ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on an Intervention Involving Massage and Yoga for Male Adolescents Attending a School for Disadvantaged Male Adolescents in the UK
Author: Powell, L. A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Hyperactivity,Questionnaires,Adolescents,Disadvantaged Youth,Feasibility Studies,Behavior Problems,Physical Therapy,Student Attitudes,Teacher Attitudes,Foreign Countries,Pretests Posttests,Intervention,Males

The purpose of this study was to determine the feasibility of providing an intervention involving massage and yoga in a school exclusively for male disadvantaged adolescents who experience emotional and behavioural difficulties. Data was collected using self-administered questionnaires completed by teachers and pupils prior to, and completion of, the SDP, tutor-monitoring forms completed after each SDP session, open questions on the questionnaires and verbal feedback from participating pupils. Measures included the Strengths and Difficulties Questionnaire used within schools to measure changes in behaviour. Twenty-one pupils and their respective teachers completed the SDP and all questionnaires. Results show improvements in pupil's levels of hyperactivity, as rated by the teachers only. Interestingly, pupils particularly enjoyed learning massage. However, results of this small study suggest that the SDP may be a positive intervention for disadvantaged male adolescents who experience emotional and behavioural difficulties. Future studies are needed to determine whether the SDP does indeed have a positive effect on pupil's behaviour, for example, larger and wider randomised controlled trials with more rigorous measures of change in behaviour. (Contains 2 tables.)
Traumatic Brain Injury in K-12 Students: Where Have All the Children Gone?
Author: Schutz, Larry E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Head Injuries,Academic Failure,Adjustment (to Environment),Brain,Disabilities,Mainstreaming,Special Needs Students,At Risk Students,Disability Identification,Incidence,Barriers,Case Studies,Special Education

When children who are permanently disabled by traumatic brain injury (TBI) return to school, most are placed in mainstream classrooms and incorrectly presumed capable of resuming their education. Only one to two percent are classified as students with TBI, qualifying them for the services they need for their education. The failure to properly classify so many children, attributed to a lack of training and to acceptance of inaccurate popular stereotypes, places 98 to 99 percent at risk of academic failure and personal maladjustment. The failure to identify these children needs to be addressed by TBI education and training for parents and professionals. This paper discusses the scope of the problem of improperly classified students, examines explanations for the pervasive failure to classify them accurately, and discusses potential solutions. (Contains 1 table.)
Differences in Self-Concept among Student with and without Learning Disabilities in Al Karak District in Jordan.
Author: AL Zyoudi, Mohammed
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Self Concept Measures,Foreign Countries,Special Needs Students,School Districts,Comparative Analysis,Student Behavior,Gender Differences,Anxiety,Satisfaction,Psychological Patterns,Peer Acceptance,Self Esteem,Special Education

This study examined differences in self-concept among Jordanian students with and without learning disabilities. The sample of this study consisted of (124), (50) students with learning disabilities and (74) of their peers without learning disabilities. To achieve the objective of this study, the Jordanian adaptation of the Piers-Harris Children's Self-Concept Scale (PHCSCS) was used. Differences were found between the groups on the intellectual and school status and behavior subscales, students without learning disability scoring higher on both scales. There was also a significant difference between boys and girls. The directions for future research are provided. (Contains 3 tables.)
Enhancing Orthographic Competencies and Reducing Domain-Specific Test Anxiety: The Systematic Use of Algorithmic and Self-Instructional Task Formats in Remedial Spelling Training
Author: Faber, Gunter
Date: 2010-00-00
Type: Journal Articles
Subjects: Test Anxiety,Spelling Instruction,Remedial Instruction,Visualization,Instructional Effectiveness,Teaching Methods,Dyslexia,Student Improvement,Protocol Analysis

In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Several achievement and test anxiety data from three measurement times were analyzed. All students displayed severe spelling disorders at the beginning of the treatment. It was administered in single-case sessions and took about 80 hours. Empirical results could demonstrate statistically significant increases in students' general and error-specific spelling test performance, also reaching a considerable overall effect size. Furthermore, a statistically significant decrease in their spelling-specific test anxiety scores appeared at the end of the treatment. Finally, these findings were discussed in terms of conceptual and methodological issues concerning both the evaluation of remedial treatments in natural training settings and the need for evidence-based treatment practice. (Contains 6 figures and 1 table.)
Inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations
Author: Gal, Eynat
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Disabilities,Preschool Teachers,Attitudes toward Disabilities,Teacher Attitudes,Special Needs Students,Teacher Characteristics,Age Differences,Teaching Experience,Educational Attainment,Familiarity,Teaching Conditions,Student Needs,Learning Disabilities,Physical Disabilities,Perceptual Impairments,Attention Deficit Hyperactivity Disorder,Emotional Disturbances,Foreign Countries,Workshops,Consciousness Raising,Jews

