Special Education and Teaching Commons^™

Methodologies And Adaptations: A Survey Of Selected Teachers And Those Who Specialize In Self-Contained Music Classrooms, Lori Scantlin

Electronic Theses & Dissertations

The purpose of this study was to explore the methodologies and adaptations utilized in both self-contained and inclusive music classes for students with special needs in Southwest Missouri. Additionally, the study investigated the availability of and resources for self-contained music education classes. To address these topics, selected teachers were invited to respond through questionnaires and semi-structured interviews. Music teachers from across southwest Missouri, accessed via the Southwest Missouri Music Educators Association website listing of schools and staff, were emailed, and asked to participate in the survey using the provided link to the Google form questionnaire. 37 people responded to the …

Narrative Language Assessment And Intervention: Applications With Children With And Without Disabilities, Norah M. Almubark

USF Tampa Graduate Theses and Dissertations

Narrative is the art of conveying a sequence of causally and temporally linked events through monologic telling. Various functions can be served through narratives including sharing experiences, expressing ideas, providing entertainment, and imparting cultural or social values. Narrative language represents an authentic type of language that is useful for assessment and intervention because it can be analyzed according to content and form. The ability to use complex narrative language and produce quality narratives is associated with long-term academic and social benefits (Uccelli et al., 2019; Suggate et al, 2018). Given this crucial link, narrative language is suitable for child language …

The Integration Of Assistive Technology By Female In-Service Teachers Of Students With Learning Disabilities In Saudi Arabia: A Qualitative Interview Study, Badriah Alotaiby

USF Tampa Graduate Theses and Dissertations

The aim of this study is to explore the teachers’ perceptions of integrating assistivetechnology into the curriculum for students with learning disabilities in Saudi Arabia. It is known that teaching students with learning disabilities had been one of the significant difficulties in the past and nowadays. Therefore, integrating assistive technology into the educational process would make it easier for the teachers of students with learning disabilities to teach these students through the use of integrating assistive technology. The use of such assistive technologies will be beneficial for learning disabilities students as well. The main question guiding this research is: What …

The Critical Need For Early Language Access For Deaf And Hard Of Hearing Children, Kinya D. Embry-Wright

Theses and Dissertations--Rehabilitation Sciences

According to the American Speech-Language-Hearing Association (ASHA), speech-language pathologists (SLPs) are referred to as the experts of communication (ASHA, n.d.) utilizing their specialized training, extensive education, and clinical expertise to work with individuals across the lifespan with a variety of different speech and language delays, disorders, and deficits. However, when working with deaf or hard of hearing (DHH) children, there is often precedent given to speech and listening (M. L. Hall et al., 2019). For example, ASHA only recently updated their DHH portal to include American Sign Language (ASL), though they still list it on some webpages as an Augmentative …

Meeting The Needs Of Diverse Esl Classrooms: A Team Approach To The Professional Development Of Educators, Alla Zareva, Silvana Watson

English Faculty Publications

The focus of this chapter is threefold: 1) To report on the effectiveness of a professional development program offered to elementary school educators to work effectively with diverse ELs; 2) to present the results from a pre-professional development survey which helped identify specific aspects of working with diverse ELs in immediate need of professional development; and 3) to discuss the wider implications of our findings and recommendations for teacher preparation programs. The chapter reports on three main areas of a year-long professional development training provided to teams of in-service elementary school teachers, school administrators, and other specialists (N=60) in the …

Music Education Within An Autism Support Classroom: Building Community And Educational Skills, Emma Lamberti

Honors Theses

The purpose of this action research study was to explore how music education might provide a sense of community, develop educational skills, and discuss general best practices for teaching students with Autism Spectrum Disorder (ASD) in a middle school autism support classroom. To examine community, educational skills, and best practices, this study completed two cycles of action research. The curriculum in Cycle 1 consisted of typical music lessons for a general music classroom. Interviews with teachers and students, video observations, and researcher reflections after each lesson were used to inform the development of Cycle 2. Cycle 2 retained the overall …

