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Articles 1 - 11 of 11
Full-Text Articles in Education
Identification Of Hispanic English Language Learners In Special Education, Gail I. Becker, Aaron R. Deris
Identification Of Hispanic English Language Learners In Special Education, Gail I. Becker, Aaron R. Deris
Special Education Department Publications
Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked …
Early Career Special Education Teachers Perceived Value Of Being Mentored By General Education Teachers, Kyena E. Cornelius, Karin N. Sandmel
Early Career Special Education Teachers Perceived Value Of Being Mentored By General Education Teachers, Kyena E. Cornelius, Karin N. Sandmel
Special Education Department Publications
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 …
Environmental Modification And Teacher Mediation: Impact On The Literacy Behaviors Of Preschoolers With Special Needs, Aaron R. Deris, Cynthia Dicarlo, Dana Wagner, Kellie Krick-Oborn
Environmental Modification And Teacher Mediation: Impact On The Literacy Behaviors Of Preschoolers With Special Needs, Aaron R. Deris, Cynthia Dicarlo, Dana Wagner, Kellie Krick-Oborn
Special Education Department Publications
The purpose of this study was to investigate the impact of modifications to the environment and a teacher mediated intervention in regard to the early literacy behaviors of preschoolers receiving early childhood special education services. There were three classrooms targeted. Out of the three classrooms, there was a focus on nine children with developmental delay. Step one was to complete a classroom assessment to identify the early literacy supports needed for each classroom. Step two was to collect baseline literacy behaviors during center time, a period when children are allowed to choose their activities. Step 3 was to implement the …
Using Least-To-Most Assistive Prompt Hierarchy To Increase Child Compliance With Teacher Directives In Preschool Classrooms, Cynthia Dicarlo, Jennifer Baumgartner, Jamie Cabellero, Courtney Powers, Aaron R. Deris
Using Least-To-Most Assistive Prompt Hierarchy To Increase Child Compliance With Teacher Directives In Preschool Classrooms, Cynthia Dicarlo, Jennifer Baumgartner, Jamie Cabellero, Courtney Powers, Aaron R. Deris
Special Education Department Publications
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives (Radley & Dart, 2015; Wilder & Atwell, 2006; Wolery & Gast, 1984). This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM (first described by Horner & Keilitz, 1975), with the additional requirement of teacher-child proximity and teacher- child eye level prior to beginning the prompt sequence, which is consistent with recommended …
Making It Real: Using Field-Based And Practice-Based Experiences In Personnel Preparation, Elizabeth Mclaren, Sallee Beneke, Kathleen Artman Meeker, Aaron R. Deris
Making It Real: Using Field-Based And Practice-Based Experiences In Personnel Preparation, Elizabeth Mclaren, Sallee Beneke, Kathleen Artman Meeker, Aaron R. Deris
Special Education Department Publications
This panel presentation will describe engaging, evidence-based methods for preparing EC/ECSE personnel using practice-based experiences. Strategies include field placement, video analysis, self-analysis, peer and faculty coaching, and case study. Practice-based experiences will be aligned closely with DEC RP and CEC preparation standards. Challenges, suggestions, and free resources will be discussed.
Teacher Selected Versus Bea Selected Early Reading Interventions, Dana Wagner, Aaron R. Deris, Melissa Coolong-Chaffin
Teacher Selected Versus Bea Selected Early Reading Interventions, Dana Wagner, Aaron R. Deris, Melissa Coolong-Chaffin
Special Education Department Publications
No abstract provided.
Faculty Experiences From Teaching And Learning Online, Kelly Heckaman, Aaron R. Deris, Cathie Koss
Faculty Experiences From Teaching And Learning Online, Kelly Heckaman, Aaron R. Deris, Cathie Koss
Special Education Department Publications
No abstract provided.
The Outdoors As A Learning Environment: Fostering Postive Inclusive Interactions, Linda L. Flynn, Maria Ruiz, Aaron R. Deris, Cynthia Dicarlo
The Outdoors As A Learning Environment: Fostering Postive Inclusive Interactions, Linda L. Flynn, Maria Ruiz, Aaron R. Deris, Cynthia Dicarlo
Special Education Department Publications
This workshop will use DEC Recommended Practices to describe strategies and techniques to establish the outside as a learning environment. Modifications, adaptations, and assistive technology used to create an active, inclusive environment will be shared along with handouts and videos.
Not Another One: The Over Identification Of Hispanic Children In Ecse, Gail I. Becker, Aaron R. Deris
Not Another One: The Over Identification Of Hispanic Children In Ecse, Gail I. Becker, Aaron R. Deris
Special Education Department Publications
This session presents a current study that examined the overrepresentation of Hispanic English language learners in early childhood settings. Results of this phenomenological study will be reviewed along with implications for practitioners. Participants will gain an understanding of the needs of English language learners and ways to increase school professionals' efficacy.
A Phenomenological Examination Of The Influence Of Culture On Treating And Caring For Hispanic Children With Autism, Lynette Estrada, Aaron R. Deris
A Phenomenological Examination Of The Influence Of Culture On Treating And Caring For Hispanic Children With Autism, Lynette Estrada, Aaron R. Deris
Special Education Department Publications
Researchers have found that cultural factors may lead to lower rates of diagnosis in Hispanic children with autism and that parents lack the knowledge of therapies and practices used in the treatment of the autism spectrum disorder (ASD). Five research questions guided this phenomenological study. The focus of the first two questions was how culture may affect families seeking assistance; the third question queried how professionals play a part in the choice of therapies ; the fourth question dealt with how do families choose a therapy to aid their child with ASD. The focus of the last question was the …
Investigation Of Social Supports For Parents Of Children With Autism, Aaron R. Deris, Cynthia Dicarlo, Linda L. Flynn, Carrie Ota, Anne O'Hanlon
Investigation Of Social Supports For Parents Of Children With Autism, Aaron R. Deris, Cynthia Dicarlo, Linda L. Flynn, Carrie Ota, Anne O'Hanlon
Special Education Department Publications
There has been an increase of children being identified with autism in the United States (Center for Disease Control, 2009), leading to an increased concern of how to best meet the needs of children with autism and their families. In response to each reauthorization of the Individuals with Disabilities in Education Act (2004), in which the roles of families have been strengthened in planning their child's education and professionals have had more input, the field has tried to uncover the 'best' ways to support parents. Recommended practice suggests that parents are best able to identify their own support needs, with …