Special Education and Teaching Commons^™

Computer-Mediated Communication Usage And Perceptions Amongst Young Adults With Autism Spectrum Disorder, Laura A. Massier

Theses and Dissertations

This was a mixed methods study designed to examine the perceptions of young adults with autism spectrum disorder (ASD) regarding usage of computer-mediated communication (CMC), with a focus on benefits, challenges, and support needs. People with ASD are often prone to social and communication difficulties, making it difficult for them to maintain relationships, find and retain employment, and be active members of their communities. Deficits in these areas are particularly hard for young adults who may no longer have regular routines or opportunities for socializing because they have transitioned out of school-based activities. CMC is a relatively new form of …

Deaf Education And Mental Health, Katherine Schwartz

UNO Student Research and Creative Activity Fair

Previous research has indicated that deaf and hard of hearing (D/HH) students are more at risk for being identified with mental illness. Unfortunately, research has also indicated deaf educators are ill-equipped to provide the necessary support to these students and their families. This lack of knowledge and confidence to address such problems can and does have detrimental effects on students in and out of the classroom. Students with mental health issues struggle not only cognitively, but also socially and emotionally. To address the issue, a pilot study was conducted to examine deaf educators’ current abilities to work with students with …

Use Of Tablet Technology: A Pilot Program For Graduate Students In Speech-Language Pathology, Taylor N. Hansen, Abby L. Bjornsen, Shari L. Deveney

Teaching and Learning in Communication Sciences & Disorders

The study purpose was to examine the associations between a 15-week intervention pilot program and a variety of self-reported measures of tablet technology use for graduate students in speech-language pathology (SLP) across classroom and clinical contexts. Participants were millennial-aged students (n = 9) in an accredited SLP graduate program in the Midwest. Participants each received an iPad Air 2 tablet and engaged with other participants and clinical educators to regularly discuss and demonstrate tablet use relative to classroom environments and evidence-based clinical contexts. Participants were anonymously surveyed at four different intervals using a 30-item questionnaire that addressed frequency, competency, …

Proficiency-Based High School Diploma Systems In Maine: Implications For Special Education And Career And Technical Education Programming And Student Populations, Erika K. Stump, Amy Johnson, Cathy Jacobs

State of Education

Document review and interviews were conducted with college admissions' personnel to gather data regarding alignment of proficiency-based diploma systems and college eligibility and entry requirements. In addition, leaders and representative personnel from and Maine businesses and the U.S. military were interviewed to identify postsecondary career entry requirements and attributes of high quality workers. Another area of inquiry in this phase of the study included analysis of data from interviews with leaders and educators in Special Education to examine the perceived challenges, benefits and impacts of this diploma policy on students with identified disabilities and special education programming provided by Maine's …

Tier 1 Intervention: Examples Of Behavior Screeners, Natalie Hoff, Jenna Strawhun, Reece L. Peterson

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

Regardless of which screening tool they choose, schools and school systems are urged to implement behavior screening procedures. While the task of universal screening can appear daunting, it is clear that research supports the use of employing behavior screening in schools and the positive outcomes it can produce assisting students, saving resources, and better learning outcomes. School personnel are urged to examine the research and practical considerations for administering behavioral and emotional screeners since they vary in cost, administration time, and psychometric data. Careful selection an appropriate screener that suits the needs of key stakeholders (e.g., administrators, parents, and …

What It Means To Be Special: Two Sisters Discuss Their Experiences, Gene Fellner, Mark Comesanas, Laritza Duperoy, Yaritza Duperoy

Publications and Research

In this article, two adolescent sisters discuss and reflect upon the impact that the special education classification of one of them has had on their lives. The sisters, co-authors of this text, participated in designing the study and analyzing the data we produced; their voices are the core of this article. Issues about inclusion, the harms and benefits of special education classification, stigma, the multi-edged meanings of what it means to be “special,” and the often complicit roles of educators in perpetuating exclusionary policies all arise in the sisters’ discussions with each other, with their co-authors, and with pre-service teachers.

Tier 1 Intervention: Examples Of Behavior Screeners, Natalie Hoff, Jenna Strawhun, Reece L. Peterson

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

Regardless of which screening tool they choose, schools and school systems are urged to implement behavior screening procedures. While the task of universal screening can appear daunting, it is clear that research supports the use of employing behavior screening in schools and the positive outcomes it can produce assisting students, saving resources, and better learning outcomes. School personnel are urged to examine the research and practical considerations for administering behavioral and emotional screeners since they vary in cost, administration time, and psychometric data. Careful selection an appropriate screener that suits the needs of key stakeholders (e.g., administrators, parents, and …

Tier 1 Procedure: School-Wide Behavior Screening, Natalie Hoff, Reece L. Peterson, Jenna Strawhun, Scott Fluke

Department of Special Education and Communication Disorders: Faculty Publications

Identifying at-risk students for Tier 2 & 3 interventions.

