ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusion in the Workforce for Students with Intellectual Disabilities: A Case Study of a Spanish Postsecondary Education Program
Author: Judge, Sharon
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Mental Retardation,Equal Opportunities (Jobs),Postsecondary Education,Colleges,Job Training,Special Education,Independent Living,Program Effectiveness,Employment Level,Interviews,Questionnaires,Access to Education

The Autonomous University of Madrid (UAM) is the first Spanish university to provide training to young people with intellectual disabilities (ID) in the university environment, which qualifies them for inclusion in the workforce. In this practice brief we describe the UAM-Prodis Patronage Chair program, a successful model used at Spanish universities within the European Higher Education convention framework, which addresses the inclusion and occupational training of young people with ID in order to help them obtain employment. We begin with a review of the special education system for young people with ID in Spain. We report outcome data for students with ID who completed the program at UAM during its first four years of implementation. These outcomes indicate that the UAM-Prodis Patronage Chair program has become one of the main strategies to achieve independent living and community integration of people with ID through a postsecondary education option.
Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities
Author: Bellman, Scott
Date: 2015-00-00
Type: Journal Articles
Subjects: Coaching (Performance),STEM Education,College Students,Disabilities,Pilot Projects,Executive Function,Online Surveys,Student Surveys,Student Attitudes,Program Effectiveness

Faced with poor retention and graduation rates for students with disabilities, postsecondary institutions have experimented with interventions to help students succeed in college. This practice brief describes a pilot initiative in which 41 students with disabilities pursuing science, technology, engineering, and mathematics (STEM) degrees at three postsecondary institutions engaged in weekly academic coaching sessions primarily aimed at improving students' executive functioning. Data collected through an online survey of participants at the end of the initiative suggests that the academic coaching services increased their self-confidence, motivation, and determination to succeed. Participants reported that they gained skills in time management, studying, note taking, organization, prioritization, writing, self-advocacy, and stress management as a result of the academic coaching. Although literature regarding academic coaching and students with disabilities has often focused on students with LD or ADHD, results of the pilot initiative suggest that students with a variety of disabilities can benefit from coaching relationships.
Gender Differences in Self-Reported Symptomatology and Working Memory in College Students with ADHD
Author: Kercood, Suneeta
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,Short Term Memory,Symptoms (Individual Disorders),Gender Differences,Visual Perception,Spatial Ability,Auditory Perception,Comparative Analysis,Questionnaires,Scores

The purpose of this study was to examine gender differences in self-reported symptomatology and working memory (visuospatial and auditory) in college students with Attention Deficit Hyperactivity Disorder (ADHD). Forty-seven college students with ADHD and 44 non-affected control participants completed two self-report questionnaires and six tests of auditory and visuospatial working memory. For self-report measures, we found significantly larger differences in self-reported inattention and internal restlessness between female participants with and without ADHD than between male participants with and without ADHD. In working memory, regardless of diagnosis, women significantly outperformed men on one test of visuospatial working memory. Women with ADHD had more difficulty than their non-affected peers on one test of auditory working memory but, surprisingly, men with ADHD performed better than their comparison peers on this measure. Our results indicate that gender may interact with an ADHD diagnosis to impact both subjective and objective symptomatology of the disorder.
Developing and Implementing an Accreditation Scheme for Disability Services Staff in Post-Compulsory Education in the United Kingdom
Author: Hurst, Alan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Student Personnel Workers,Certification,Postsecondary Education,College Students,Professional Associations

In the United Kingdom (UK), policy and provision for students with disabilities in post-compulsory education has made considerable progress in a relatively short time. This growth has been aided by several factors, arguably the most significant being the introduction of legal requirements in 1995. Many institutions and organisations have tried to ensure that what this neglected group of students receives goes beyond legally required equality of access to include best current practices of the highest quality. Other developments include the publication of codes of practice by the Quality Assurance Agency (QAA), a national body responsible for monitoring and enhancing all aspects of institutions' provision including that offered to students with disabilities. This paper examines one dimension of high quality provision by describing the National Association of Disability Practitioners (NADP), whose mission is to provide qualified, experienced staff who specialize in disability services. This innovative practice encourages professionalism, promotes the interests of specialist staff and addresses the interests of students with disabilities. The NADP has devised and implemented a scheme that accredits the practices and procedures of staff in disability services. This paper explores basic principles underpinning the scheme, how the scheme operates, what is required of applicants, the progress made and problems encountered during the first years of its implementation. The paper concludes with descriptions of how the scheme might develop in the future, particularly given challenges faced by disability services staff.
The Needs of College Students with Autism Spectrum Disorders and Asperger's Syndrome
Author: Cullen, Jennifer A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,College Students,Student Needs,Inquiry,Social Influences,Student Personnel Services,Academic Support Services,Accessibility (for Disabled),Questionnaires,Focus Groups,Interviews,Qualitative Research,Teaching Methods,Educational Environment,Family Role,School Role,Social Networks,Asperger Syndrome

