Open Access. Powered by Scholars. Published by Universities.®

Special Education and Teaching Commons™

Open Access. Powered by Scholars. Published by Universities.®

Discipline
Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 1501 - 1530 of 7706

Full-Text Articles in Special Education and Teaching

The Portrayal Of Individuals With Developmental Disabilities Within The Media: A Critique Of Six Films Produced Across Sixteen Years, Becca Irvine Aug 2022

The Portrayal Of Individuals With Developmental Disabilities Within The Media: A Critique Of Six Films Produced Across Sixteen Years, Becca Irvine

LC Journal of Special Education

This paper will explore six films that involve individuals with developmental disabilities and gain a better grasp on the portrayal as determined through the attached tables. The films that were critiqued include Adam, Radio, What’s Eating Gilbert Grape, Forrest Gump, Tru Confessions, and The Ringer. These films span a total of 16 years and involve main characters and supporting characters with developmental disabilities, some played by actors who are typically developing and others played by actors with disabilities. Through careful observations, the films were reviewed for a variety of means, including social communication and interaction, behaviors, and presence in early …

Go to article

Sibling-Mediated Interventions For Children With Autism Spectrum Disorder (Asd), Jacqueline Lubin Aug 2022

Sibling-Mediated Interventions For Children With Autism Spectrum Disorder (Asd), Jacqueline Lubin

LC Journal of Special Education

Siblings spend a significant proportion of the day with siblings with autism than do their typically developing peers. Therefore, sibling-mediated interventions should be a major part of the repertoire of interventions used to aid children with autism develop social skills. Bass and Mulick (2007) explained that using siblings as social intervention agents have several benefits, including constant practice opportunities in the natural setting, parental support and the increased probability of generalization of social skills learned. Therefore, this paper will examine validated sibling-mediated interventions and discuss their effectiveness in enhancing social competence in children with autism spectrum disorder.

Go to article

Homework Problems And Remedies, Antonia M. Charles Aug 2022

Homework Problems And Remedies, Antonia M. Charles

LC Journal of Special Education

This literature review provides a summary of some of the homework problems experienced by students with learning difficulties documented in previous research. It also seeks to outline some practical suggestions which can be utilized to remediate the homework problems experienced by this group of students. Finally, this review examines the role of teachers in assisting this group of students become successful in this regard.

Go to article

Phonemic Awareness: An Important Piece Of The Reading Puzzle, Brandi Booker Aug 2022

Phonemic Awareness: An Important Piece Of The Reading Puzzle, Brandi Booker

LC Journal of Special Education

The purpose of this paper is to provide research findings on phonemic awareness. The major topics to be discussed are assessment, strategies, and effectiveness. This paper will conclude with a discussion on the major topics and its importance for special education.

Go to article

Promoting Self-Determination In Iep Meetings, Hyunjoo Lee, Hsiang-Yi Wu Aug 2022

Promoting Self-Determination In Iep Meetings, Hyunjoo Lee, Hsiang-Yi Wu

LC Journal of Special Education

Promoting self-determination has been linked to the IEP process, given the focus on decision making and goal setting within such meetings. A student with a disability can take an active role in his/her meeting by leading the meeting, describing his or her information to others, self- advocating about hopes and accommodation, making choices as it pertains to future goals and transition services, and solving possible problems. The IEP meeting can be a powerful place for students with disabilities to learn and practice decision-making and other skills leading to enhanced self-determination. The purpose of this literature review is to identify the …

Go to article

Promoting The Self-Determination Of Students With Severe Cognitive Disabilities, Sookyung Shin, Vera Lynne Stroup-Rentier Aug 2022

Promoting The Self-Determination Of Students With Severe Cognitive Disabilities, Sookyung Shin, Vera Lynne Stroup-Rentier

LC Journal of Special Education

This literature review explores five published articles focused on the promotion of self- determination of students with severe cognitive disabilities. The purpose of this literature review is to better understand the details of the interventions designed to support students with the most severe cognitive disabilities. Within this framework, data was collected to examine participants, settings, implementers, and results. All five studies reported positive outcomes for all students in the promotion of self-determination.

