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Full-Text Articles in Special Education and Teaching
A Recipe For Successful Inclusion, Holly Kay Dunham-Wheeler
A Recipe For Successful Inclusion, Holly Kay Dunham-Wheeler
All Graduate Projects
A model to assist in the process of including students with disabilities into general education classes for sixth and seventh grade students at West Valley Middle School in Yakima, Washington was developed. A literature review of current research supports inclusion as a model that addresses the school culture in the Untied States at this time. The literature review also indicated the need for schools to provide and teach study skills to better prepare students for their future.
Promoting Self-Advocacy Skills For Students With Mild Disabilities, Loretta Lynn Franz
Promoting Self-Advocacy Skills For Students With Mild Disabilities, Loretta Lynn Franz
All Graduate Projects
The purpose of this project was to develop a unit plan for teachers to help promote self-advocacy skills in the Individual Education Program (IEP) for students with mild disabilities. The results of this study indicate that students with mild disabilities are required to be invited to their IEP when consideration of services are to be discussed. Students are often not successful in the IEP process because they are dependent on others to make decisions for them. They are not given the opportunity to make their own choices and decisions. They have a poor self-concept, lack of understanding, self-acceptance and motivation. …
Teaching Students With Severe Disabilities To Perform A Pre-Lunch Routine Using The System Of Least Prompts, Keenan Gerard Rodericks
Teaching Students With Severe Disabilities To Perform A Pre-Lunch Routine Using The System Of Least Prompts, Keenan Gerard Rodericks
Theses: Doctorates and Masters
The system of least prompts has been used to teach a variety of daily living skills to students with severe to moderate disabilities. The present study attempted to determine the effects of the system of least prompts when used to teach a pre-lunch routine to two students with severe disabilities. The students were categorised as autistic, or as having autistic characteristics, with severe to moderate intellectual disabilities and communication deficits. The results indicated that the system of least prompts was effective in facilitating a change in students' responses. Three effects were observed in relation to the hypotheses, First, there was …