Many colleges and universities have seen increases in students identified as having autism spectrum disorders (ASD) or Asperger's syndrome (AS). The purpose of this study was to analyze the needs of college students with autism spectrum disorders. The study implemented a naturalistic inquiry design incorporating three data collection formats. A total of 24 students from five universities were asked about their primary social needs and how those needs were met in college. Data were analyzed in a two-step process to examine the emergence of both a main category set as well as subcategories. Data analysis revealed the emergence of a main category entitled Needs Related to College as well as four subcategories--Social Needs, Academic Needs, Daily Living Needs, and How Those Needs Are Met. Implications for higher education services and programming for students with ASD are discussed as are suggestions for future research.
Perceptions of a Gay-Straight Alliance Club Ban: School Counselors and Advocacy for LGBTQQ Students
Author: Lassiter, Pamela S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Inquiry,Homosexuality,Clubs,School Counselors,Counselor Attitudes,Advocacy,Sexual Orientation,Sexual Identity,Semi Structured Interviews,Student Needs,Bullying,Social Attitudes,Social Bias,At Risk Students,Surveys,Journal Writing,Coding,Counselor Role,High Schools,Middle Schools

This phenomenological inquiry explored the experiences and reactions of five school counselors who worked in a school that banned a Gay-Straight Alliance club. Specifically, the authors examined how counselors' perceptions of the ban influenced their advocacy for LGBTQQ students. The results of semi-structured interviews revealed one overarching theme: The administration yielded to the status quo and three subthemes (1) the ban prevented students from receiving much needed support (2) proactive advocacy is the best course of action, and (3) change in communities is slow. Future practice and research directions are discussed.
Pre-Enrollment Considerations of Undergraduate Wheelchair Users and Their Post-Enrollment Transitions
Author: Wessel, Roger D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Disabilities,Assistive Technology,College Choice,Student Adjustment,Qualitative Research,Ethnography,Parents,Interviews,Focus Groups

The purpose of this study was to examine the pre-enrollment considerations of undergraduate wheelchair users (i.e., the decision to attend college, college selection factors) and their post-enrollment transitions (i.e., adjustments from high school to college, academic and social integration). Qualitative ethnographic research methodology was used to reveal the voices of 10 students using wheelchairs and four of their parents. The determining factors in the college selection process for students using wheelchairs were the academic majors available at the university, coupled with the physical accessibility of the campus and a strong office of disability services. The freedom that is attached to making personal decisions and friends was a new experience to many of them and, after a brief transitional time, they relished it. From being able to get around on their own to and from class, to hanging out with friends, a feeling of independence was the key to integrating into college. Similar to peers not in wheelchairs, these students had learned how to navigate the higher education setting and be vocal about their needs (i.e., self-advocate). A series of recommendations for students in wheelchairs, their parents, and colleges and universities is provided.
Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes
Author: Kupferman, Scott I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mental Disorders,College Students,Student Needs,Delphi Technique,Surveys,Factor Analysis,Ethics,Legal Responsibility,Accessibility (for Disabled),Academic Accommodations (Disabilities),Community Resources,Campuses,Access to Health Care,Geographic Location,Counselor Qualifications,Attitude Measures,Job Skills,Statistical Analysis,Counseling Techniques,Educational Environment,Multivariate Analysis

We began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability service professionals to possess in order to provide beneficial services to students with psychiatric disabilities in postsecondary education. Using a three-round Delphi survey, two groups of experts identified 54 knowledge, skill, and attitudinal items. A national sample of 402 disability service professionals then rated each item. A principal components analysis revealed five factors: (a) Ethical and Legal Considerations, (b) Accommodations and Supports, (c) Disability Aspects, (d) Community Resources, and (e) Campus Considerations. Findings are discussed in regards to implications, assumptions, limitations, and recommendations for future research.
High School Counselors' Support and Latina/o Students' Career Development
Author: Vela, Javier Cavazos
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,High School Students,Counselor Role,Hispanic American Students,Career Development,Statistical Analysis,Predictor Variables,Self Efficacy,Student Attitudes,Expectation,Outcomes of Education,College Students,Likert Scales,Employment Qualifications,Job Skills,Scores,Multiple Regression Analysis,Correlation