Go to article

Choice Making And Individuals With Significant Disabilities, Jacob Wolf, Kristin Joannou Aug 2022

Choice Making And Individuals With Significant Disabilities, Jacob Wolf, Kristin Joannou

LC Journal of Special Education

This literature review addresses issues and trends pertaining to choice making for individuals with significant disabilities. The benefits and development of choice making will be addressed, followed by a summary of several barriers to choice making. The review concludes with a synthesis of strategies and interventions for increasing effective choice-making opportunities, including choice-making formats, teaching choice making, and building choice making into daily contexts.

Go to article

Parent Autonomy Support For Children With Low Achievement And Disabilities, Caya Chiu, Shana Haines Aug 2022

Parent Autonomy Support For Children With Low Achievement And Disabilities, Caya Chiu, Shana Haines

LC Journal of Special Education

Only a limited amount of research focuses on building skills leading to enhanced self- determination for children with disabilities within the home environment (Abery & Stancliffe, 1996; Shogren & Turnbull, 2006), even though families play a critical role in developing the self-determination of their children (Abery & Zajac, 1996; Palmer et al., 2012). According to Shogren and Turnbull (2006), this lack of attention on developing the self-determination of children with disabilities at home, within families, “may detrimentally limit the field’s ability to support children, and families, in developing the capacity for, or for promoting, self- determination” (p. 341). Some research, …

Go to article

Communicative Competence And Self-Determination, Sonya Spolsky, Gina Debarthe Aug 2022

Communicative Competence And Self-Determination, Sonya Spolsky, Gina Debarthe

LC Journal of Special Education

Self-determination describes people acting as the primary causal agents in their lives through their own volition (Wehmeyer, 1998; Wehmeyer, 2005). Volition means making choices with intention and consciousness. Self-determination consists of four essential characteristics related to volition: Autonomy, self-regulation, psychological empowerment, and self realization (Wehmeyer et al., 2007). Acting autonomously, in a manner to achieve specified goals, problem solving to meet those goals and being aware of the possible outcomes describe some of the activities related to volition and the characteristic of self determination (Light & Gullens, 2000; Wehmeyer et al., 2007). Self-determined people influence their own lives. People with …

Go to article

Introduction To Special Topic Issue On Self-Determination, Michael L. Wehmeyer Aug 2022

Introduction To Special Topic Issue On Self-Determination, Michael L. Wehmeyer

LC Journal of Special Education

Over the past two decades, promoting the self-determination of students with disabilities has become a best practice in secondary education and transition services (Wehmeyer, Abery, Mithaug, & Stancliffe, 2003; Wehmeyer, Agran, Hughes, Martin, Mithaug, & Palmer, 2007). Self-determination refers to self- (vs. other-) caused action—to people acting volitionally, based on their own will. Volition is the capability of conscious choice, decision, and intention. Self- determined behavior is volitional, self-caused or self-initiated action.

Go to article

Self-Injury And Behavior Supports For People With Intellectual Disability, Lihua Yang Aug 2022

Self-Injury And Behavior Supports For People With Intellectual Disability, Lihua Yang

LC Journal of Special Education

The purpose of this paper is to seek strategies that can be effective to support behaviors of individuals with ID. The major topics will be addressed include the characteristics of people with ID, concerns and causes of SIB, and interventions used to address this behavior. The paper then concludes with a discussion of choosing different strategies for individuals with ID to accommodate individuals’ needs.

Go to article

Effective Reading Comprehension Strategies For Individuals With Learning Disabilities: A Research Synthesis, Gordon B. Worcester Ii Aug 2022

Effective Reading Comprehension Strategies For Individuals With Learning Disabilities: A Research Synthesis, Gordon B. Worcester Ii

LC Journal of Special Education

This paper will explore and synthesize the body of current research on effective reading comprehension instruction and strategies. Beginning with a survey of several variables that affect working memory and executive processes, this paper will discuss how the mind’s ability to interpret text and derive meaning is a critical component for reading comprehension. The article will also explore how the elements of the working memory affect student with learning disabilities (LD). Furthermore, the working memory’s executive process is essential for the “simultaneous process of extracting and construction meaning” from text (Garcia-Madruga et al., 2013, p. 155). In addition, this paper …

Go to article

Individuals With Intellectual Disabilities And Considerations For The Criminal Justice System, Gordon B. Worcester Ii Aug 2022

Individuals With Intellectual Disabilities And Considerations For The Criminal Justice System, Gordon B. Worcester Ii