Summary and Conclusion

Several conclusions can be drawn regarding behavioral screening:

• • Behavior screening is an important and feasible task.
• • Several empirically supported tools have been developed for behavior screening.
• • Many of these tools have good reliability and validity but differ in terms of costs and time required for implementation. These are all considerations when choosing a screener.
• • Behavior screening can be done at efficiently at relatively low cost in both dollars and staff time.
• • By implementing screening procedures, schools can prevent further/future behavior problems from growing …

Comprehensive Personnel Development In Deafblind Education: Exploration Of A Model, Catherine Nelson, Amy T. Parker

Special Education Faculty Publications and Presentations

The diverse learners who are deafblind have unique and often intensive needs that require the services of qualified, specifically trained educators. Although the Council for Exceptional Children (CEC) has developed competencies for Teacher of the Deafblind, the role is not officially recognized in most states. Therefore, sustaining personnel development training in deafblindness has been challenging. This webinar explored a model for a comprehensive system of personnel development in deafblind education that looks at standards, preservice training, inservice/professional development, leadership development, research, and finally, national and local planning, coordination, and evaluation.

Professional Development As A Means To Increase Teacher Fidelity And Improve Teacher And Student Outcomes, Shari Lynn Booth

Electronic Theses, Projects, and Dissertations

This study was conducted to examine professional development techniques for training special education teachers to implement discrete trial training with in the classroom environment. The purpose of this study was to determine if professional development regarding discrete trail training increases the fidelity with which teachers implement discrete trail training when providing instruction to students with autism spectrum disorder. Specifically, the study noted if professional development that included coaching in the classroom increased the fidelity with which teachers were able to implement discrete trail training. Further, this study examined the correlation between an improvement in the fidelity with which teachers implemented …

Educating Deaf Learners: A Book Review, J. Lindsey Kennon

Journal of Human Services: Training, Research, and Practice

Deaf education educator preparation programs are charged with serving their pre-service educators by providing current and relevant curricula in order to prepare them for the certification process and for the classroom environment. This book review was conducted in anticipation of possible adoption of a new text in the curriculum of a current Deaf and Hard of Hearing educator preparation program.

Twenty Characteristics Of An Effective Conflict Management Response Team, Phoebe A. Okungu Ph.D., Frank E. Mullins, Deann Lechtenberger, Janice Murdock

Journal of Human Services: Training, Research, and Practice

Abstract Every day elementary, secondary, and college classrooms report at least one incidence of violence. These may be in the form of verbal abuse, bullying, extortions, and fights. These conflict occurrences can be attributed to the lack of conflict resolution skills among school personnel. This article will discuss twenty (20) steps that can be used to resolve conflicts. These steps will offer two or more parties a direction to find a peaceful solution to a disagreement. It goes without saying that the best solution to a conflict is the solution that is best for all individuals involved. Since that is …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs. With …

Increasing Student Engagement Through Opportunities To Respond, Todd Whitney, Justin T. Cooper, Amy S. Lingo

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The evidence for providing sufficient opportunities for students to respond (OTR) has been established in terms of increasing student engagement while decreasing disruptive behavior. Although proven to be effective, teachers are demonstrating low rates of OTR across all grade levels and instructional content areas. Given the potential benefits of increasing OTR, it is critical that teachers find ways to increase the provision of OTR during instruction. This article will discuss the research behind providing sufficient OTR, examine the rate of OTR teachers are providing in schools in relation to optimal rates suggested by research, and provide strategies for increasing OTR …

Beyond Laggards And Morons: The Complicated World Of Special Education, Robert L. Osgood

Education's Histories

Robert L. Osgood responds to Benjamin Kelsey Kearl's biographical approach to special education in "Of Laggards and Morons."

A Circle With Edges: How Story Time Privileges The Abled Learner, Melissa Tsuei

Occasional Paper Series

Takes a critical look at one of the commonplace features of early childhood classrooms—story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment.

Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson

Occasional Paper Series

Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.

I [Don’T] Belong Here: Narrating Inclusion At The Exclusion Of Others, Emily Clark

Occasional Paper Series

Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the “grammar” of schooling—that is, they stand out for their differences.

Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein

Occasional Paper Series

Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.