Education Commons^™

Universal Design For Transition: A Conceptual Framework For Blending Academics And Transition Instruction, Laron A. Scott, Lauren Bruno

The Journal of Special Education Apprenticeship

This theoretical paper comprised the development of a conceptual framework for blending academic and transition content to help members of the special education field meet both the academic and transition needs of students with disabilities, including students with intellectual and developmental disabilities (IDD). The current conceptual framework was used to explain how the components from Universal Design for Learning (UDL) and transition are blended to create the Universal Design for Transition (UDT) framework, which is a guide for implementing and promoting barrier-free transitions. In the current study, the final conceptual framework included multiple components that use the following UDL academic …

Using Learning Express-Ways In Special Education Teacher Preparation: Developing Student-Faculty Relationships As A Path To Partnership, Heather H. Smith Ph.D., Anthony Sanchez M.A.T., Maria Peterson-Ahmad Ph.D., Christine Woodbury Ph.D., Belinda B. Mitchell Ph.D.

The Journal of Special Education Apprenticeship

This paper explores the effects of implementing Learning Express-Ways as an instructional communication tool between students and faculty in courses that are part of a special education teacher preparation program and apprenticeship. Findings suggest that using Learning Express-Ways contributed to the development of learning relationships with faculty and this instructional communication tool may be helpful in creating a partnership-focused approach in special education teacher preparation program.

Applying The Principles Of Universal Design For Learning (Udl) In The College Classroom, Kathleen A. Boothe, Marla J. Lohmann, Kimberly A. Donnell, D. Dean Hall

The Journal of Special Education Apprenticeship

Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the “why”, how”, and “what” of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows …

Early Career Special Education Teachers Perceived Value Of Being Mentored By General Education Teachers, Kyena E. Cornelius Ed.D., Karin N. Sandmel Ph.D.

The Journal of Special Education Apprenticeship

Special education induction research has examined mentor support and working conditions of early career special education teachers (ECSETs) for over 20 years. Recently researchers provide specialized professional development to mentors based on suggestions of special education induction research. Drawing on quality indicators of single-subject research and the belief that social validity data is valuable, we used qualitative methods to discover ECSETs’ perceptions of the intervention and the helpfulness of the mentors. We then compared responses of the participants with the existing research in special education induction. Findings indicate the participants appreciated the specialized training for their mentors and perceived their …

Editorial/Table Of Contents

The Journal of Special Education Apprenticeship

No abstract provided.

A Qualitative Examination Of The Serviceability Of Teaching Practice Modifications Aimed For Special Education Teacher Candidates, Veysel Aksoy Ph.D., Tezcan Çavuşoğlu Res. Asst., Gülefşan Özge Kalayci Res. Asst.

The Journal of Special Education Apprenticeship

The process of training special education teacher candidates is an issue that has been widely discussed in literature, yet there is no consensus as to the most effective method. Therefore, it is recommended that methods designed to meet the needs of special education teacher candidates with proven efficiency should be used collectively. This research analyzed the serviceability of the teaching practice process considering its strength and weaknesses based on the views of special education teacher candidates and observations of researchers.

Using A Universal Design For Learning Framework To Enhance Engagement In The Early Childhood Classroom, Marla J. Lohnmann, Katrina A. Hovey, Ariane N. Gauvreau

The Journal of Special Education Apprenticeship

In order to meet the needs of young children, the National Association for the Education of Young Children (NAEYC) recommends teachers utilize developmentally appropriate practice, DAP. For young children with disabilities, teachers must also utilize the Division of Early Childhood (DEC) Recommended practices, evidence-based teaching practices aimed at enhancing learning outcomes for children and their families (DEC, 2014) that pair well with the NAEYC developmentally appropriate practices. Both NAEYC’s DAP and DEC’s Recommended Practices align with the concept of Universal Design for Learning (UDL). UDL is a framework for proactively addressing the needs of diverse and exceptional learners by ensuring …

Pre-Service Teacher Perceptions And Knowledge Regarding Professional Development: Implications For Teacher Preparation Programs, Maria B. Peterson-Ahmad Ph.D., Katrina A. Hovey Ph.D., Pamela K. Peak Ph.D.

The Journal of Special Education Apprenticeship

This research study discusses results from a mixed-methods study of N=164 pre-service teachers’ perceptions of and involvement in professional related activities and organizations related to students with special needs. Results found similarities between special education and general education certification seekers perceptions of beneficial training topics and perceived roadblocks to professional development participation. Since the job-related duties of teachers is vast and attrition rates of highly qualified special education teachers indicate that they leave the classroom at approximately twice the rate of their general education counterparts (Mitchell & Arnold, 2004), suggestions for increased training and professional opportunities are discussed specific to …

Editorial Summer Issue

The Journal of Special Education Apprenticeship

No abstract provided.

Effects Of A Graphic Organizer Intervention Package On The Mathematics Word Problem Solving Abilities Of Students With Autism Spectrum Disorders, Lauren A. Delisio, Caitlyn A. Bukaty, Matthew Taylor

The Journal of Special Education Apprenticeship

Many of the top 21 st century careers require advanced mathematics skills. However, mathematics is a known area of difficulty for students with disabilities (SWD), as they struggle in this area at a higher rate than peers without disabilities (O’Brien, 2016). Mathematical word problems incorporate comprehension of written language, an area known to pose additional challenges for SWD identified as having autism spectrum disorders (ASD; Smith-Myles, Simpson, & Becker, 1995). The authors describe an intervention involving the K-N-W-S graphic organizer, studied for the first time with the intent of examining its effect on mathematical word problem solving of students with …

An Overview Of Review Studies On Effectiveness Of Major Aac Systems For Individuals With Developmental Disabilities Including Autism, Sang Nam Ph.D., Bcba, Jemma Kim Ph.D., Shannon Sparks Ph.D.

