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Articles 1 - 8 of 8
Full-Text Articles in Special Education and Teaching
Central Auditory System Plasticity: Generalization To Novel Stimuli Following Listening Training, Kelly Tremblay, Nina Krause, Thomas D. Carrell, Therese Mcgee
Central Auditory System Plasticity: Generalization To Novel Stimuli Following Listening Training, Kelly Tremblay, Nina Krause, Thomas D. Carrell, Therese Mcgee
Department of Special Education and Communication Disorders: Faculty Publications
Behavioral perceptual abilities and neurophysiologic changes observed after listening training can generalize to other stimuli not used in the training paradigm, thereby demonstrating behavioral ‘‘transfer of learning’’ and plasticity in underlying physiologic processes. Nine normal-hearing monolingual English-speaking adults were trained to identify a prevoiced labial stop sound (one that is not used phonemically in the English language). After training, the subjects were asked to discriminate and identify a prevoiced alveolar stop. Mismatch negativity cortical evoked responses (MMN) were recorded to both labial and alveolar stimuli before and after training. Behavioral performance and MMNs also were evaluated in an age-matched control …
Case Studies Of High-Ability Students With Learning Disabilities Who Have Achieved, Sally M. Reis, Terry W. Neu, Joan M. Mcguire
Case Studies Of High-Ability Students With Learning Disabilities Who Have Achieved, Sally M. Reis, Terry W. Neu, Joan M. Mcguire
Education Faculty Publications
We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting. …
Mental Health Services For The Deaf And Hard-Of-Hearing, Laura Scheffert James
Mental Health Services For The Deaf And Hard-Of-Hearing, Laura Scheffert James
Graduate Research Papers
In an effort to help increase the reader's understanding of the deaf and hard-of-hearing community, the author of this paper will attempt to describe and define this population. Specific mental health concerns of this population reviewed in the literature will be noted, and mental health needs of the population will be identified. Ethical and legal considerations found in the literature will be reviewed. Characteristics of specialized training programs for counselors working with the deaf and hard-of-hearing will be discussed, and recommendations for the establishment of more effective, comprehensive, and specialized training programs for counselors working with deaf and hard-of-hearing clients …
Advancing Skills Of Developmental Specialists, Robert L. Morgan
Advancing Skills Of Developmental Specialists, Robert L. Morgan
Special Education and Rehabilitation Counseling Faculty Publications
Advancing Skills of Developmental Specialists focuses on general skills related to preparing and delivering instruction, carrying out activities related to Individual Program Plans, gathering information on a person's progress, and troubleshooting problems. This program addresses topics important to many specialists, including those working with people who have various disabilities. Since its scope is broad, the program is organized around general principles that have a wide range of application. However, because the scope is broad, instructors working for some organizations may wish to supplement information in this manual with additional material. You are encouraged to supplement with additional information where necessary!
Observation Of Direct Instruction Teaching Behaviors: Determining A Representative Sample Of Time For Supervision, N. E. Marchand-Martella, R. Martella, Benjamin Lignugaris / Kraft
Observation Of Direct Instruction Teaching Behaviors: Determining A Representative Sample Of Time For Supervision, N. E. Marchand-Martella, R. Martella, Benjamin Lignugaris / Kraft
Special Education and Rehabilitation Counseling Faculty Publications
The purpose of this study was to determine the optimal amount of time a supervisor needed to observe a teacher to obtain a representative sample of his teaching behaviors while Direct Instruction was provided. These data were gathered across two Direct Instruction programs—Spelling and Reading Mastery—presented by a teacher with over 10 years of Direct Instruction experience. A Direct Instruction observation instrument and rating form were used to gather and summarize these data across 3-, 6-, 9-, 12-, 15-, 18-, 21-, and 24-min observation sessions. Results indicated that although there were minor variations in the percentages of teacher behaviors and …
A Secondary Student Instructional Support Team (Assist): Teachers Face The Challenge Of Student Diversity, Robert A. Gable, M. Lee Manning, Jo M. Hendrickson, Joseph P. Rogan
A Secondary Student Instructional Support Team (Assist): Teachers Face The Challenge Of Student Diversity, Robert A. Gable, M. Lee Manning, Jo M. Hendrickson, Joseph P. Rogan
Communication Disorders & Special Education Faculty Publications
The writers discuss the challenges related to instructing a diverse secondary-level student population. Many elementary and middle school teachers are benefiting from working collaboratively toward common instructional goals. Through collaboration, general and special education teachers can better address the content area needs of the individual students, foster a greater sense of shared responsibility for educating a heterogeneous population of students, increase communication across professional disciplines, enlarge the knowledge base and teaching repertoire of participants, and establish rewarding and long-lasting professional relationships. The concept of A Secondary Student Instructional Support Team (ASSIST) provides a realistic means for implementing the “class within …
Ua21/1 Access & Opportunities, Wku Equal Opportunity / 504 / Ada Compliance
Ua21/1 Access & Opportunities, Wku Equal Opportunity / 504 / Ada Compliance
WKU Archives Records
This publication is meant to be a key resource for students with disabilities who are attending Western Kentucky University. This guidebook contains valuable information that will direct students to the tools and resources necessary to gain access to programs and services at the University.
Meeting The Needs Of The Learning Disabled-Gifted Child : A Problem Of Non-Identification, Jill R. Nooren
Meeting The Needs Of The Learning Disabled-Gifted Child : A Problem Of Non-Identification, Jill R. Nooren
Graduate Research Papers
The purpose of this study was to ascertain possible solutions to remedy the pervasive problem of the failure to identify and meet the needs of learning disabled-gifted children. Using a literature review, the writer sought to determine the characteristics of learning disabled-gifted children, perceived barriers to the identification of learning disabled-gifted children, and programming approaches that would best meet the needs of these unique learners.