Special Education and Teaching Commons^™

Making 3d Laser Cut Stratigraphic Audio-Responsive Tactile Templates, Michael A. Kolitsky

Journal of Science Education for Students with Disabilities

The geologic method of stratigraphy which studies the structure of the earth by making layers was employed with 3D laser cutting techniques to make more easily defined tactile regions in templates of cells, tissues and anatomic regions containing muscles and bones. Templates were made audio responsive by hand-drilling a small hole in a template and filling that hole with conductive electric paint. A finger touch to the template top side now carries a charge similar to an electric circuit to the template bottom side resting on the surface of an iPad or iPad Pro where an audio button produces audio …

Stress Among Public School Teachers, Jollie Alson

Journal of Research Initiatives

This study measured different stressors experienced by teachers in a public national high school and their coping mechanisms. The study is anchored on the Person-Environment Fit or Mis-fit Model (PEFM) (Astroff & Yunjie, 2011; Caplan, 1987) and the Conceptualization of Emotions in coping with stress (Lazarus, 2005). Therefore, the purpose of this study was to explore the work-related, emotional, and personal stressors and coping mechanisms of teachers. The teachers experienced stress that was brought on by hazardous working conditions, a lack of materials, and resources to do their tasks effectively. There was a feeling of excessive monitoring and demands for …

Overview Of The 2018 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors..., Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis

National Youth Advocacy & Resilience Conference

It is an inescapable truth that schools must learn as much about their students and their experiences in order to create a culture built on relationships, which is the cornerstone to student learning. The dynamics and complexities of building positive relationships with students are impacted when teachers’ attitudes, values, and biases conflict with school culture. In this interactive “real talk” session, participants will examine their own biases and attitudes that may be hindering the cultivation of positive relationships. Participants will be introduced to a variety of approaches that can be used to evaluate the values, beliefs, and attitudes that are …

Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

Increasing Self-Efficacy In Providing Inclusive Practices To Students With Diverse Learning Needs, Teresa K. Nagy

All Capstone Projects

The purpose of this qualitative study was designed to determine if teachers in an elementary school in South Suburban School District in Chicago, Illinois increased their self-efficacy as it relates to serving students with disabilities in their least restrictive environment after receiving professional development. The study began with a historical review of students with disabilities and the current requirements of the Individuals with Disabilities Reauthorization Act of 2004. Educational systems within the United States are required to provide services to students with diverse learning needs in the least restrictive environment. These supports are most commonly referred to as inclusive practices. …

Putting Educational Reform Into Practice: The Impact Of The No Child Left Behind Act On Students, Teachers, And Schools, Timothy Song

CMC Senior Theses

This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending …

An Adaptation And Psychometric Evaluation Of The Teacher Attribution Measure For Early Elementary (Tam-Ee), Shannon L. Nemer

Theses and Dissertations

This study examined the reliability and validity of the Teacher Attribution Measure for Early Elementary (TAM-EE), a measure adapted from the Preschool Teaching Attributions (PTA) measure, to assess the challenging behavior attributions of early elementary teachers. Like the PTA, the TAM-EE uses a series of student-specific behavior scenarios as prompts for teachers who then rate statements aligned with dimensions of attribution theory on a 6-point scale. A sample of 41 teachers completed the TAM-EE on 79 students in grades K-3 screened for risk of emotional and behavioral disorders (EBD). Teachers also completed reports of student behavior, self-efficacy, and perceptions of …

Call For Manuscripts

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright And Open Access

Journal of Science Education for Students with Disabilities

No abstract provided.

Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development, Tal Slemrod, Leah Wood, Shelley Hart, William Coleman

Journal of Science Education for Students with Disabilities

This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.

Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun

Journal of Science Education for Students with Disabilities

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics.

Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held …

Metacognitive Reading Strategy And Emerging Reading Comprehension In Students With Intellectual Disabilities, Natasha Cox-Magno, Peter Ross, Kathleen Dimino, Andrea Wilson

Journal of Educational Research and Practice

This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of …

Book Review: Towards Inclusion Of All Learners Through Science Teacher Education, Greg Stefanich

Journal of Science Education for Students with Disabilities

It is a pleasure to receive an invitation to submit a review for the book titled Towards Inclusion of All Learners through Science Teacher Education. The contributors include four wellknown leaders in inclusive science education complemented by a spectrum of authors American and international, in pre-service and graduate science education, pre-service and graduate special education, science research, special education practitioners, classroom teachers, graduate students, and students through case studies and interviews.

The book presents an excellent overview of current practices in schools, descriptions of individual and team efforts to improve practice, and emerging innovations such as the application of Universal …

Teaching Science Through Inquiry Based Field Experiences Using Orientation And Mobility, Danene K. Fast, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms.

In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses.

