ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Students with Special Needs to Help Others: How Problem Based Learning Made It Possible
Author: Kincaid, Samantha S.
Date: 2006-01-00
Type: Journal Articles
Subjects: Disabilities,Problem Based Learning,Special Needs Students,Teaching Methods,Student Empowerment,Program Descriptions,Classroom Techniques,Student Leadership,Skill Development,Educational Practices,Accessibility (for Disabled),Academic Accommodations (Disabilities),Program Effectiveness

This article describes a project that will make a positive impact in today's special education classroom. Teachers will learn how to use Problem Based Learning (PBL) units as a tool to empower students with special needs to become more confident, independent, successful students. It will also shatter the stereotype that students with special needs are not capable of being leaders in classrooms. Students flourish with the PBL classroom setting where many learning styles are actively used to engage all students. Students learn to become life-long learners and productive community members. This PBL unit gives students with special needs an opportunity to shine as classroom leaders. The unit also promotes character building skills that students will take with them throughout their academic careers and into adulthood. (Contains 1 figure.)
Learning to Learn and Teach Despite LD
Author: Koch, Kourtland R.
Date: 2006-01-00
Type: Journal Articles
Subjects: Mentors,School Psychologists,Learning Disabilities,Learning Strategies,Doctoral Degrees,Special Education Teachers,Special Needs Students,Interpersonal Competence,High Schools,Federal Legislation

A college professor relates his experiences of being diagnosed with learning disabilities while in high school, which affected his education, eventually making possible doctoral degree attainment. As a special education teacher and school psychologist, he cites the challenge of meeting post-secondary obstacles in transition planning for students with special needs. The author emphasizes the key role of his mentors who have given guidance in his educational and professional life. The importance of long-term mentoring support, advocacy, and social awareness for persons with learning disabilities is shared. Suggestions for teachers, professionals, and individuals with learning disabilities are included that pertain to services, accommodations, and the ability to ensure that each individual has a proper perspective of the parameters of LD.
Preference-Based Teaching: Helping Students with Severe Disabilities Enjoy Learning without Problem Behavior
Author: Reid, Dennis H.
Date: 2006-01-00
Type: Journal Articles
Subjects: Student Attitudes,Student Experience,Behavior Problems,Severe Disabilities,Preferences,Functional Behavioral Assessment,Teaching Methods,Teaching Models,Academic Accommodations (Disabilities),Instructional Effectiveness,Instructional Innovation,Student Centered Curriculum,Classroom Techniques,Student Interests,Student Behavior,Instructional Design,Learner Engagement

An impediment to teaching that occurs with many students who have severe disabilities is problem behavior during teaching sessions. This paper describes "preference-based teaching", a recently developed means of reducing problem behavior by making teaching programs enjoyable for students. Preference-based teaching begins with actions taken prior to beginning teaching sessions to set the occasion for an enjoyable student experience. A step-wise process subsequently is used to incorporate student preferences within the teaching process. Brief, preferred activities are conducted immediately before initiating a teaching session to enhance student responsiveness to the teacher. Preferred activities are then built into the instructional process (e.g., interspersing easy instructional tasks or brief breaks), and each teaching session is followed by a highly preferred student activity. Results of applied research have supported the efficacy and practicality of enhancing student enjoyment through preference-based teaching, resulting in benefits for both student and teacher.
Physical Proximity of Occupational Therapy and Learning Support Instruction: How Room Sharing Can Promote Collaboration for Professionals and Success for Students
Author: Silverman, Fern L.
Date: 2006-03-00
Type: Journal Articles
Subjects: Proximity,Occupational Therapy,Academic Achievement,Teacher Collaboration,Team Teaching,Elementary Schools,Inclusion,Mainstreaming,Special Education,Learning Disabilities,Models