The current study examined the impact of high school counselors' support of Latina/o students' career development outcomes. We used a quantitative, predictive design to explore Latina/o students' vocational self-efficacy and outcome expectations. Perceptions of investment, accessibility, positive regard, appraisal, and expectations from school counselors did not impact Latina/o students' vocational self-efficacy or outcome expectations. In addition to a discussion regarding the importance of these findings, implications for school counselors and researchers are offered.
Problematic Data on How Many Students in Postsecondary Education Have a Disability
Author: Leake, David
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Disabilities,Data,National Surveys,Telephone Surveys,Validity,Reliability,Longitudinal Studies,Accuracy,Construct Validity,Self Disclosure (Individuals)

The most widely cited statistics on postsecondary students with disabilities in the United States are based on the Department of Education's quadrennial National Postsecondary Student Aid Study (NPSAS). However, these statistics are called into question by their substantial variability across NPSAS administrations and by results of the second National Longitudinal Transition Study (NLTS2). For example, according to NPSAS 2008 telephone survey results, fewer than 10% of postsecondary students with disabilities reported having learning disabilities, compared to the NLTS2 finding of nearly 70%. The NLTS2 results can be considered to be of superior validity and reliability given that study's (1) longitudinal tracking into early adulthood of a large nationally representative sample of high school students in special education and (2) categorization of participants as to their disabilities based on their school records. By contrast, the cross-sectional NPSAS relies on self-reports by postsecondary students who are likely to interpret questions about disabilities in varied ways. In addition, many NPSAS participants may decline to identify themselves as having disabilities, as suggested by NLTS2 findings that most postsecondary students with disabilities decide not to self-disclose to their institutions. It appears that NPSAS disability statistics are misleading and their dissemination should be discontinued. Given the potential utility of accurate data on students with disabilities, postsecondary education institutions may want to consider conducting their own campus-level disability surveys.
Voices of University Students with ADHD about Test-Taking: Behaviors, Needs, and Strategies
Author: Ofiesh, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,Test Wiseness,Testing Accommodations,Focus Groups,Time Management,Student Attitudes,Symptoms (Individual Disorders),Drug Therapy,Student Behavior,Student Needs,Interviews

In order to understand the test-taking behavior, needs, and strategies of postsecondary students with Attention Deficit Hyperactivity Disorder (ADHD), focus group comments from 17 university students with ADHD were analyzed. These comments formed the basis for a series of research studies that are in progress regarding test-taking and individuals with ADHD. The overarching goal of the current research agenda is to identify methods and instruments that disability service providers (DSP) can use in order to support decisions about test accommodations for students with ADHD. To accomplish this goal it is necessary to first identify specific test-taking behaviors that postsecondary students with, and without, ADHD demonstrate. This practice brief describes those test-taking behaviors that were self-reported during focus groups and is intended to raise awareness about the test-taking characteristics of postsecondary students with ADHD.
Building Connections to Literacy Learning among English Language Learners: Exploring the Role of School Counselors
Author: Cook, Amy L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Counselor Role,English (Second Language),Second Language Learning,Academic Achievement,Literacy,Standards,Language Teachers,Cooperation,School Counselors,Social Development,Emotional Development

English language attainment and literacy acquisition are of significant importance to achieving academic success and college and career readiness in the United States. The rise in evidence-based standards requires concerted efforts by educators to meet the literacy needs of English language learners (ELLs). When collaborating with ELL teachers, school counselors are in a unique position to build literacy skills among ELL students, while simultaneously focusing on life skill development. This article provides specific suggestions for promoting literacy and social-emotional learning that school counselors can employ by collaborating with teachers and parents and through direct services with ELL students.
School Counselors United in Professional Advocacy: A Systems Model
Author: Cigrand, Dawnette L.
Date: 2015-00-00
Type: Journal Articles
Subjects: School Counselors,Advocacy,School Counseling,Counselor Role,Models,Professional Associations,Accreditation (Institutions),Cooperation,Counselor Training