The Journal of Special Education Apprenticeship

This paper provides an overview of five review studies that analyzed 92 single subject studies on the effectiveness of major augmentative and alternative communication (AAC) systems for individuals with developmental disabilities including autism. This paper offers recommendations useful for AAC decision-making points. Research on the effectiveness of main communication systems over the last 25 years has yielded mixed and inconsistent results on communication and preference outcomes. The heterogeneity of a large quantity of studies involved various research designs, participants, and multiple components is a major concern with the review studies. It is recommended to conduct more focused syntheses of empirical …

Strategies For Supporting Students Who Are Twice-Exceptional, Janet Josephson, Charlton Wolfgang, Rich Mehrenberg

The Journal of Special Education Apprenticeship

No abstract provided.

Responding To Interactive Troubles – Implications For School Culture, Gro E. Lund, John M. Winslade

Journal of Critical Issues in Educational Practice

Responding to interactive troubles in schools can create processes of exclusion and marginalization. Certain basic assumptions can become knitted into school culture in ways that give rise to specific exclusionary practices. However, it does not have to be this way. Inclusionary ways of responding to interactive troubles can also be produced, given a school culture that nurtures relational ways of engagement. This article presents such relational practices and argues thoroughly for their use.

Rural Vocational And Transition Assessment Practices For Students With Intellectual Disabilities: What Do Educators Really Know?, Jenna Brendle Ph.D., Kathryn J. Tucker Ed.D., Robin H. Lock Ph.D.

The Journal of Special Education Apprenticeship

Transition planning requires quality vocational and transition assessment tailored to the student's needs, strengths, preferences and interests. Limited research is currently available that addresses assessment types and use of results that rural practitioners utilize to aid in transition planning for students with intellectual disabilities (ID). A group of 71 rural educators were surveyed to determine their transition assessment understanding and practices in the rural setting. This descriptive study examined rural educators’ understanding of vocational and transition assessment methods used in their rural settings, the transition assessment instruments they use with students with ID, and the impact that transition assessment has …

A Synthesis Of The Daily Behavior Report Card Literature From 2007 To 2017, Benjamin S. Riden, Jonte' C. Taylor, David L. Lee, Mary Catherine Scheeler

The Journal of Special Education Apprenticeship

Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors or identified with disabilities. We identified eleven studies in the literature examining DBRCs with 390 participants with attention‐deficit hyperactivity disorder, specific learning disabilities, emotional behavioral disorders, speech and language, multiple disabilities, other health impairments, or considered to have disruptive behavior in Pre‐K through sixth grade …

The Importance Of Developing Cultural Competence In Working With Families Of Students With Disabilities From The Middle East, North Africa, And Southwest Asia, Soraya Fallah, Wendy Murawski, Zaniar Moradian

The Journal of Special Education Apprenticeship

This article describes the importance of developing cultural competencies when working with families who come from culturally and linguistically diverse (CLD) backgrounds. Using a mixed methods study, the experiences of 125 families from Middle Eastern, North African, and Southwest Asian (MENASWA) descent who have children in the U.S. Special Education system were analyzed. The intent of the research was to determine if specific demographics impacted the experiences and perceptions of these families, most specifically their perception of a school’s cultural competency. Survey responses and interviews resulted in numerous suggestions and recommendations that can help educators and administrators to better serve …

Table Of Contents

The Journal of Special Education Apprenticeship

No abstract provided.

Editorial

The Journal of Special Education Apprenticeship

No abstract provided.

The Influence Of Student Characteristics On Early Elementary Oral Reading Fluency, Wilhelmina Van Dijk

The Journal of Special Education Apprenticeship

Oral Reading Fluency (ORF) is a widely‐used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, & Porfeli, 2011). A three‐step sequential model was used to analyze the influence of student characteristics on scores (N = 2649) on an end of year ORF measure. Results indicate gender, race, lunch status, and English Language Learner status explained 7% of the variance in scores after controlling for grade and school characteristics ΔR 2 = .07, F 8, 2626 = 35.93, p = < .001), and Special Education (SPED) status explained an additional 5% (ΔR 2 = .05 F 9, 2625 = 59.45, p = < .001). The predictive value of several student characteristics changed depending on SPED status, and this was also a significant moderator on grade level (ΔR 2 = .002 F 2, 2623 = 4.12, p = .016). The use of these results in subsequent research is discussed.

University Students’ Perceptions Of Social Justice: The Impact Of Implementing A Summer Camp For Children With Disabilities, Ruth E. Jefferson Ed.D., Christina E. Grant Ph.D., Lindsay Rye, Laura A. Bassette Ph.D., Matt Stuve Ph.D., Ryan Heneisen

The Journal of Special Education Apprenticeship

University students who experience real‐world service tend to develop a more inclusive world view and enhanced understandings outside of their personal perspectives. This project combined course objectives, community collaboration, and service provision to identify the impact of students’ understanding of social justice and disability access realities. The purpose of this study was to explore the impact of a service‐learning university course on social justice education. The study explored how constructs including empathy, attitudes towards diversity, self‐efficacy, and personal communication (of undergraduate university students) were impacted by interactions with children with disabilities in a summer camp setting that included various activities …