Delivery of related services in elementary schools varies between pull-out, push-in, and consultative models of service delivery. One method that proved successful at an elementary school in suburban Philadelphia was room sharing between the occupational therapist and the learning support teacher. The occupational therapy services were &quot;pushed-in&quot; to the learning support environment. Sharing physical space facilitated greater communication and accountability between the OT and the learning support teacher, which subsequently enhanced student learning and success in multiple settings. This article describes the joint effort and its positive effect on students and staff.
Learning from Picture Book Characters in Readaloud Sessions for Students with ADHD
Author: Zambo, Debby M.
Date: 2006-03-00
Type: Journal Articles
Subjects: Elementary School Students,Attention Deficit Hyperactivity Disorder,Picture Books,Childrens Literature,Reading Aloud to Others,Self Concept,Learning Theories,Role Models

Students with attention-deficit/hyperactivity disorder are physically active and impulsive often to the point of being difficult to contain. Fortunately, advances in research and practice are helping unravel some of the mysteries of ADHD and with this information comes an imperative to inform individuals with ADHD about their disability. Self-awareness is important because it can be the first step in eliminating many of the negative perceptions and expectations students with disabilities develop about themselves. This article provides a strategy to help elementary students with ADHD understand themselves and their behaviors through picture book characters in readaloud sessions. The author provides a rationale for using picture books based on reading theory, bibliotherapy, and Albert Bandura's social-learning theory; provides strategies to make readaloud sessions more conducive for students with ADHD; and supplies titles of books that can be used. (Contains 1 figure.)
Making Morning Circle Meaningful
Author: Bruce, Susan
Date: 2006-03-00
Type: Journal Articles
Subjects: Video Technology,Group Activities,Disabilities,Special Education Teachers,Individualized Instruction,Severe Disabilities,Regular and Special Education Relationship,Children,Special Education,Deaf Blind

Morning Circle, also known as Morning Meeting, is often a daily lesson in both general education and special education classrooms. The primary purpose of the Circle is to support each child to establish membership in the class while developing a classroom community and culture. The Responsive Classroom Approach recommends four Circle components: greeting, sharing, group activity, and news and announcements (Kriete, 2002). Strategies such as embedding the instruction of IEP objectives, differentiating instruction, encouraging the active physical involvement of students, and creating opportunities for communication support the participation of children with disabilities. This article shares Circle components, routines, and strategies as demonstrated by ten special educators serving children with severe disabilities, ages 3-10 years. Video clips are used to illustrate key concepts. (Contains 4 photos and 5 video clips.)
Speaking the Same Language: Bringing Together Highly-Qualified Secondary English and Special Education Teachers
Author: Dieker, Lisa A.
Date: 2006-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Reading Difficulties,Reading Materials,Performance Based Assessment,Disabilities,Cooperative Learning,Special Education Teachers,English Teachers,Teacher Educators,Special Education,Federal Legislation,Inclusion

The focus of this article is to provide practical tools to assist secondary special educators and English teachers to more effectively meet the needs of students with disabilities in the area of English/Language Arts. The articles focuses on ideas that emerged as two teacher educators brought together 6-12 English and special education preservice teachers in an attempt to prepare them for the changes in the Individuals with Disabilities in Education Act (2004) as well as to ensure greater access and success for students in secondary English classrooms. The authors provide an overview of a tool for planning a co-taught lesson, a modified cooperative learning tool for behavior and reading difficulties, several tools to assist with reading material at this level, and two activities that embrace nonfiction material and authentic assessment of material that allows for peer and teacher support in an inclusive English classroom. (Contains 2 tables.)
On the Road to More Collaborative Teaching: One School's Experience
Author: Magiera, Kathleen
Date: 2006-05-00
Type: Journal Articles
Subjects: General Education,Action Research,Disabilities,Interviews,Special Education Teachers,Team Teaching,Teacher Collaboration,Administrator Attitudes,Program Attitudes,Teacher Attitudes,Academic Accommodations (Disabilities),Regular and Special Education Relationship,Accessibility (for Disabled),Inclusion,Mainstreaming,Cooperative Planning,Teaching Models,Teaching Methods,Teaching Experience