Table Of Contents - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents

Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan

The Journal of the Assembly for Expanded Perspectives on Learning

Rethinking Science Communication: The Need for Dialogic, Transdisciplinary Collaboration

Front Matter - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman

The Journal of the Assembly for Expanded Perspectives on Learning

Narrative is widely recommended for improving science communication, yet the main approach to science storytelling is limited and limiting, advocating fixed dramatic arcs and the ideal of narrativehood, the absolute quality of being a coherent narrative. Neglected by this approach, I argue, are the finer grained linguistic patterns that give texts local narrativity, the quality of being narrative in a scalar, adjectival sense. I harmonize narrativity with the well-established principles of clear technical writing developed by Joseph Williams, then demonstrate how these principles might be used and taught through a comparative reading of several texts discussing a single topic in …

Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin

The Journal of the Assembly for Expanded Perspectives on Learning

Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …

Embedding The Scientists: Civic Issues As Context For Teaching And Learning, Heather Lettner-Rust, Alix Dowling Kink, Edward Kinman, Joellen Pederson, Phillip Poplin

The Journal of the Assembly for Expanded Perspectives on Learning

We teach science as a path to meaningful civic engagement in a participatory democracy and as a path that should be open to all; our concern lies in how the next generation of young citizens1 address challenging civic issues both by applying science to other contexts—public and civic—as well as communicating science to others—peers and the public. To that end, our article seeks to explain an interdisciplinary capstone course for our general education program that we developed to promote and support science learning and science communication by teaching in the context of important civic issues.

Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.

Public Narratives, Storytelling, And Trust: A Case Study In A Stem-Based Writing Program, Jeff Gagnon

The Journal of the Assembly for Expanded Perspectives on Learning

In recent years, a growing body of scholars have argued that narrative storytelling is an effective and necessary science communication tool for the education of undergraduate STEM students. This research comes at a time when many in the public are becoming distrustful about science, scientists, and scientific communication. However, questions remain about which genre and style of narratives are most effective at building trust among STEM communicators and public audiences? My essay answers this question through a case study of narrative communication in my first-year writing classes. I analyze my attempts to teach STEM students that “public narratives,” a genre …

Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich

The Journal of the Assembly for Expanded Perspectives on Learning

Regardless of which career path a scientist decides to take, they must be able to communicate effectively with broad audiences. As such, science communication training has become an essential component of STEM professional development. While multiple national scientific societies have articulated the need to address these skills as in fundamental training, few undergraduate scientific training programs have formally addressed this in their degree programs. Here we present an innovative approach to teach this skill set by blending an online science communication course with existing curricula in the biomedical sciences. Online content from the American Society for Biochemistry and Molecular Biology …

Part 1: Creating Scientist-Citizens Through A Writing Minor, Melissa Carrion, Ed Nagelhout

The Journal of the Assembly for Expanded Perspectives on Learning

Part 1: Creating Scientist-Citizens through a Writing Minor

Weaving Science Communication Training Through An Undergraduate Science Program With A Focus On Accessibility And Inclusion, Adina Silver, Zoya Adeel, Tim Li, Abeer Siddiqui, Alexander Hall, Sarah L. Symons, Katie Moisse

The Journal of the Assembly for Expanded Perspectives on Learning

Science communication training can help scientists engage diverse audiences with the promise and process of science, helping to strengthen science literacy and preserve public trust in science. But not all scientists have access to such training. To address this shortfall, we have embedded a suite of science communication courses in the Life Sciences Program, the largest undergraduate science program at McMaster University in Hamilton, Ontario. A foundational course focuses on making science accessible through inclusive language and media, while more advanced courses emphasize the importance of understanding and centering the values, beliefs, questions, and critiques of audiences, and using narratives …

Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch

The Journal of the Assembly for Expanded Perspectives on Learning

Named after the national park that lies just off of our Ventura County shores, California State University Channel Islands draws faculty who are committed to integrating the coast into their teaching and research. This context has inspired our interdisciplinary collaboration as teacher-scholars who hail from separate departments (English and Environmental Science and Resource Management). Our work together is designed to amplify civic scientific literacy in our classrooms as a means of elevating discourse on the growing challenges that threaten our coastal communities.