LC Journal of Special Education

This paper will explore the adaptive components of ID as expressed by Greenspan (2003; 2006)—vulnerability/suggestibility, gullibility, naiveté, one’s desire to please and a cloak of competence. These and other adaptive characteristics provide strong evidence that individuals with ID are more vulnerable than typically developing persons; and these characteristics can be problematic for individuals with ID who may encounter entities from the criminal justice system. Furthermore, existing research indicates that there are a disproportionate number of individuals with ID represented within the criminal justice system. Between 4% and 10% of the prison population are individuals with ID (Petersilia, 2000). In addition, …

Go to article

From Sheltered Workshops To Integrated Employment: A Long Transition, Jessica L. Nettles Aug 2022

From Sheltered Workshops To Integrated Employment: A Long Transition, Jessica L. Nettles

LC Journal of Special Education

This literature review will examine the policy history of sheltered workshops and integrated employment and discuss the successes and limitations of the current legislation surrounding the employment of individuals with disabilities. The review will also explore the research that reveals the negative impacts of segregation and the benefits of integration both for the individual and community at large. It will review cost-efficiency of both sheltered and integrated employment and some of the barriers to organizational change that have slowed the transition. This literature review will conclude with summaries of current research as well as suggestions for policy and philosophy changes …

Go to article

Elementary Special Education Teachers’ Attitudes Regarding Inclusion, Tara Ridarick, Ravic Ringlaben Aug 2022

Elementary Special Education Teachers’ Attitudes Regarding Inclusion, Tara Ridarick, Ravic Ringlaben

LC Journal of Special Education

This study looked at the attitudes of elementary special education teachers in a school district in the Southeastern United States that has been regularly including students with disabilities in general education classrooms for the past ten years. Teacher attitude has been shown to be an important indicator of the success of inclusion. However, students with disabilities as a group continue to not meet expectations on state standardized testing. Clearly, even though schools are practicing inclusion, they may not be experiencing success. The success of inclusion has been linked to the support of the special education teachers (Cook et al., 1999). …

Go to article

Reading And Students With Intellectual Disabilities: Using The Readers Workshop Model To Provide Balanced Literacy Instruction, Rebecca Mahlburg Aug 2022

Reading And Students With Intellectual Disabilities: Using The Readers Workshop Model To Provide Balanced Literacy Instruction, Rebecca Mahlburg

LC Journal of Special Education

The purpose of this paper is to explain how reading skills benefit students with intellectual disabilities in multiple areas of their lives and to propose that Readers Workshop, a model used in many educational settings, may also be used in literacy instruction for students with intellectual disabilities. The major topics that will be addressed include the importance of reading for students with intellectual disabilities, historical approaches to teaching reading to students with intellectual disabilities, and an overview of reading instructional methods. Readers Workshop is described as it is commonly used in general education classrooms and benefits of using this model …

Go to article

Implementation Of Token Economies In School Settings, Shayla Mcdonnell Aug 2022

Implementation Of Token Economies In School Settings, Shayla Mcdonnell

LC Journal of Special Education

Token economies can be a useful classroom management strategy. A token economy typically involves certain rules for how students may gain and/or lose tokens, and the tokens may be redeemed for a reward, which should be reinforcing for the student (Alter, Wyrick, Brown, & Lingo, 2008). Token economies allow teachers to ‘reward’ students symbolically with tokens to represent the actual reinforcement, which the student will receive in the future, so that the rewards are not frequently disrupting instruction or interfering with other students’ learning. There are many different variations, which may be used for implementing token economies and they can …

Go to article

Reading Comprehension: Strategies For Elementary And Secondary School Students, Michele Harvey Aug 2022

Reading Comprehension: Strategies For Elementary And Secondary School Students, Michele Harvey

LC Journal of Special Education

The purpose of this paper is to discuss several strategies that can be used for elementary and secondary school students who have disabilities but would also benefit those without disabilities as well.

Go to article

Students With Dual Exceptionalities: Does K-12 Public Education Meet Their Needs?, Lillian Calendrillo Guzlowski Aug 2022

Students With Dual Exceptionalities: Does K-12 Public Education Meet Their Needs?, Lillian Calendrillo Guzlowski

LC Journal of Special Education

This literature review will describe these strands of investigation and the research that has been done on dual exceptionalities. It will look at the key concepts of dual exceptionality including history, categories of students with dual exceptionalities, and characteristics of students with dual exceptionalities; the identification of students with dual exceptionalities; and the educational programs for students with dual exceptionalities including teaching strategies and the role of guidance counselors.

