Education Commons^™

Supporting Mathematic Achievement For Students With Learning Disabilities Through Enhanced Anchored Instruction, Wendie Lappin Castillo

The STEAM Journal

Difficulties in mathematical learning are common and significant.The struggle has increased exponentially with the Common Core State Standards in effect. Students with or without learning or mathematical disabilities may respond to continued failure by withdrawing their effort, carrying low self-esteem, and/or displaying avoidance behaviors. Enhanced anchored instruction is designed to provide students the opportunity to construct knowledge and design solutions to problems collaboratively. The approach of enhanced anchored instruction attempts to guide students to become more active in learning through the use of technology. Enhanced anchored instruction provides students the opportunity to work through problems attached to a visual anchor. …

Evidence-Based Practices To Promote Inclusion In Today’S Catholic School, Sean Smith, G Cheatham, Maggie Mosher

Journal of Catholic Education

Abstract

The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectations that all student should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and …

Defining Inclusionary Practices In Catholic Schools, Sean J. Smith, G Cheatham, Jennifer M. Amilivia

Journal of Catholic Education

The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only students with disabilities, but also other students who may struggle with learning in some manner, the Catholic school community needs to keep abreast of effective practices that facilitate meaningful inclusion. This is especially relevant for those Catholic families who desire a Catholic education for their children with disabilities, as well as their …

A Framework For All: Building Capacity For Service Delivery In Catholic Schools, Michael Faggella-Luby, Christie Bonfiglio

Journal of Catholic Education

The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A …

Inclusion In Catholic Schools: From Inception To Implementation, Christine Bonfiglio, Karen Kroh

Journal of Catholic Education

Inclusion of students with diverse learning needs, including those with disabilities, in Catholic schools is becoming more prevalent. Despite a long history of the call to serve all learners, Catholic schools have been slow to welcome students who are academically and behaviorally diverse. Meeting the needs of all learners requires understanding the concept of inclusion, removing barriers, and implementing inclusive educational practices. This article defines inclusion and its prevalence in Catholic schools in comparison to national trends in the public domain. Identified barriers to successful inclusive education are identified and described. Additionally, effective practices are outlined and illustrated using a …

The Experiences And Perceptions Of Practicing Special Education Teachers During The Covid-19 Pandemic, Marci M. Glessner, Shirley A. Johnson

The Interactive Journal of Global Leadership and Learning

This study examined special education teachers’ perceptions and experiences as they transitioned to distance learning during the COVID-19 pandemic. Although there has been much research on preparing teachers to be effective in online environments, there is limited research on the teaching and learning dynamics when teachers are thrust into distance learning without training and preparation (Kormos, 2018; Moore-Adams et al. 2016; Unruh et al. 2016; Vasquez & Serianni, 2012). As described by Steele (1973), environments are affected by six functions: security and shelter, social contact, symbolic identification, task instrumentality, pleasure, and growth. In a classroom setting, these functions work together …

Copyright Information, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscript, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

The Blue Room, Suzanne J. Gikas

Ought: The Journal of Autistic Culture

The Blue Room is a true account of a teacher's experience in a federal setting four classroom.

Challenged by highly restrictive practices and perceived lack of support, the teacher finally confronts the realization that the concepts of continuum and least restrictive environment equally apply to teachers in that setting.

Teacher And Problem In Student With Adhd In Indonesia : A Case Study, Iriani Indri Hapsari, Aulia Iskandarsyah, Poeti Joefiani, Juke R Siregar

The Qualitative Report

Students with ADHD (Attention Deficit Hyperactivity Disorder) often experience academic and social problems at school because of their behavior problems. The teacher becomes one of the main figures who can help students with ADHD in the school. However, research about problem in students with ADHD from teachers’ perspective has limited empirical evidence in Indonesia. In the study, we explored the perception and experiences of teacher towards problem in students with ADHD and how teachers handle the problem in school. We conducted case study using semi-structured interview with purposive sampling technique for 38 elementary school teachers in Indonesia. We found that …

Accommodations For Underserved Students In Music Education, William M. Refuss

The Corinthian

This research examines socioeconomic status and its relation to accommodating students with special needs where access to specific technologies and equipment is limited. For students who need costly accommodations where socioeconomic status affects access, other methods of accommodation need to be found. This paper focuses on the specific goals in a music education classroom and how students with disabilities struggle to achieve such goals without accommodations, as well as examining different personnel and technologies in which access is limited when examining the financial impact. Such accommodations include music therapists assigned to the school, inclusion classrooms, modified instruments, and other technologies …

Building Collaborative Teacher Education: Integrating Udl Through A Faculty Learning Community, Stacie B. Whinnery, Keri C. Fogle, Jennifer C. Stark, Keith W. Whinnery

Journal of Practitioner Research

Teacher educators have focused reform efforts on preparing graduates to address increasingly diverse K-12 students. Collaboration among general and special education faculty is seen as beneficial for preparing teacher candidates who can teach diverse learners, yet it is not the norm. This practitioner research study explored a curriculum reform effort that employed a faculty learning community (FLC) to engage general and special education faculty to collaboratively integrate Universal Design for Learning (UDL) into two teacher education programs. Faculty perceptions of the collaborative reform process and resulting curriculum enhancements are presented. Findings indicated the process was valued by our faculty, promoted …

Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand

Journal of Science Education for Students with Disabilities

There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas …

Transition Services: Building Successful Collaborations Among School Professionals, Kimberly F. Frazier, Kristi Perryman, Suzanne Kucharczyk

Journal of School-Based Counseling Policy and Evaluation

Students who have significant disabilities have the same aspirations as their non-disabled peers: living productive, enriched, and self-determined lives. Adolescent-to-adulthood transition services have the potential to help position students with disabilities to obtain the best possible outcomes, thereby helping them lead full and included adult lives. It is vital that school and community-based support professionals act in concert with students with significant disabilities and their families to develop and implement successful transition services. This article discusses how partnerships across disciplines can help position students with disabilities for the best possible outcomes during the crucial period of their transition from the …

Leveraging The Science Of Learning To Enhance Student Success: An Application Of Syfr Learning’S Principles Of Practice, Jennifer S. Jones, Christopher L. Thomas

Journal of Research Initiatives

The purpose of the current article is to describe a set of empirically validated principles of practice with the potential to enhance student learning and academic performance. Specifically, we provide an overview of Syfr Learning’s principles of practice – a collection of scalable instructional techniques derived from decades of research in the domain of learning science. Further, we provide an illustrative example of the benefits of Syfr Learning’s principles of practice when incorporated into existing curricula in a K-12 setting.

Brain Science And Parent-School Relationships In A Title 1 Elementary School In Massachusetts: A Basic Qualitative Study, Arij Rached, Simone Elias, Linda Wilson-Jones

Journal of Research Initiatives

Bandura's (1977) social cognitive theory contends that people think, learn, and perform based upon a sum of personal (e.g., beliefs, emotions, behaviors), social (home-school relationships), and environmental (school culture). Also, research has already determined that collaboration between home and school leads to better children's social-emotional learning (SEL) (August, Anderson, & Bloomquist, 1992; Cooper & Redfern, 2016; Grant & Ray, 2018). Thus, a basic qualitative research tradition was used to better understand elementary public-school parents' perceptions of the impact of parent-school relationships on children SEL development in a Title 1 school in Massachusetts (MA). Thru the lenses of brain science, a …

Evolution Of A Multi-Layered World Of Science To Benefit Children With Hearing Loss, Ellen Rhoades, Rachel Glade

Journal of Early Hearing Detection and Intervention

This is a brief but broad narrative and non-systematic review of developments that led up to how 21^st century digital technology and translational research influenced, in particular, cognitive psychology and our improved understanding of mental resources among children with hearing loss. In turn, systemic multi-disciplinary research findings gave birth to Auditory Cognitive Neuroscience (ACN). Three broad constructs unique to ACN, i.e., auditory attention, effortful listening, and auditory fatigue, are then described in relation to children with hearing loss. This review concludes with a brief examination of future opportunities for researchers and clinicians who can ensure that children with hearing …

The Effect Of A Training Program On The Attitudes Of Teachers Of Students With Learning Disabilities Towards Co-Teaching, Thouraiya Al-Khatri, Suhail Mahmoud Al-Zoubi Smalzoubi, Yousef Abu Shindi

International Journal for Research in Education

The purpose of this study was to examine the effect of a training program on the attitudes of teachers who teach students with learning disabilities (LD) toward co-teaching. The sample of the study consisted of 60 female teachers who teach students with LD in general education schools at Al Batinah South Governorate, Oman. The participants were divided into two equal groups (experimental and control); each group was composed of 30 teachers. The researchers developed a training program and attitudes toward co-teaching scale (AS). The AS was administered as pretest and posttest to the teachers in both groups. The experimental group …

Group-Based Training On Trial-Based Functional Analysis, Christina Noel, Thomas Gross, Grant Hacherl, Meaghan Ritchie, Matthew Howerton

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

A functional behavior assessment (FBA) of challenging behavior has been identified as a High-Leverage Practice in the social/emotional/behavior area (HLPs; McLeskey et al., 2017). Despite the importance of FBAs to classroom practices, many FBAs are conducted outside of classroom settings. Evidence suggests that FBAs may be more effective when conducted in a child’s typical classroom setting. A trial-based functional assessment (TBFA) is a variant of an FBA that is conducted by practitioners in a child’s classroom environment. The purpose of this paper is to outline the important components that should be included in a TBFA group training designed for practitioners …

Evaluating Preservice Special Education Candidates’ Comfort Level Implementing High Leverage Practices, Cindy Clemson, Sarah N. Merimee

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

Special education teachers are presented with numerous demands within the classroom and must have a specific skill set to adequately address diverse needs. Therefore, 22 high leverage practices (HLPs) for special education teachers were established. This study assessed the impact of a semester of teaching the HLPs, including a final project requirement, on senior teacher candidates’ comfort level implementing the HLPs. Results indicate that the explicit teaching of the HLPs, required project, and practicum led to the students’ increased comfort implementing the HLPs. Additionally, the authors reviewed data gathered and used it to explore their university’s current curriculum to determine …

Effective Instruction For Students With Dyslexia And Related Learning Struggles, Susan Keesey

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

Dyslexia has received increased emphasis with recent legislation requiring universal screening, added dyslexia training in educator preparation programs, and professional development specifically addressing dyslexia. In addition, KY created the Dyslexia Toolkit to inform and support teachers. This article discusses how Structured Literacy and High-Leverage Practices can support learning for students with dyslexia and related reading struggles.