Part 2: Learning To Communicate About Science: Writing About (Science) Writing And The First-Year Writing Requirement, David Gerstle, Sarah Seeley, Marc Laflamme

The Journal of the Assembly for Expanded Perspectives on Learning

Part 2: Learning to Communicate About Science: Writing About (Science) Writing and the First-Year Writing Requirement

Getting Beyond “Craap”: Scientific Literacy In Fyw And Wad, Erica Duran, Lauren M. Springer

The Journal of the Assembly for Expanded Perspectives on Learning

While first-year writing (FYW) programs often bear the responsibility for teaching students to write across the disciplines (Downs and Wardle), too often students restrict the concepts learned in FYW to the humanities, or even worse, a single class. Moreover, students frequently complete research assignments in FYW which restrict them to scholarly or peer-reviewed sources, hindering their ability to learn how to assess popular sources. This can be especially problematic with scholarly STEM sources, which are laden with unfamiliar technical terms. Although the writing and research skills learned in FYW are often intended to be interdisciplinary, FYW faculty have opportunities to …

English 101, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: English 101

Connecting Introduction - Reciprocal Engagement And Imperfect Pedagogy, Christy I. Wenger

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting Introduction - Reciprocal Engagement and Imperfect Pedagogy

Aepl Members Respond To Lynn Z. Bloom’S Recipe1, Lynn Bloom, Bruce Novak, Geri Deluca, Libby F. Jones, Jeffrey Seizer, Elizabeth Vickers

The Journal of the Assembly for Expanded Perspectives on Learning

AEPL Members Respond to Lynn Z. Bloom’s Recipe

Negotiating Scientific Identity And Agency: Graduate Student Perspectives On A Public Communication Of Science Course, Lilly Campbell

The Journal of the Assembly for Expanded Perspectives on Learning

Drawing on interviews with nine graduate science students, this article explores perspectives on a Public Communication of Science (PCS) course designed to help students translate their research for a public talk given at a local town hall. I first outline the history of the student-run course and then discuss three course components—public rhetoric of science; improvisation; and audience awareness. Within each component, I describe one student’s particular experience with the course. I describe how students transferred rhetorical lessons from the course to their academic writing but could also transfer rigid views of communication from their scientific work back into their …

Back Matter, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Sessional Spa Time, Amber Moore

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: Sessional spa time

Contributors To Jaepl, Vol. 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

List of contributors and biographies for JAEPL, Volume 28.

Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Full Issue of The Journal of the Assembly for Expanded Perspectives on Learning Volume 28.

A Divine Assignment: Church Supports For Caretakers And Children Impacted By Disabilities, Pamela Scretchen

Discernment: Theology and the Practice of Ministry

How can the church provide leadership in the area of inclusion and offer families a place of refuge and support? How does the church care for and teach children with disabilities? As a Board-Certified Behavior Analyst, I have partnered with congregations to start programs for families impacted by disabilities. Here, we show how a family affected by Autism Spectrum Disorder challenged their church to provide a sustainable program. There is hope that the church can lead inclusion efforts and develop special needs support for caretakers. The article reveals one family’s journey in returning to worship with their autistic son and …

Initiation Practices And Access To Higher Education For Deaf Students: The Interpreter As A Resource, Susana Barbosa, Ana Oliveira, Fernanda Teixeira

Journal of Interpretation

The transition from secondary school to higher education institutions (HEIs) can be a very exciting experience, but it can also represent unique challenges, making this moment a crucial event in the academic path of all students. Academic initiation practices are a tradition that exists on several universities campuses with the purpose of promoting students' integration into academic life during such an important transition.

It is important to analyse the participation of deaf students in initiation practices to higher education and the sign language interpreters' role in including them in this process. Sixteen deaf students of HEIs in the Porto region …