Teachers in general education are expected to cope with students with diverse needs. They might not always be ready or sufficiently supported to meet these challenges. The current study aims at identifying child, teacher and environmental barriers to inclusion. Specifically it addresses the importance of preschool teachers' attitudes as the human environment factor that may facilitate inclusion of children with disability, and teachers' major concerns about environmental accommodations that inclusion implies. The study assessed how teachers' attitudes towards inclusion of children with disability are affected by the teachers' personal characteristics and are related to the accommodations they deem necessary for admission of such children to their kindergartens. It also examined whether the teachers' attitudes and requirements for accommodations differ in respect of four groups of children's disabilities: learning disabilities, sensory/motor disabilities, ADHD, and emotional disabilities. Fifty-three preschool teachers completed the Attitudes toward Disabled Persons Scale (ATDP-A) and the Environmental Accommodations of School (EAS), which was designed especially for this study (Appendix 1). The teachers' requirements proved to correlate with various teachers' characteristics such as age, experience, education and personal contact with disability. Teacher's requirements for accommodations also highly correlated with environmental working conditions (e.g., working hours, number of children). Teachers were most concerned about accommodations for children with potential behavior problems. Implications for practice and education are discussed. (Contains 3 tables.)
The Comparative Effect of Fluency Instruction with and without a Comprehension Strategy for Elementary School Students
Author: Patton, Beverly
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Students,Reading Comprehension,Reading Fluency,Reading,Reading Programs,Comparative Analysis,Program Effectiveness,Reading Skills,Paraprofessional School Personnel,Urban Schools,African American Students,Reading Achievement

The purpose of this study was to extend the Great Leaps Reading Program (GLR) knowledge base by combining the fluency intervention of the GLR Program with a comprehension strategy. The participants were 59 first, second, and third grade students who were randomly assigned to one of two treatments. The Treatment group one received the GLR Program as it was designed. The Treatment group two received the GLR Program and a strategy for answering three comprehension questions. Over 15 weeks, students were provided with approximately 10 minutes of instruction twice a week. Pre- and post-test measures included the Woodcock Johnson Test of Achievement III and the Test of Word Reading Efficiency. Analyses of variance indicated that Treatment one performed statistically better in the area of Broad Reading as compared to Treatment two. Results are discussed in terms of the importance of reading fluency and reading comprehension and whether the addition of a comprehension strategy is an efficient way of increasing student's reading fluency while also increasing reading comprehension skills. (Contains 2 tables.)
Raising Children with Disabilities in China: The Need for Early Interventions
Author: Chiang, Linda H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Intervention,Early Childhood Education,Disabilities,Disability Identification,Young Children,Foreign Countries,Brain,Developmental Delays,Student Needs,Child Development,Public Policy,Special Needs Students,At Risk Persons,Cultural Influences,Educational History,Public Education,Parent Participation,Infants,Special Education

In China, the national strategy for Early Childhood Care and Education (ECCE) is coherent with the national policy and the needs of children's families. This policy has raised the public awareness of the value of early childhood education (ECE). However, there is a gap in services for children with disabilities. Based on the available sources, children with disabilities are viewed mostly as a social issue rather than as a medical/rehabilitative issue. As a result, children with disabilities may have not received the attention or resources, as have children in regular education programs. This paper addresses different issues related to children with disabilities in China. In particular the authors have made the attempt to highlight the importance and fluidity of brain development in early childhood years in the context of identification and intervention. Recommendations are made for national policies related to early identification and intervention for all young children. Such policies are of the utmost importance for China as a country with rapid economical growth as well as having a large number of newborn babies who may be at risk for developmental delays. (Contains 1 table.)
The Development of Special Education in Macau
Author: Lau, Diana Cheng Man
Date: 2010-00-00
Type: Journal Articles
Subjects: Sustainable Development,Special Education,Educational Development,School Statistics,Statistical Analysis,Statistical Data,Educational Assessment,Educational Indicators,Foreign Countries,Educational History,Teacher Student Ratio,Institutional Characteristics