Examining The Preparedness Of Educational Diagnosticians In Texas, Mertie Gomez, William H. Blackwell, Corinna Villar Cole, Chase Young

Journal of Human Services: Training, Research, and Practice

This study examined the extent to which educational diagnosticians in Texas perceived their certification program prepared them with the professional knowledge recommended by the Council for Exceptional Children’s Advanced Preparation Standards Specialty Set: Special Education Diagnostician Specialist (CEC, 2015). A total of 113 currently practicing educational diagnosticians in Texas responded to a 28-item survey based on the CEC standards for educational diagnosticians. Participants reported being less prepared to meet standards related to collaboration, vocational and assessment measures, behavior assessment measures, and language assessment measures. Diagnosticians working in urban school districts reported lower levels of preparation as compared to those working …

Demystifying Sensory Processing To Promote Effective Interprofessional And Caregiver Collaboration, Janis Leinfuss, Erin O'Hara

Student Journal of Occupational Therapy

Research shows collaboration and coaching with caregivers and educators positively impacts growth in occupational performance. Better understanding of this additional role that occupational therapy practitioners play; when working with children with sensory processing challenges, is vital to properly advocate for strategies and resources to help them reach their personal trajectory.

This article offers insight into the importance of removing professional jargon to facilitate effective interprofessional collaboration. Specific strategies for making coaching and training sessions for sensory processing content relatable and meaningful to educators and caregivers are also provided.

A Qualitative Study Of American Sign Language Interpreting For Deaf Individuals With Disabilities, Emily A. Mason

Montview Journal of Research & Scholarship

There are complexities involved in American Sign Language (ASL) interpreting for the unique population of Deaf individuals with disabilities (DWD), particularly in educational settings, that must be considered. Based on the foundation of existing literature regarding the field of ASL interpreting, educational interpreting, and strategies of working with DWD individuals, the researcher created a theoretical conceptual framework that combined the frameworks of ASL Interpreting and Special Education. The current primary research is aimed at addressing another portion of the gap, that is, research regarding practical experiences in working with this population. This study was conducted through questionnaires sent out through …

Front Matter- Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Volume 25 Of The Journal Of The Assembly For Expanded Perspectives On Learning, Wendy Ryden, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

The Assembly for Expanded Perspectives on Learning (AEPL), an official assembly of the National Council of Teachers of English, is open to all those interested in extending the frontiers of teaching and learning beyond the traditional disciplines and methodologies. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals.

Connecting: On “Showing Up” In Teaching, Tutoring, And Writing: A Search For Humanity, Christy Wenger, Nicole J. Wilson, Angela Montez, Sara Y. Chung, Christina M. Lavecchia, Cristina D. Ramirez, Patricia D. Pytleski

The Journal of the Assembly for Expanded Perspectives on Learning

The pieces collected in this section of Connecting all exhibit ways of “showing up” in writing. They do so by modeling how we might claim very specific, very material conditions of learning and thinking and speak from the authority of personal experience. They are full of voice. They show up by revealing the presence of their writers and by making intentional space for readers to show up in response, as a writer’s presence begets the readers’. The writing contained within this section also offers practices that might help us think through the dynamics of a pedagogical praxis of “showing up.”

Book Reviews, Irene Papoulis, Nate Mickelson, Paul Pucccio, Erin L. Frymire, Tracy Lassiter

The Journal of the Assembly for Expanded Perspectives on Learning

All of this year’s books circle around issues of healing, a richly faceted subject always dear to members of the Assembly for Expanded Perspectives on Learning. Nate Mickelson reviews Burt Bradley’s After Following, in which the poet takes solace in writing his own meditations on the work of other poets; Paul Puccio responds to Peter Khost’s Rhetor Response: A Theory and Practice of Literary Affordance, which explores the potential connections to life that literature could provide readers in our classrooms and beyond; Erin Frymire addresses Jessica Restaino’s Surrender: Feminist Rhetoric and Ethics in Love and Illness, which combines rhetorical analysis …

Back Matter-Jaepl Volume 25, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Rhetoric And Emotion Save Science: Lessons From Student Eco-Activists, Jesse Priest

The Journal of the Assembly for Expanded Perspectives on Learning

This essay is a qualitative study of the experience of undergraduate students learning how to teach issues of sustainability to their campus communities through an innovative outreach program at a large northeastern research university, while at the same time learning to navigate complex emotional labor required by their outreach and activist work. While most previous work on science writing and rhetoric focuses on disciplinary, publishing, or genre practices, I examine the holistic student experience by placing outreach, writing, and the classroom in conversation with each other, illuminating how discourses can cross institutional and contextual borders. Additionally, while most previous work …