Co-teaching is undertaken because students with disabilities are more likely to have their needs met if their supports are moved to the general education classroom. In co-taught lessons, a special educator and a general educator teach together in the general education classroom during some portion of the instructional day in order to accommodate the needs of students both with and with out disabilities. The purpose of this action research was to provide a more in-depth analysis of co-teaching at one elementary school by individually interviewing a total of twenty staff members. The participants included general education teachers, special education teachers, related service personnel, and administrators. Participants repeatedly described four elements as critical to effective co-teaching: strong communication between the teachers, flexibility in co-teaching practice, respect between the co-teachers, and the organization of the instruction. Faculty also described the process of how co-teaching evolved within the school. (Contains 2 figures and 1 footnote.)
Effects of a Teacher-Made Multimedia Program on Teaching Driver Education
Author: Lee, Yeunjoo
Date: 2006-05-00
Type: Journal Articles
Subjects: Driver Education,Multimedia Instruction,Teacher Developed Materials,Special Education Teachers,Secondary School Teachers,High School Students,Mild Disabilities,Rural Schools,Instructional Effectiveness

Through a case study, the authors share a story of a high school special education teacher who developed a multimedia program to teach driver education (i.e., speed limits and road signs). The high school students (n = 24) had mild disabilities, and were enrolled in a driver education class in a rural high school. The teacher developed the multimedia program using Microsoft PowerPoint. The computer program involved picture and video segments that were captured in the students' familiar environments. As a result of the lessons, the students significantly improved their scores on posttests. In addition, the multimedia lesson was shown to be more effective than a non-multimedia lesson. (Contains 4 figures.)
TALENT-ed and TYPE III: An Effective Learning Strategy for Gifted Students Who Are Learning Disabled
Author: Newman, Jane L.
Date: 2006-05-00
Type: Journal Articles
Subjects: Learning Strategies,Gifted Disabled,Learning Disabilities,Thinking Skills,Student Research,Student Projects,Productive Thinking,Decision Making,Planning,Prediction,Verbal Communication,Intervention,Grade 4,Elementary School Students,Case Studies

Educators agree that a student can display gifted behavior and learning disabilities (GLD) simultaneously. Some of these students thrive when exploring advanced level investigative projects which require higher order thinking skills (HOTS) and creation of an original product. This article presents a GLD case story as an example of successful intervention utilizing an instructional strategy, Talents and Type IIIs (Newman, in press), which merges the HOTS Talents Unlimited Model (Productive Thinking, Decision Making, Planning, Forecasting, and Communication) (Schlichter, 1986) with investigative research strategies such as Type III (Renzulli & Reis, 1985). (Contains 8 figures.)
Roles and Responsibilities of Paraprofessionals: In Their Own Words
Author: Patterson, Karen B.
Date: 2006-05-00
Type: Journal Articles
Subjects: Educational Needs,Elementary Secondary Education,Semi Structured Interviews,Barriers,Performance Factors,Paraprofessional School Personnel,Teacher Role,Teacher Responsibility,Knowledge Level,Behavior Modification,Partnerships in Education,Accessibility (for Disabled),Inclusion,Mainstreaming,Special Education

This study focused on the perceptions of paraprofessionals regarding the roles they fulfill while working with children with disabilities in special education and inclusive settings. Students were in grades K-12 and represented a range of disability categories (e.g., autism spectrum disorders, serious emotional disturbance, development disabilities, and learning disabilities). Twenty-two paraprofessionals were interviewed using a semistructured interview guide to establish their understanding of their roles, responsibilities, teacher expectations, training needs, and challenges they experienced while working with others. Findings from this study indicate that paraprofessionals tend to assume high levels of responsibility for managing the academic and behavioral needs for all students. This article addresses ways to improve our own practices in how we work with paraprofessionals. (Contains 2 tables.)
Portrayal of Disabilities in Caldecott Books
Author: Dyches, Tina T.
Date: 2006-05-00
Type: Journal Articles
Subjects: Childrens Literature,Picture Books,Disabilities,Literature Appreciation,Literature Reviews,Awards,Bibliometrics,Accessibility (for Disabled),Academic Accommodations (Disabilities),Instructional Material Evaluation,Stereotypes

