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Full-Text Articles in Education
Strategies To Teach Grit And Perseverance To Students With Special Needs Through The Growth Mindset, Melissa J. Anderson
Strategies To Teach Grit And Perseverance To Students With Special Needs Through The Growth Mindset, Melissa J. Anderson
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Recently, there has been increased attention on the importance of non-cognitive skills in achieving academic success. Grit and The Growth Mindset are two of the characteristics. Research has established a positive correlation between Grit and The Growth Mindset with academic achievement, higher graduation rates, and better self-esteem. Evidence strongly suggests the benefits of developing strong cognitive skills reach beyond the school-aged years, providing individuals with the skills to be productive and successful adults. However, research on this topic is still in the early stages. There is limited qualitative information available. The studies offer quantitative information linking Grit and The Growth …
The Impact Of Mindfulness Practice On Adolescents With Special Needs And Mental Health Diagnosis, Rebecca Jean Mcquiston
The Impact Of Mindfulness Practice On Adolescents With Special Needs And Mental Health Diagnosis, Rebecca Jean Mcquiston
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Students with mental health diagnosis, trauma or special education labels such as emotional behavioral disorder or learning disabilities often show signs of distress, and/or dysregulation in the classroom. They are referred to providers and evaluated based on the behaviors or symptoms that are presented. Many times, these behaviors impact their ability to learn, regulate emotions and function when compared to their typically developing peers. These students have developed maladaptive behaviors to cope with strong feelings. Within the last ten years, clinics, schools and districts have increased their attention and efforts to develop social emotional learning programs to teach students essential …
A Descriptive Study Of The Accommodations, Assistive Technologies, And Supports Chosen By Students With An Intellectual Disability Attending A Post-Secondary Institution, Lori Olson
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This study used a mixed methods approach to investigate the perceptions of students with intellectual disabilities (ID) attending a Transition Postsecondary Program for Students with Intellectual Disabilities (TPSID). This study explored what they perceived to be the most chosen and helpful accommodations, assistive technologies, and supports and why they chose them. The researcher sent out an electronic survey to students with ID attending a Transition Program for Students with Intellectual Disabilities (TPSID) to determine the most chosen and helpful accommodations, assistive technologies, and supports and why they found them helpful.The top ranked accommodations used and found most helpful in this …
The Effect Of Trauma On Students And How Schools And Teachers Are Changing To Better Support Student Needs, Ella Elaine Carlson
The Effect Of Trauma On Students And How Schools And Teachers Are Changing To Better Support Student Needs, Ella Elaine Carlson
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Teachers are seeing more and more students who are going through traumatic life events. These events are affecting their developing brain, school behavior and academic success. These events are having a secondary effect on teachers, creating burnout and secondary trauma. Teachers are becoming overwhelmed with their students academic needs and behavioral supports to make them more successful in school. School administrations are trying to find proper supports for all students in the classroom while providing teachers with meaningful professional development strategies. These strategies involve schools transitioning to a trauma-informed environment where students and teachers feel supportive and successful. The following …
Identification And Treatment Of Anxiety In Students Receiving Special Education Services: A Review Of The Literature, Analee Therese Francisco
Identification And Treatment Of Anxiety In Students Receiving Special Education Services: A Review Of The Literature, Analee Therese Francisco
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Anxiety affects school achievement and is common in nearly every disability category treated by Special Education programs. This review of literature summarizes existing research on the prevalence of anxiety disorders in students in varying disability categories, looks at the evidence of anxiety manifestations and its effects on the classroom and reports on treatments used in the school environment. Some conclusions are made about productive interventions for anxiety disorders based on past research. Although not all studies pertain specifically to special education students it is recognized that some of the information regarding anxiety as it applies to the general population is …
Positive Behavioral Interventions And Supports And Academic Achievement In Students Receiving Special Education Services, Jennifer L. Keenan
Positive Behavioral Interventions And Supports And Academic Achievement In Students Receiving Special Education Services, Jennifer L. Keenan
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This literature review examines the relationship between PBIS interventions and the effectiveness of implementation on factors that hinder academic success for students receiving special education services. The factors of focus included office referral rates in regards to student behaviors, attendance, on task behaviors, and motivation for students. Research was reviewed of school-age students and trained vs untrained school staff. PBIS was implemented with varying degrees of fidelity based on staff development opportunities as well as the amount of time that was given to implement. The studies reviewed indicated that when PBIS was implemented with high levels of fidelity, there were …
Impacts Of Inclusion On The Academic And Social-Emotional Skills Of Students With Special Education Needs, Tara L. Wood
Impacts Of Inclusion On The Academic And Social-Emotional Skills Of Students With Special Education Needs, Tara L. Wood
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This literature review examined studies focusing on how students with disabilities are benefited by receiving services in the general education classroom, or least restrictive environment. It also aims to determine the negative impacts of students with special education needs (SEN) receiving instruction alongside their nondisabled peers, regarding both academic and social-emotional outcomes. As the trend for inclusive practices continues to rise nationally, it is critical that educators have access to and are knowledgeable of the successfully implemented inclusional classroom, where students of all academic abilities are integrated into the classroom community. Inclusion is relevant to all educators who teach students …
