Special Education and Teaching Commons^™

A Suryey Of Music Therapists' Use Of Music To Facilitate Reading Development In Children, Cynthia Cross

Masters Theses

This study utilized Naturalistic Inquiry methods to investigate how music therapists use music elements to impact reading development in school-aged children. Eleven Board-Certified Music Therapists were interviewed providing information regarding music therapy interventions, reading skills targeted, theoretical influences, and professional influences. Transcripts of interviews were analyzedto determine themes, coÍtmon use of language related to the subject, common perceptions, and techniques and uses for music to impact reading development. In general subjects did not report specifically using music elements to target reading behavior. Rather, most subjects identified reading objectives determined by classroom teachers and developed music interventions to accommodate those objectives. …

Child Maltreatment: What Attitudinal Factors Of Commitment, Confidence, And Concern Predict Reporting Practices Of Preservice Speech-Language Pathologists?, Alan Smith

Doctoral Dissertations and Projects

The pervasiveness of child maltreatment is a global issue, although its impact on the United States is markedly severe. The mortality rate for children four years of age and younger continues to rise annually, with an especially alarming increase present for children with disabilities. Although inservice and preservice educators, including speech-language pathologists, are mandated to report suspected maltreatment, several obstacles appear to hinder their actions. Understanding the factors that predict an individuals' likelihood of reporting malfeasance may help minimize maltreatment occurrence and child mortality. Preservice speech- language pathologists attending accredited programs in the United States were surveyed regarding their attitudes …

Providing The Fuel (And Passing The Flame), Todd Pagano

Journal of Science Education for Students with Disabilities

At the risk of opening with a cliché statement- at the heart of the most effective mentor is a burning passion. The fuel for this passion is a desire to convince, not just try to, but actually convince your mentee that you care about their success (be it in the classroom, career, or personal life). I am guilty of believing in, and living by, this cliché. However, despite passion being my primary motivator, I am not unwilling to admit that rationale for mentoring can sometimes transcend this ethically normative line of thinking. I believe that there are also sometimes quantitative, …

A Mixed Methods Approach To Examining The Getting Ready Intervention For Supporting Young Children With Challenging Behaviors, Miriam E. Kuhn

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

Families and preschool teachers of children with persistent challenging behaviors are taxed daily by difficulties presented in care and management of such children in their homes and early education settings. This study utilized a sequential explanatory mixed methods approach in three phases to better understand a collaborative partnership model of intervention, Getting Ready (Sheridan, Marvin, Knoche, & Edwards, 2008), for supporting preschoolers with challenging behaviors attending Head Start or state-funded pre-kindergarten programs. Preschool teachers received professional development and individual coaching to help them improve partnerships and collaboratively plan with parents to promote children’s growth, and enhance parent-child interactions.

In Phase …

Parental Perceptions Of Early Childhood Education Programming For Children With And Without Disabilities, Brittany Greer Herrington

Dissertations

This study examined the factors influencing parental selection of early childhood education programs for their children with and without disabilities. Factors explored were severity of disability, parental choice in programming, inclusion, parental satisfaction, type of disability, and availability of programs that take part in early childhood education. Parents with at least one child with a disability and one child without a disability age eight or younger participated in this study by responding to items from a researcher-adapted instrument. Though no findings were statistically significant, conclusions drawn both support the literature and suggest that parents want the same programming for their …

Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson

Policy Analysis

Senator Harkin (D-IA), Senator Murphy (D-CT), Senator Baldwin (D-WI), and Senator Hirono (D-HI) introduced the Keeping All Students Safe Act (S.2036) in the Senate on Feb. 24, 2014. Rep. Miller (D-CA) introduced H.R. 1893 on May 9, 2013. The Act would produce limitations for the use of restraints in public and private schools. Currently, 19 states have no policies in place to address this issue. The law would require better training, monitoring and enforcement of these standards, as well as the collection of related data which would be available to the public. We are asking you to co-sponsor the Keeping …

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Children’S Attitudes Towards Peers With Disabilities: Associations With Personal And Parental Factors, Soo-Young Hong, Kyong-Ah Kwon, Hyun-Joo Jeon

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The purpose of this study was to investigate the following: (i) associations among children’s prior contact with people with disabilities and the three dimensions of children’s attitudes towards people with disabilities: children’s understanding of and their feelings about people with disabilities and their behavioral intentions to make inclusion decisions; (ii) the relation between children’s behavioral intentions to make inclusion decisions and the demands of activity contexts and the types of disabilities; and (iii) the association between parents’ attitudes and children’s attitudes. Participants included 94 typically developing four- and five-year-old preschoolers. Children’s understanding of disabilities and their prior contact with people …

Growing Ideas - Partnering With An Early Childhood Mental Health Consultant, University Of Maine Center For Community Inclusion And Disability Studies

Early Childhood Resources

Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and families, care and education professionals, and/or early care and education teachers. ECMHC strives to improve the ability of families, teachers, and care and education professionals to promote, sustain and restore healthy social and emotional development for all children. Early Childhood Mental Health Consultation approaches challenging situations with children from a problem solving perspective. ECMHC is not a therapeutic intervention: it occurs in the children's natural settings - child care, home, and school.

Growing Ideas - Increase Access: Universal Design In Early Care & Education, University Of Maine Center For Community Inclusion And Disability Studies

Early Childhood Resources

According to Ron Mace of the Center for Universal Design, universal design is the philosophy of designing and creating products and environments to be accessible to the greatest extent possible, to the people who use them, without the need for adaptation (http://www.cast.org). The principles of Universal Design have been broadened beyond the creation of physical space and materials, to include the design of curriculum, teaching strategies, and assessment. Universal Design for Learning (UDL) is based on the understanding that children learn in different ways. This framework focuses on planning from the start for the widest diversity of learners.