case study reported herein was to learn more about students' perceptions of services received in college in order to develop a clearer understand of how to better ensure positive outcomes. Fifty nine students with various disabilities and six disability resource coordinators from five two year community colleges and three four-year universities participated in the study. Three major themes emerged from the data, including: (a) capitalizing on student …
A Conceptual Framework For Understanding Students' With Disabilities Transition To Community College, Dorothy Garrison-Wade, Jean Lehmann
A Conceptual Framework For Understanding Students' With Disabilities Transition To Community College, Dorothy Garrison-Wade, Jean Lehmann
Dorothy Garrison-Wade
Students with disabilities are significantly underrepresented in the nation's community college population for multiple reasons. These include low expectations, poor high school preparation and transition planning, lack of communication or support services, and ineffective or poor support from school services personnel and faculty. This paper presents a literature synthesis. Its purpose is to inform an initial framework for building towards a conceptual framework for understanding the transition to community college by students with disabilities. The framework was developed from an earlier mixed methods study involving 100 college students with disabilities and 10 disability resource counselors in eight universities and colleges, …
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Dorothy Garrison-Wade
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
Alternative Service Delivery Models For Students With Learning Disabilities, Evelyn Johnson, Carrie Semmelroth
Alternative Service Delivery Models For Students With Learning Disabilities, Evelyn Johnson, Carrie Semmelroth
Carrie Semmelroth
More than 40 years of intervention research describes effective interventions for increasing the academic performance of students with learning disabilities. However, the performance and outcomes for students with learning disabilities remain discouraging, especially in light of the increasing cost to provide special education services. Between 60 – 70 percent of students with learning disabilities are unable to meet grade level performance standards in the basic academic areas of reading, writing and mathematics. The disconnect between research and practice suggests a need for rethinking special education service delivery. This paper reports the results of a program evaluation of a not-for-profit center …
The Technical Properties Of Science Content Maze Passages For Middle School Students, Evelyn S. Johnson, Carrie Semmelroth, Jennifer Allison, Teresa Fritsch
The Technical Properties Of Science Content Maze Passages For Middle School Students, Evelyn S. Johnson, Carrie Semmelroth, Jennifer Allison, Teresa Fritsch
Carrie Semmelroth
The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science texts to determine whether maze passages constructed from expository texts would have sufficient reliability and validity to serve as reading and science benchmarking tools. Participants included 367 seventh-grade students from three states. Students completed eight maze passages over three testing periods, a reading measure at two …
Introduction To Aei’S Special Issue On Special Education Teacher Evaluations, Evelyn Johnson, Carrie Lisa Semmelroth
Introduction To Aei’S Special Issue On Special Education Teacher Evaluations, Evelyn Johnson, Carrie Lisa Semmelroth
Carrie Semmelroth
The purpose of this introductory article is to provide an overview to the special issue on special education teacher evaluation. This special issue features five articles that collectively present a comprehensive review of the current state of understanding about the issues concerning devising and implementing special education teacher evaluation systems. Within this special issue are articles that provide a discussion of some of the primary challenges associated with evaluating special education teachers; an overview of the issues associated with using observation tools to measure special education teachers; and three studies that each feature a unique approach to special education teacher …
Measuring Rater Reliability On A Special Education Observation Tool, Carrie Lisa Semmelroth, Evelyn Johnson
Measuring Rater Reliability On A Special Education Observation Tool, Carrie Lisa Semmelroth, Evelyn Johnson
Carrie Semmelroth
This study used generalizability theory to measure reliability on the Recognizing Effective Special Education Teachers (RESET) observation tool designed to evaluate special education teacher effectiveness. At the time of this study, the RESET tool included three evidence-based instructional practices (direct, explicit instruction; whole-group instruction; and discrete trial teaching) as the basis for special education teacher evaluation. Five raters participated in two sessions to evaluate special education classroom instruction collected from two school years, via the Teachscape 360-degree video system. Data collected from raters were analyzed in a two-facet “partially” nested design where occasions (o) were nested within teachers …
Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, And How To Address These Challenges, Evelyn Johnson, Carrie Lisa Semmelroth
Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, And How To Address These Challenges, Evelyn Johnson, Carrie Lisa Semmelroth
Carrie Semmelroth
There is currently little consensus on how special education teachers should be evaluated. The lack of consensus may be due to several reasons. Special education teachers work under a variety of complex conditions, with a very heterogeneous population, and support student progress toward a very individualized set of goals. In addition, special education is marked by historical rates of attrition, with a lack of highly qualified teachers entering the field, and a number of special education teachers completing alternate certification programs, leading to a combined effect that impacts overall professional quality. In this article, we first review the challenges associated …
Abandoned To Their Fate: A History Of Social Policy And Practice Toward Severely Retarded People In America, 1820-1920, Philip Ferguson
Abandoned To Their Fate: A History Of Social Policy And Practice Toward Severely Retarded People In America, 1820-1920, Philip Ferguson
Philip M. Ferguson
This study examines the history of severely mentally retarded people from 1820 to 1920 in America, and their relationship with an emerging class of professionals newly charged with their care. The early history of one specialized asylum in Rome, New York, receives particular attention as an illustrative case study of the processes that influenced institutional development throughout the last half of the nineteenth century. The notion of "chronicity" is adopted to refer to a process of social construction whereby multiple dimensions of social failure (aesthetic, moral, and economic) in the lives of people called "idiots" and "imbeciles," were subsumed under …
Finding A Voice: Families’ Roles In Schools, Dianne Ferguson, Amy Hanreddy, Philip Ferguson
Finding A Voice: Families’ Roles In Schools, Dianne Ferguson, Amy Hanreddy, Philip Ferguson
Philip M. Ferguson
Every day, around the world, families of children with disabilities experience a wide range of settings and services meant to provide support for the challenges they face.
Place, Profession And Program In The History Of Special Education Curriculum, Scot Danforth, Steve Taff, Philip Ferguson
Place, Profession And Program In The History Of Special Education Curriculum, Scot Danforth, Steve Taff, Philip Ferguson
Philip M. Ferguson
"This chapter explores how three topical threads: place, professionalism, and program, have woven their way through the history of special education. The authors argue that these themes have played out over the last 200 years in the United States in a way that provides a helpful explanatory narrative for the evolution of policies and practices for children with disabilities. The authors' narrative looks at three key eras. First, they look at the influence of the French Enlightenment on American social activists in the middle of the 19th century. This was a time when the theme of place held sway as …
The Present King Of France Is Feeble-Minded: The Logic And History Of The Continuum Of Placements For People With Intellectual Disabilities, Philip Ferguson
The Present King Of France Is Feeble-Minded: The Logic And History Of The Continuum Of Placements For People With Intellectual Disabilities, Philip Ferguson
Philip M. Ferguson
This chapter focuses on the logic and history of the continuum of placements for people with intellectual disabilities.
“First Grub, Then Ethics”: The Place Of Research In A Time Of Crisis, Philip Ferguson
“First Grub, Then Ethics”: The Place Of Research In A Time Of Crisis, Philip Ferguson
Philip M. Ferguson
A reflection on school's failures to meet the needs of students with disabilities and their families in light of the attacks of September 11, 2001 and Maslow's Hierarchy of Needs.