The purpose of this review is to outline how …

Fape, Lre, And Related Laws: Implications For Inclusion And Co-Teaching, Tori L. Colson, Moriah J. Smothers

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

Unfortunately, IDEA implementation is still a problem for many schools today (Hill, Martin, & Nelson-Head, 2011). What are the causes of this? Could it be because many teachers do not have knowledge of the law? More and more students with disabilities are being served in the general education program with their peers. This is a result of several federal laws enacted to ensure that students with special needs are educated in the least restrictive environment. Inclusion of students with disabilities in the general education curriculum is a way to make sure that students are taught in the least restrictive environment …

Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer

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

Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught …

Development And Transfer Of Technological Pedagogical Content Knowledge (Tpack) Of Special Education Teachers, Aleksandra A. Kaplon-Schilis

Dissertations, Theses, and Capstone Projects

This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The dissertation is presented in a non-traditional format including an introduction, three manuscripts submitted for journal publication, and a summary chapter. The purpose of the first study was to analyze development of TPACK of pre-service elementary special education teachers enrolled in a graduate level pedagogy course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public college. The study’s research question was to find out whether the TPACK- …

Effects Of Direct Instruction Flashcards And Reading Racetracks On Sight Word Acquisition And Maintenance For A Student With Autism, Chelsea Burton

College of Education and Human Sciences: Dissertations, Theses, and Student Research

A student’s abilities in literacy can be indicative of his/her ability to live successfully in our society (Rinaldi, Sells, & McLaughlin, 1997). The ability to read is an area of difficulty, particularly for many students with autism spectrum disorders. Two fundamental cognitive processes required for skilled reading are word recognition and reading comprehension (Spector, 2010). Struggles with word recognition hamper the ability of students with ASD to work towards the goal of literacy (Spector, 2010). Browder and Xin (1998) argued that sight word instruction is important because that knowledge provides a foundation for other functional academic skills. The purpose of …

The Predictors Of Juvenile Recidivism: Testimonies Of Adult Students 18 Years And Older Exiting From Alternative Education, La Toshia Palmer

Dissertations

Purpose: The purpose of this descriptive, qualitative study was to identify and describe the importance of the predictors of juvenile recidivism and the effectiveness of efforts to prevent/avoid juvenile recidivism as perceived by previously detained, arrested, convicted, and/or incarcerated adult students 18 years of age and older exiting from alternative education in Northern California. A second purpose was to explore the types of support provided by alternative schools and the perceived importance of the support to avoid recidivism according to adult students 18 years of age and older exiting from alternative education.

Methodology: This qualitative, descriptive research design identified …

Building A Better Risk Prevention Model, Steven Hornyak

National Youth Advocacy & Resilience Conference

This presentation chronicles the work of Houston County Schools in developing a risk prevention model built on more than ten years of longitudinal student data. In its second year of implementation, Houston At-Risk Profiles (HARP), has proven effective in identifying those students most in need of support and linking them to interventions and supports that lead to improved outcomes and significantly reduces the risk of failure.

Shattered Ground: Mental Health Disorders In Children – A Hidden Crisis, Yvonne Hefner

National Youth Advocacy & Resilience Conference

This session will offer teachers an in-depth understanding of mental health disorders, including basic information about these disorders, background information to assist in identifying early warning signs, and strategies for supporting students that may suffer from a mental health disorder. Teachers will learn classroom strategies that will foster a positive learning environment which will help to support these students

Using Argument-Based Science Inquiry To Improve Science Achievement For Students With Disabilities In Inclusive Classrooms, Jonte C. Taylor, Ching-Mei Tseng, Angelique Murillo, William Therrien, Brian Hand

Journal of Science Education for Students with Disabilities

Students with disabilities have long lagged behind their non-disabled peers when it comes to science achievement. The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright Information

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts!

Journal of Science Education for Students with Disabilities

No abstract provided.

Elementary Teachers' Perspectives Of The Support Facilitation Instructional Model, Deborah Afolabi

Walden Dissertations and Doctoral Studies

The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused …

Strengthening The Teacher Toolkit: Effective Autism Inclusion Methods, Roxanne Guel

Capstone Projects and Master's Theses

The focus of this Capstone Project is on Autism inclusion methods. This is an important issue for teachers because they are often not given the tools and resources to effectively include their students with Autism Spectrum Disorders into a general education classroom. It is argued that some of the most effective methods include peer-mediated instruction, antecedent procedures, and school-wide organizational change. Considerations of the issue, should include the perspectives of both Special Education and General Education teachers. Three themes/action options emerged from an analysis of the data and were explored as ways to address the issue presented. Antecedent procedures are …

“This Is Not What I Expected”: Knowledge Reconfiguration In Preservice Teachers, Franco Zengaro, Sally A. Zengaro

Journal of Research Initiatives

The aim of this qualitative case study was to investigate how two preservice teachers reconfigured their role as teachers during their practicum. We collected data through interviews, field observations, and documentary notes gathered at an urban school across four months. Data were analyzed using the constant comparative method. The results revealed three themes: (1) Blaming vs. Connecting, (2) Idealism vs. Realism, and (3) Retreating vs. Reconfiguring. The findings of this study indicated that placement was influential for the two preservice teachers. This case study shares valuable information regarding the importance of connecting preservice teachers with quality teaching practicum experiences aimed …