The authors read all of the books that received Caldecott Medal and Honor status awarded between 1938 and 2005 and found that 11 included a character with a disability. For each book, they analyzed characterizations of those with disabilities and generated tips for using the book to teach about disabilities. They argue that accurate portrayals of characters with disabilities, particularly the types of disabilities encountered most frequently by young children, are needed in award-winning picture books. (Contains 2 tables.)
Five Ways to Facilitate the Teacher Assistant's Work in the Classroom
Author: Tobin, Ruthanne
Date: 2006-07-00
Type: Journal Articles
Subjects: Classroom Techniques,Teaching Methods,Teaching Assistants,Case Studies,Learning Disabilities,Grade 6,Middle School Students

A teacher and a teacher assistant, working together in an inclusive grade-six classroom, provided an invaluable insider perspective on the kind of context that leads to effective support for all students. Findings from this case study revealed five ways in which the teacher could facilitate the work of the teacher assistant, by: 1) focusing on relationship building (nudging instead of nagging); 2) monitoring the amount of teacher talk to afford mini-lessons; 3) applying the basics of differentiation and universal design; 4) negotiating classroom management roles and sharing responsibilities for students; and 5) using an action-oriented format to shape the communication agenda.
Reverse Inclusion: Providing Peer Social Interaction Opportunities to Students Placed in Self-Contained Special Education Classrooms
Author: Schoger, Kimberly D.
Date: 2006-07-00
Type: Journal Articles
Subjects: Disabilities,Interpersonal Relationship,Interaction,Special Education Teachers,Self Contained Classrooms,Special Needs Students,Special Education,Inclusion,Individualized Education Programs,Regular and Special Education Relationship

The social and academic benefits of inclusion for students with disabilities have been well researched and well documented. Unfortunately, inclusion opportunities are limited by lack of qualified staff, logistics, scheduling and other difficulties encountered when attempting to meet students' unique needs in the general education setting. As a result of these difficulties, many students with disabilities are served in segregated self-contained classrooms that offer few opportunities for interaction with same-aged peers served in the general education classroom. A special education teacher attempted a unique program of reverse inclusion to bring social interaction opportunities to the students with disabilities. Three students with special needs were chosen to participate in the Reverse Inclusion Program with general education peers. Program goals for these students were identified and monitored. The program proved beneficial to all students. (Contains 2 figures.)
Dare to Dream: Leadership Conferences for Students with Disabilities
Author: Amerman, Tracy
Date: 2006-07-00
Type: Journal Articles
Subjects: Disabilities,Conferences (Gatherings),Transitional Programs,Developmental Studies Programs,Skill Analysis,Educational Needs,Needs Assessment,Communities of Practice,Leadership Training,Student Leadership,Accessibility (for Disabled),Self Advocacy,Program Descriptions,Program Effectiveness

As a statewide initiative, New Jersey has been hosting teen leadership conferences for students with disabilities. The focus of the conferences is to address skills necessary to be successful in school and for transition to life after high school. The conferences are held throughout New Jersey at universities and colleges. Students with disabilities present keynotes speeches, read poetry, and facilitate workshops for other students like themselves. The benefits of these conferences for the thousands who have attended are innumerable. The teen leaders leave with confidence and a feeling of accomplishment. The attendees leave with valuable information, enhanced self awareness, advocacy skills, and a feeling of belonging. Teachers, parents, child study team members, supervisors, and other school chaperones leave with increased pride and knowledge of their students. This article details the history, constituents, preparation, activities, and outcomes and benefits of the conference initiative. (Contains 2 figures.)
Hannah's Story
Author: Thorner, Kelly
Date: 2006-09-00
Type: Journal Articles
Subjects: Assistive Technology,Therapy,Deafness,Surgery,Hearing Impairments,Sign Language,Early Intervention,Personal Narratives

