Education Commons^™

Postsecondary Inclusion For Individuals With An Intellectual Disability And Its Effects On Employment, Eric J. Moore, Amy Schelling

Theory and Practice in Teacher Education Publications and Other Works

Postsecondary education (PSE) programs for individuals with intellectual disabilities (IDs) have emerged exponentially in the United States over the last decade. Research regarding these postsecondary programs has largely been descriptive, and thus, there exists a need for qualitative, outcome-based research. In this comparative case report, graduates from two types of PSE pro- grams for individuals with IDs are surveyed regarding employment outcomes and other personal developments. The results from each postsecondary program are compared with one another and also with a comparison group of individuals with IDs who did not attend a postsecondary program (utilizing the 2009 National Longitudinal Transition …

Video Review And Reflection For Ongoing Inservice Teacher Professional Development, Hannah M. Dostal, Kimberly A. Wolbers

Theory and Practice in Teacher Education Publications and Other Works

Purpose. In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development-- for both teachers and teacher leaders.

Design. By tying video analysis to a shared observation instrument, we were …

The Writing Performance Of Elementary Students Receiving Strategic And Interactive Writing Instruction, Kimberly Wolbers, Hannah M. Dostal, Steve Graham, David F. Cihak, Jennifer Kilpatrick, Rachel M. Saulsburry

Theory and Practice in Teacher Education Publications and Other Works

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (d/hh) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of d/hh elementary students across recount/ personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre …

An Analysis Of Deaf Students’ Spelling Skills During A Year Long Instructional Writing Approach, Lisa M. Bowers, Hannah M. Dostal, Jillian H. Mccarthy, Ilsa Schwarz, Kimberly A. Wolbers

Theory and Practice in Teacher Education Publications and Other Works

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh) and most do not develop age appropriate spelling skills. However, it is critical that these skills are acquired in order to use written language for academic or vocational purposes. Spelling errors from the writing samples of 29 middle school students in a state school for the Deaf were analyzed to examine changes over time. Samples were gathered before, during, and after a year-long writing intervention using Strategic and Interactive Writing Instruction (SIWI). When using SIWI, students are exposed to proper spelling …