Junior High, Intermediate, Middle School Education and Teaching Commons^™

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

From The Co-Editors, Todd Pagano

Journal of Science Education for Students with Disabilities

We continue to work diligently to improve JSESD. One of the largest challenges to the journal remains the solicitation of manuscript submissions. As such, we are asking the journal’s readership to assist us in advertising the journal. If you are familiar with individuals who might be interested in submitting a manuscript, please pass along the JSESD author link provided above. We are especially interested in articles on science education for students with varying types of disabilities and at a full range of grade levels (K-12 and postsecondary).

A Historical Perspective On The Revolution Of Science Education For Students Who Are Blind Or Visually Impaired In The United States, Cary A. Supalo Dr.

Journal of Science Education for Students with Disabilities

The following was an invited presentation given by Dr. Cary A. Supalo to the National Federation of the Blind of Illinois annual state convention that was held in Chicago, Illinois on Saturday, October 28, 2011. These remarks were slightly modified for the Journal of Science Education for Students with Disabilities.

Cary A. Supalo

What does the term Revolution mean? To some it can simply mean change. To others, it can mean drastic change, and still to others, revolution is no more than a descriptor for something else. In this context, I believe revolution refers to a time of significant change.1 …

Comprehensive Individualized Curriculum And Instructional Design, Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, Wendy J. Rodgers

PDXOpen: Open Educational Resources

This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.

Chapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs by Sheldon L. Loman, provides readers with practical resources to develop their repertoire of tools for designing supports for individuals with significant needs.

Chapter 2: Naturalistic …

A Study Of Assistive Technology Competencies Of Specialists In Public Schools, Betsy B. Burgos

CCE Theses and Dissertations

Despite the rapid proliferation of assistive technology implementation, studies have revealed that a number of professionals that provide assistive technology services do not have adequate competencies to recommend and deliver assistive technologies in school settings. The purpose of the study was to examine the competencies of assistive technology specialists in Florida K-12 public schools, and identify training opportunities that may have helped them achieve professional competence in the evaluation and provision of assistive technology devices and services across AT service providers from different preparations.

The study applied quantitative and qualitative methods to determine answers to the following six research questions: …

Providing The Fuel (And Passing The Flame), Todd Pagano

Journal of Science Education for Students with Disabilities

At the risk of opening with a cliché statement- at the heart of the most effective mentor is a burning passion. The fuel for this passion is a desire to convince, not just try to, but actually convince your mentee that you care about their success (be it in the classroom, career, or personal life). I am guilty of believing in, and living by, this cliché. However, despite passion being my primary motivator, I am not unwilling to admit that rationale for mentoring can sometimes transcend this ethically normative line of thinking. I believe that there are also sometimes quantitative, …

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Increasing Access And Success In The Stem Disciplines: A Model For Supporting The Transition Of High School Students With Disabilities Into Stem-Related Postsecondary Education, Martie Kendrick, Marnie Bragdon-Morneault, Janet May, Alan Kurtz

Transition-Age Resources

This publication (191-page PDF) contains a package of evidenced-based transition supports that can be used by educators or instructors with high school students with disabilities who are interested in pursuing STEM-related postsecondary education and careers. The publication contains information and instructional activities related to the following: self-advocacy and self-determination; exploring STEM careers; disability disclosure; the accommodations process in college; identifying assistive technology; mentoring relationships and internships; and using student- and family-centered planning to prepare for college.

Learning Ideas - Special Education Tips For Foster Parents Who Are Surrogate Parents, University Of Maine Center For Community Inclusion And Disability Studies

Education

Surrogate parents are appointed to represent children with disabilities whenever the birth parents or guardian of a child with a disability cannot be identified, located, or when the child is in the custody of the state. They have all the rights of birth parents for educational matters, e.g. permission for evaluation and placement, release information and request for educational hearing. The primary responsibility of surrogate parents is to ensure that children with disabilities are provided with a free, appropriate public education. (Adapted from http://www.maine.gov/doe/special ed/programs/surrogate/index.html)

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.