Education is important for the sustainable development for Macau because there is no natural resource in this area. The only thing that the city can count on to survive and excel is the knowledge and skills of its people. Currently, there is limited literature on the education system of Macau, in particular the area of special education. It is the intent of this paper to draw more attention and discussion about this field. This paper presents an overall objective view of the development of special education in Macau from academic year 1996-97 to 2006-07 by looking at the figures provided by the authority. The figures cover three major areas: the number of schools, the number of students and the number of teachers. Based on the figures and the social conditions of Macau, our study reveals the challenges that Macau is facing in terms of special education development and offers some possible solutions. (Contains 8 tables.)
Promoting Road Safety for Preadolescent Boys with Mild Intellectual Disabilities: The Effect of Cognitive Style and the Role of Attention in the Identification of Safe and Dangerous Road-Crossing Sites
Author: Anastasia, Alevriadou
Date: 2010-00-00
Type: Journal Articles
Subjects: Cognitive Style,Safety,Attention,Identification,Preadolescents,Pedestrian Traffic,Males,Mild Mental Retardation,Safety Education,Traffic Safety,Accident Prevention,Safety Equipment,Simulation,Measures (Individuals)

An important pedestrian skill that young people with intellectual disabilities (ID) (mental retardation) find difficult is the ability to find a safe place to cross the road. Safe pedestrian behaviour relies on cognitive skills, including the ability to focus attention on the traffic environment and ignore irrelevant stimuli. Individuals with ID consistently demonstrate selective attention deficiencies. Other factors such as individual differences in cognitive style might play a role in road safety. The aims of the present study were to test any possible significant relationship between attention, cognitive style and identification of safe and dangerous road-crossing sites in preadolescents with ID. Participants were 40 boys with mild ID. Attention and field dependence-independence were assessed using the visual attention subtest of the Developmental Neuropsychological Assessment and the Children's Embedded Figures Test (CEFT), respectively. The participants were subdivided into two groups, matched on IQ. The two groups differed significantly in mean score on the visual attention subtest and on the CEFT. Analysis of variance showed that preadolescents with higher scores on both tests performed better than those who were more filed dependent and less attentive. Attention and cognitive style should be considered in the planning of road safety training for individuals with ID. (Contains 4 tables.)
Rethinking Literacy Development of Bilingual Students with Special Needs: Challenges, Struggles and Growth
Author: Orelus, Pierre Wilbert
Date: 2010-00-00
Type: Journal Articles
Subjects: Bilingual Students,Literacy,Special Needs Students,Special Education,Teaching Methods,Bilingualism,Barriers,Performance Factors,Accessibility (for Disabled),Case Studies,Achievement Gains,Portfolio Assessment,Participant Observation,Reading Skills

Literacy development of special education students is a topic that has been at the center of debates revolved around school reforms. Drawing on socio-cultural theoretical framework, this case study examines the literacy development of a special education bilingual student, Angel. A qualitative method is used to analyze texts Angel produced over the course of one academic year in order to examine in what way and to what degree he grew academically. Findings suggest that the teaching practices of Angel's teachers, his self-motivation, and support received from his family contributed to his literacy development. The authors point out the limitations of this case study and propose that the literacy development of Angel be contextually situated and analyzed to avoid possible generalization about the literacy development of all special education bilingual students.
Students with Disabilities in Mainstream Schools: District Level Perspectives on Anti-Bullying Policy and Practice within Schools in Alberta
Author: Gil, Malgorzata
Date: 2010-00-00
Type: Journal Articles
Subjects: Bullying,Disabilities,Foreign Countries,Mainstreaming,Peer Relationship,Violence,School Policy,Administrator Attitudes,School Districts,Educational Environment,School Safety,Interviews,Prosocial Behavior,Educational Legislation,Antisocial Behavior,Student Behavior

Many researchers around the world point out that bullying in schools is aimed towards others, in many cases against students with disabilities. Bullying is a serious issue, which involves many students and is, by far, the biggest violence problem in schools in many countries. The researchers investigated how provincial legislation and jurisdictional policy in Alberta (Canada) related to anti-bullying policies within schools. The fundamental goal of this research was to develop an understanding of the relationships between anti-bullying policies and perception of how these policies were implemented in schools from the points of view of central office administration in two school jurisdictions. An analysis of policy documents from two districts in Canada provided no evidence of protections for disabled students specifically. Interviews with central office respondents suggested no need to establish special regulations. Interviewees believed that initiatives implemented in their schools were enough for ensuring that students behaved pro-socially toward all students, including disabled peers. (Contains 1 table.)
Cross-Cultural Comparisons and Implications for Students with EBD: A Decade of Understanding
Author: Chakraborti-Ghosh, Sumita
Date: 2010-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Behavior Disorders,Emotional Problems,Cross Cultural Studies,Definitions,Incidence,Literature Reviews,Cultural Awareness,Educational Improvement,Attitudes toward Disabilities,Accessibility (for Disabled),Teacher Effectiveness,Educational Opportunities,Educational Assessment,Educational Indicators