Limited budgets may place educational positions in jeopardy and if school counseling positions become jeopardized, then school counselors must communicate their role and impact more effectively. However, school counselors may lack training and experience in professional self-advocacy practices, and advocacy efforts may be undermined by role confusion experienced by both counselors and the educational professionals surrounding them. This article describes one model of professional advocacy framed by Bronfenbrenner's Ecological Systems theory that may be used by school counseling leaders to plan systematic advocacy efforts that engage individual school counselors in united professional advocacy strategies.
A Review of the Literature: How Pre-Service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge
Author: Yigit, Melike
Date: 2014-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Literature Reviews,Technology Uses in Education,Technological Literacy,Measures (Individuals)

In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers' knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers' (PSMTs) development of TPACK, and the review is limited to the peer reviewed articles published between 2005 and 2013 (February). The main purpose of this study is to investigate and analyze the articles in mathematics education research that have explored how PSMTs develop their TPACK and how their development impacts their future teaching of mathematics. Specifically, the literature review attempts to identify PSMTs' development of the components of the TPACK framework, their perspectives for their future teaching, how their development of TPACK can be measured, and strategies to develop their TPACK. Findings show that PSMTs' active involvement in technology-enhanced lessons or courses is the major strategy to develop their TPACK and to improve their future teaching of mathematics.
Assessing Teaching and Assessment Competences of Biology Teacher Trainees: Lessons from Item Development
Author: Hasse, Sascha
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Biology,Science Instruction,Standards,Teacher Evaluation,Student Evaluation,Measures (Individuals),Lesson Plans,Science Achievement,Teacher Education,Teacher Competencies,Science Experiments,Pedagogical Content Knowledge,Protocol Analysis,Test Items

In Germany, science education standards for students at the end of grade nine have been in existance since 2005. Some of these standards are dedicated to scientific inquiry (e.g. experimentation). They describe which abilities learners are expected to possess at the end of grade nine. In the USA, several documents describe standards for &quot;Teaching Inquiry&quot; (NGSS 2013, NRC 1996/2000/2007, AAAS 1989). Presently, comparable teaching standards for science teachers are mostly lacking in Germany. Further, there are hardly any instruments that allow for the assessment of specific competences pertaining to teaching experimental lessons and assessing student competences in experimentation. Therefore, the aim of the project described in this paper is to develop assessment instruments for biology teachers who are being trained at universities as well as in in-service teacher training programs with respect to i) analyzing experimental biology lessons, ii) planning experimental biology lessons, and iii) assessing student achievements in experimental biology lessons. The article gives insights into ongoing research with respect to assessing the quality of biology teacher education. Finally, the developed measurement instruments should allow for assessing the learning preconditions of future biology teachers. The instruments offer first starting points for the development of sensitive measures for longitudinal studies to investigate university teacher education and teacher traineeship in the subject of biology.
Exploring Foundation Concepts in Introductory Statistics Using Dynamic Data Points
Author: Ekol, George
Date: 2015-07-00
Type: Journal Articles
Subjects: Statistics,Introductory Courses,Verbal Communication,Nonverbal Communication,Computer Uses in Education,Visual Aids,Fundamental Concepts,Undergraduate Students,College Mathematics,Mathematics Instruction,Semi Structured Interviews,Logical Thinking,Foreign Countries

This paper analyses introductory statistics students' verbal and gestural expressions as they interacted with a dynamic sketch (DS) designed using &quot;Sketchpad&quot; software. The DS involved numeric data points built on the number line whose values changed as the points were dragged along the number line. The study is framed on aggregate reasoning with quantitative data, but it also draws on the Vygotskian social cultural and historical perspective of learning, particularly, how cultural artefacts including language support learning. Three concepts, namely, data distribution, the mean and standard deviation were analyzed in the study. Tasks were designed such that students first talked about their informal understanding of the three concepts before interacting with the DS; then they interacted with the DS and discussed the connections among the three concepts as they dragged the data points along the horizontal axis. Analysis of students' verbal, gestural and other expressions suggest firstly, that the dynamic sketch mediated the informal meaning of data variability for them, particularly the meaning of standard deviation, which most students only recalled through a formula. Secondly, the interactions with the DS drew students' attention away from focusing on formulas and calculations which was clearly evident in their statements before the DS was introduced, to investigating the connections among concepts. These findings support previous studies that have proposed that the use of dynamic computing tools strongly support students' informal understanding of abstract concepts. Implications for teaching and learning introductory statistics concepts at the tertiary level are discussed.