Go to article

Behavioral Supports For Individuals With Intellectual And Developmental Disabilities, Brandi Booker Aug 2022

Behavioral Supports For Individuals With Intellectual And Developmental Disabilities, Brandi Booker

LC Journal of Special Education

The purpose of this paper is to provide research based behavioral supports that can be used with certain behaviors with individuals of intellectual and developmental disabilities. The major topics that will be addressed are self-injurious, aggressive, and off-task behavioral supports. This paper will conclude with a discussion of these three behaviors and their supports and the implications for educators.

Go to article

The Role Of Functional Skills Instruction, Patrice Thompson, Lisa J.D. Thomas, Sharron J. Gunter, Jenevie Bailey Aug 2022

The Role Of Functional Skills Instruction, Patrice Thompson, Lisa J.D. Thomas, Sharron J. Gunter, Jenevie Bailey

LC Journal of Special Education

Functional skills, according to Cronin (1996), are the tasks that help individuals become successful and independent adults. Vandercook (1991) stated, “a true functional skill is one that is initiated, used, and maintained under typical circumstances” (p. 320). Functional skills are often taught in conjunction with functional academics. Bouck and Joshi (2012) defined functional academics as an approach to teach “students the skills to help them be productive members of society and support post school outcomes” (p. 140). Functional academics may include “core subject content, vocational education, community access, daily living, personal finance, independent living, transportation, social skills and relationships, and …

Go to article

Risk, Families, And Interventions In Early Childhood Special Education, Angela Deeds Aug 2022

Risk, Families, And Interventions In Early Childhood Special Education, Angela Deeds

LC Journal of Special Education

The purpose of this paper is to provide a comprehensive review of key characteristics of early childhood special education and early intervention services. This paper seeks to explain key concepts that will aid professionals in their daily interactions with students, families, other professionals, and the outside community. The major topics that will be addressed are the determination of risk in ECSE, types of interventions used with young children with disabilities, and the family as an important collaborator in providing ECSE and EI services. The paper will then conclude with a discussion that addresses the salient point of the article and …

Go to article

Effects Of Journaling To Decrease Repetitive Questioning Of Individuals With High-Functioning Autism, Annette D. Atwater Aug 2022

Effects Of Journaling To Decrease Repetitive Questioning Of Individuals With High-Functioning Autism, Annette D. Atwater

LC Journal of Special Education

One of the characteristics that can stigmatize and isolate an individual with ASD is restricted interests and the often associated repetitive questioning within those interests. Educational best practice utilizes restricted interests in strategies for socialization and transitions by incorporating the restrictive interest into the activity (Boyd, Alter, & Conroy, 2005), but repetitive questioning tends to be a strain on social interaction in school and home environments (Eaves & Ho, 2008; Lounds, Seltzer, Greenberg, & Shattuck, 2007; Seltzer, Krauss, Orsmond, & Vestal, 2001). Unfortunately, there has been relatively little research conducted in the area of treating restricted and repetitive behaviors (RRB) …

Go to article

Current Knowledge And Future Directions: Proportional Reasoning Interventions For Students With Learning Disabilities And Mathematics Difficulties, Gena Nelson, Jessica H. Hunt, Kristi Martin, Blain Patterson, Andy Khounmeuang Aug 2022

Current Knowledge And Future Directions: Proportional Reasoning Interventions For Students With Learning Disabilities And Mathematics Difficulties, Gena Nelson, Jessica H. Hunt, Kristi Martin, Blain Patterson, Andy Khounmeuang

Early and Special Education Faculty Publications and Presentations

The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of …

Go to article

Responses From Young Children Not On The Autism Spectrum On Selected Questions From The Autism Diagnostic Observation Schedule-Second Edition (Ados-2), Lauren Lamar Aug 2022

Responses From Young Children Not On The Autism Spectrum On Selected Questions From The Autism Diagnostic Observation Schedule-Second Edition (Ados-2), Lauren Lamar

Masters Theses & Specialist Projects

The Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) is a widely used instrument in the assessment of autism spectrum disorder. One of the modules requires students to answer questions requiring relatively high-level language skills but that module could be given to children as young as four years of age. It is unclear how young non-spectrum children would respond to such questions. This study analyzed types of responses provided by kindergarten, first, and second grade students when asked questions from a subtest on the ADOS-2, Module 3. The sample was largely made up of typically developing students (n = 146) with the …