This paper presents cross-cultural comparisons on definitions, prevalence, and outcomes of students with emotional-behavior disorders (EBD). In addition, the paper addresses the concern of disproportionality and the need for teachers of students with behavior problems to be culturally responsive to perceived inappropriate behaviors. A review of literature revealed that most Western countries recognize EBD as a disability and provide special services to students with this label, while developing countries continue to be more likely to address more visible disabilities. The review of literature modestly suggests that (1) labeling results in appropriate intervention, positive outcomes, and accountability data, (2) teachers must recognize how their beliefs on behavior are mediated by a number of factors (including ethnicity, socioeconomic status, and gender), (3) inclusive practices must be implemented responsibly in the context of high accountability reform, and (4) preventive approaches to EBD must begin early in the classroom with culturally competent teachers.
Encouraging Civic Engagement through Extended Community Writing Projects: Rewriting the Curriculum
Author: Simmons, Michele
Date: 2010-05-00
Type: Journal Articles
Subjects: Writing Instruction,Community Programs,Student Projects,College Instruction,Curriculum Development,Authors,Writing for Publication,Service Learning,Citizen Participation,School Community Relationship

Developing community writing projects that effectively benefit students, the community, and the goals of the writing program is a tricky task. Drawing from recent scholarship and the author's own challenges with integrating meaningful civic engagement into the professional writing classes at her university, she examines limitations of single course community writing projects for community partners as well as for professional writing students and programs. While the limitations she experienced are from her own courses, the nature of the limitations makes her suspect that they pose challenges in other professional writing programs. In this essay, the author will argue that as they re-think and re-write community writing projects, they explore ways to incorporate extended community writing projects--projects that span multiple courses and often require multidisciplinary expertise and a broad sense of critical inquiry to complete--into their curriculum. She discusses how such a framework for a professional writing curriculum can encourage students to see civic engagement as part of their ongoing responsibility of providing communication solutions in their communities, not just their workplaces. To demonstrate different approaches extended community writing projects within this framework can take, she offers two examples of collaborations with her own courses--one undergraduate and one graduate course. Finally, she considers what institutional contexts encourage sustainable extended community writing projects. (Contains 5 figures and 4 notes.)
Hidden Disruptions: Technology and Technological Literacy as Influences on Professional Writing Student Teams
Author: McGrady, Lisa
Date: 2010-05-00
Type: Journal Articles
Subjects: Writing Instruction,Technology Uses in Education,Innovation,Authors,Writing for Publication,Context Effect,Cooperative Learning,Writing Processes,Technological Literacy,Word Processing,Web Sites,Evidence,Economic Development,Needs Assessment,Curriculum Development

This article reports on a study designed to explore whether and in what ways individual students' technological literacies might impact collaborative teams. For the collaborative team discussed in this article, technological literacy--specifically, limited repertoires for solving technical problems, clashes between document management strategies, and lack of critical literacy--did influence, sometimes disrupt, the team's writing processes and products. Because the students had been developing their technological literacy long before the course began, because differences in and influences of technological literacy are often subtle, and because most group work takes place without the instructor's direct supervision, the influences of technological literacy on this team's collaboration were generally hidden from their instructor. Implications of these findings for pedagogy and for future research are discussed. (Contains 1 figure and 3 notes.)
Using Simulation to Teach Project Management in the Professional Writing Classroom
Author: Krause, Tim
Date: 2010-05-00
Type: Journal Articles
Subjects: Writing Instruction,Simulation,Writing (Composition),Work Experience,Process Approach (Writing),Teaching Methods

It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential to effective professional writing. The author's goal here is to enrich and elevate what they traditionally view as the process of professional writing by suggesting that they strengthen the role of project management in their professional writing efforts. Project management is a fairly broad umbrella that could encompass a variety of activities. Because the author is first and foremost teaching professional writing, he limits project management to include: project plans; stand-up meetings and status reporting; time-tracking; heuristic reviews and basic usability testing; issues reporting; and final deliverables and project memos. His goal is to provide an overview of a process for managing writing projects, while also helping students understand that project management may vary significantly from organization to organization, and from situation to situation. In this article, the author illustrates how one assignment, a classroom simulation involving role-play, might introduce students to applying the preceding project management strategies to research and writing activities in a professional writing classroom. (Contains 4 notes.)