The Benefits Of Unstructured Time For Students With Special Education Needs, Maggie P. Jensen/Kregness
The Benefits Of Unstructured Time For Students With Special Education Needs, Maggie P. Jensen/Kregness
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This research was completed with the goal of contributing to the discussion of unstructured time in the school day. Specifically, it looked at the question; what are the benefits of unstructured time for students with special education needs? A literature review was completed, where data from different studies across the US and similar countries (Canada, UK) was compared for similarities and discrepancies. Additionally, the search was narrowed to students receiving special education services under the categories of Autism Spectrum Disorder (ASD) and Other Health Disabilities (OHD). Based on the data compiled, it was concluded that for students with these needs, …
Understanding The Impact Of The Student-Teacher Relationship In Relation To Special Education Needs, Kristina Marie Hall
Understanding The Impact Of The Student-Teacher Relationship In Relation To Special Education Needs, Kristina Marie Hall
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In 2012, more than six million students in the United States were identified as having an educational disability and receiving special education services. Students with disabilities are more likely than their general education peers to experience low grades, class failure, and suspensions. Positive student-teacher relationships have been associated with increased academic achievement and school connectedness, as well as associated with decreased negative behaviors. Research indicates that students value teachers who are caring, accessible to students, open and honest, and display a sense of humor. Through this literature review and application materials, the following reviews the impact of student-teacher relationships and …
Ace’S And Trauma In Education, Richard Santangelo
Ace’S And Trauma In Education, Richard Santangelo
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The author of this paper has worked in special education since 1988, primarily with Emotional and Behavioral Disordered (EBD) students. Throughout the author's career there have been many conversations about why some students display EBD behaviors. Through many years of teaching and numerous professional conferences, it was not until January 2016 that the author heard about ACES. This piqued the author's curiosity. Dr. Felitti spear-headed a study in the mid-1990s out of a clinic in Southern California. As a practicing physician focusing on weight loss he began questioning clients about their social history. Felitti found that his clients experienced trauma …
Youth In Special Education: The Risks And Implications Of Entering The Juvenile Detention System, Natalie M. Sell
Youth In Special Education: The Risks And Implications Of Entering The Juvenile Detention System, Natalie M. Sell
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Students who are serviced under the umbrella of special education are disciplined more frequently and with more exclusionary methods compared to their general education peers. A higher numbers of minority students than represented in the general population are in special education, specifically, the Emotional and Behavior Disorder category. The differences in discipline and the disproportionate number of minority students in special education lead to a negative impact on learning and achievement, an increase in anti-social behavior, and ultimately a higher likelihood of entering the juvenile justice system. Systems such as an ecological approach to classroom management, tiered behavior support interventions, …
Effective Literacy Instruction For Struggling Readers And Students Receiving Special Education Services, Lauren S. Van Gomple
Effective Literacy Instruction For Struggling Readers And Students Receiving Special Education Services, Lauren S. Van Gomple
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Small group interventions provide struggling readers and students who are learning- disabled with additional literacy instruction designed to facilitate literacy growth. The purpose of this systematic review is to determine if literacy group size directly affects the effectiveness of instruction relative to literacy growth for struggling readers. The participants studied in this literature review include students receiving special education services as well as students identified for Tier II interventions. Evidence-based practices gathered from empirical research studies, alongside qualitative and quantitative studies, seek to explore grouping and how group size affects literacy performance outcomes for special education and Tier II students. …
Students With Specific Learning Disabilities; Perceptions Of Postsecondary Accommodations, Barriers, And Self-Advocacy, Jodi Elizabeth Stohl
Students With Specific Learning Disabilities; Perceptions Of Postsecondary Accommodations, Barriers, And Self-Advocacy, Jodi Elizabeth Stohl
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Once students graduate from public education, the supports for individuals with disabilities change significantly. The law requiring school districts to support students with disabilities no longer applies upon graduation. As the familiar support structure no longer exists, the transition for students with disabilities is very difficult. The purpose of this qualitative case study will be to learn the perceptions of students with Specific Learning Disabilities (SLD) in regard to accessing accommodations from the Office of Disability Services in a public community college setting, identifying barriers, and utilizing self-advocacy skills.
A Study Of Parent Satisfaction Of The Transition From Junior High To Senior High School For Students With Special Education Needs, Colleen M. Feldman
A Study Of Parent Satisfaction Of The Transition From Junior High To Senior High School For Students With Special Education Needs, Colleen M. Feldman
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The purpose of this study was to understand the parental perspective and satisfaction with the transition process as their child, who is a student with special education needs, moves from the junior high to the high school setting. For students with disabilities, transitions within the education system can be more challenging and difficult (Hay & Winn, 2005; Hill, 2010; Kinney, 2006;) than for students without unique learning needs. Many parents of special education students find the transition from junior high to senior high school to be particularly intense. If school professionals are in the position to support educational transitions, understanding …