Go to article

Early Math Interventions In Informal Learning Environments: Technical Report, Gena Nelson, Hannah Carter, Peter Boedeker Aug 2022

Early Math Interventions In Informal Learning Environments: Technical Report, Gena Nelson, Hannah Carter, Peter Boedeker

Early and Special Education Faculty Publications and Presentations

The purpose of this technical report is to document the procedures of the National Science Foundation (NSF) funded grant (DUE #2000292), Investigating Effective Methods that Adults Use to Improve Children's Math Achievement in Informal Learning Environments: A Meta Analysis. Specifically, this technical report documents the method and results of the literature search process, abstract screening, and full text-review. In addition, Appendix A includes our abstract screening protocol and Appendix B includes our full-text review protocol. This technical report also describes the article coding procedures and all the methods that senior personnel used to train graduate assistants (GAs) about each phase …

Go to article

Using Generic Picture Cues To Promote Verbal Initiations During Play, Stephanie L. Mattson Aug 2022

Using Generic Picture Cues To Promote Verbal Initiations During Play, Stephanie L. Mattson

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Children with autism spectrum disorder (ASD) often demonstrate difficulty communicating with others, and this may impact the extent to which they can engage in language during play. Previous researchers have used interventions to increase commenting during play with caregivers, siblings, and adult play partners. In these previous studies, researchers have taught participants to use text-based or audio recorded scripted phrases to facilitate communication. However, because these interventions include multiple components such as physical guidance and verbal reminders from another individual in addition to the textual or auditory scripted phrase, it is unclear the extent to which the specific words associated …

Go to article

Evaluating The Effectiveness Of A Task Analysis Data Sheet Protocol In Training Educators To Use The You/Me Game During Direct Instruction Reading Groups, Mckenzie Niebergall Aug 2022

Evaluating The Effectiveness Of A Task Analysis Data Sheet Protocol In Training Educators To Use The You/Me Game During Direct Instruction Reading Groups, Mckenzie Niebergall

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Teachers often struggle with classroom management during academic lessons. Self-adapted efforts to improve classroom management are often not founded on researched behavioral principles. These struggles and efforts impact student behavioral and academic outcomes. The You/Me game is a game included in many Direct Instruction curricula, specially sequenced curricula that encourage positive classroom management and the gaining of academic skills, as a means to reward students for correct academic performance. This study examined the effectiveness of providing a sheet of specific written instructions and allowing for clarifying questions in training four general educators to implement the You/Me Game for classroom management …

Go to article

Teacher's Self-Efficacy For Data Driven Decision Making, Bettie Fisher Perry Aug 2022

Teacher's Self-Efficacy For Data Driven Decision Making, Bettie Fisher Perry

Teaching & Learning Theses & Dissertations

The present study used a sequential mixed method design to compare special education and general education elementary teachers’ self-efficacy for data-driven decision making. Participants were 127 teachers from several school divisions in a mid-Atlantic state in the United States. Dunn et al.’s (2013a) The Data-Driven Decision Making Efficacy and Anxiety Inventory (3D-MEA) was used for this study along with Tschannen-Moran and Hoy’s (2001) The Teachers’ Sense of Efficacy Scale (TSES), specifically the subscale on the efficacy of instructional strategies. According to the quantitative findings, there was a statistically significant difference between special education and general education teachers’ efficacy for …

Go to article

Narrative Inquiry Into Postsecondary Transition Outcomes For Young Adults With Intellectual & Developmental Disabilities, Eric R. Sarrett Aug 2022

Narrative Inquiry Into Postsecondary Transition Outcomes For Young Adults With Intellectual & Developmental Disabilities, Eric R. Sarrett

Walden Dissertations and Doctoral Studies

Young adults with intellectual and developmental disabilities (IDD) continue to struggle with community engagement despite decades of research and policy initiatives addressing postsecondary transition. Evidence shows that persons with IDD are engaging in employment, postsecondary education, independent living, socialization, and other roles at significantly diminished rates, yet little data exists describing this participation in the voices of those affected. The purpose of this narrative inquiry was to describe community integration of persons with IDD in the decade following postsecondary transition in their own words. Critical disability theory was used as a lens to explore the successes and failures of public …

Go to article

First Prev Next Last