This is the story of my daughter, Hannah. Hannah is an amazing child. She can speak, read, and write English. She can play the piano and violin and she is mainstreamed into a third grade class. Hannah was born profoundly deaf and was not diagnosed until she was almost two years old. She received a cochlear implant when she was 2 1/2 years old. Through a lot of support, therapies, and perseverance, the goals that her parents set up for her were achieved. Hannah is not only amazing for accomplishing these goals, she is amazing because as her parents were teaching her to speak and read, she was teaching her parents about courage, strength, and love.
Lessons and Rubrics for Arts Integration
Author: Mason, Christine Y.
Date: 2006-09-00
Type: Journal Articles
Subjects: Art Education,Integrated Curriculum,Elementary School Curriculum,Scoring Rubrics,Student Evaluation,Art Activities,Art Materials,Visual Arts,Social Studies,Science Education,Language Arts,Reading Instruction,Group Activities,Theater Arts,Disabilities

Seven teachers, part of an Arts Integration Community of Practice, used rubrics to measure student learning and artistic skills. Examples from five sites, across a variety of academic content areas and age levels, and with students of varying disabilities, are included in this article. Results suggest that rubrics may be a useful tool for measuring the impact of arts integration, facilitating teacher planning, supporting collaboration between artists and educators, and helping students conduct self-assessments. (Contains 8 figures.)
Stress Management for Special Educators: The Self-Administered Tool for Awareness and Relaxation (STAR)
Author: Williams, Krista
Date: 2006-09-00
Type: Journal Articles
Subjects: Stress Management,Teacher Burnout,Special Education Teachers,Self Evaluation (Individuals),Program Descriptions,Stress Variables,Models,Neuropsychology,Quality of Working Life,Relaxation Training,Familiarity,Evaluation Methods,Psychometrics,Social Indicators,Emotional Problems,Mental Disorders,Physical Disabilities

The Self-Administered Tool for Awareness and Relaxation (STAR) is a stress management strategy designed to facilitate awareness of the physical, mental, emotional, and physiological effects of stress through the interconnectedness of the brain, body, and emotions. The purpose of this article is to present a stress-management model for teachers, especially special educators, to use on a daily basis to help prevent professional burnout and better cope with job-related stress. Research, definitions, and factors contributing to teacher stress are included. The STAR is described, along with a rationale for its components: the full color spectrum, brain-body research, physical exercise, therapeutic touch, and positive affirmations.
Challenges with SLD Identification: What Is the SLD Problem?
Author: Johnson, Evelyn
Date: 2006-09-00
Type: Journal Articles
Subjects: Student Evaluation,Learning Disabilities,Disability Identification,Performance Factors,Barriers,Evaluation Methods,Screening Tests,Diagnostic Tests,Improvement Programs,Program Improvement,Evaluation Problems,Stakeholders,Values,Educational Resources,Evaluation Criteria,Change Strategies,Educational Change

The IDEIA 2004 presents opportunities for change in our methods for improving the process of Specific Learning Disabilities (SLD) identification. While common approaches to improvement often focus on the assessment tools alone, consideration of stakeholder values and resource constraints are equally important to develop effective solutions that mitigate the challenges with SLD identification. In this article, we summarize the factors that exacerbate the SLD problem and present a tool that teams may find helpful as they work towards improved SLD identification methods. (Contains 1 figure.)
Classroom Management for Kids Who Won't Sit Still and Other "Bad Apples"
Author: Cahill, Susan M.
Date: 2006-09-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Behavior,Occupational Therapy,Classroom Environment,Allied Health Personnel,Self Management,Self Control,Time on Task,Attention

This article presents a case description of collaboration between an occupational therapist and a general education teacher to develop an effective classroom management system. The classroom management system described here was based on the Alert Program for Self-regulation: How Does Your Engine Run? In addition, the case description provides a clear example of how this system could be replicated in other classrooms.