ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Early Childhood Education on Children with Hearing Impairments in Special Schools in Kiambu, Murang&apos;A and Nyeri Counties, Kenya
Author: Loise W., Chege
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Hearing Impairments,Special Schools,Program Effectiveness,Early Intervention,Surveys,Young Children,Interviews,Teacher Attitudes,Parent Attitudes,Teacher Role,Parent Role,Enrollment Trends,Deafness,Statistical Analysis,Qualitative Research

This study sought to find out the effects of Early Childhood Education on children with hearing impairment (HI). Vigotsky's theory of cognitive development guided the study. Descriptive survey method was used. Target population included children with HI between ages 3-6 years and their parents, teachers, head teachers all from special schools in selected districts. Purposive sampling was used to select schools, classes, children, teachers and head teachers while convenience sampling was used to select parents. Interview schedules were used for head teachers, pre-primary teachers and for parents. The instruments were pre-tested for validity and reliability. Split-half technique was used to assess the instruments' reliability while validity was determined after it was read through with the representative respondents. Findings revealed that teachers played their role effectively but delays by parents in enrolling their children for ECDE [early childhood development and education] during the required early child years curtailed adequate effect of ECDE on children with HI.
Effectiveness of Transitional and Follow-Up Programmes to Community Integration of Young Adults with Intellectual Disabilities (YAWID) in Kiambu County, Kenya
Author: Makanya, Margaret W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocational Education,Transitional Programs,Young Adults,Intellectual Disability,Program Effectiveness,Qualitative Research,Statistical Analysis,Interviews,Audio Equipment,Observation,Check Lists,Coding,Relevance (Education),Foreign Countries,Case Studies,Job Training,Outcomes of Education,Teachers,Parents

The purpose of this study was to investigate how vocational education and transitional services offered in vocational institutions helped young adults with intellectual disabilities (YAWID) attain full community integration. The study objectives included investigate the effectiveness of transitional services and follow-up programs towards aiding their community integration. The study employed both quantitative and qualitative approach. Quantitative analysis was applied for the purpose of clarification, strengthening, explaining and supporting qualitative information. The research design for this paper was a descriptive case study. The target population comprised all young adults with intellectual disabilities in Kiambu County. The sample of the study included 10 young adults with intellectual disabilities. Other respondents were a head teacher/employer, 2 vocational teachers and 9 parents. Data collection was completed via use of interview guides, note taking, audio recording and an observation checklist. The actual data collection took 30 days. Data from interviews and observation text were coded and codes created according to the themes of the study. Qualitative data analysis was by use of Atlas ti software computer programme. Quantitative data analyses were completed manually through tallying the frequency of segmented responses. Further, the findings revealed that in as much as young adults with intellectual disabilities were offered vocational skills in the special school, what they were engaged in was not relevant to the skills they trained in. This led to some of them disliking the kind of jobs they had as avenues of community integration. It was evident that a well-specified vocational transitional services for persons with intellectual disabilities was lacking.
African American Parental Beliefs about Resiliency: A Delphi Study
Author: Jones, Vita
Date: 2014-00-00
Type: Journal Articles
Subjects: African Americans,Parent Attitudes,Beliefs,Resilience (Psychology),Children,Delphi Technique,Parent Surveys,Individual Characteristics,Barriers,Statistical Analysis,Religion,Family Involvement,Family Influence,Educational Needs,Behavior Problems,Resources,Surveys,Interpersonal Relationship,Community Influence,Cultural Influences,Environmental Influences,Qualitative Research

This study involved a Delphi inquiry concerning the characteristics of resiliency specific to African American children/youth. The study was conducted with a large group of African American parents who were considered experts in resiliency because they had graduated from high school and had at least one child who had graduated from high school. Through a series of three Delphi surveys, the parents moved toward consensus concerning the most important characteristics of resiliency that contributed to their success and the success of their child(ren); as well as those that hindered their success and the success of their child(ren). Data were analyzed using descriptive statistics and qualitative analysis. The main characteristics of resiliency defined by the parents as contributing to or hindering their success or the success of their child(ren) included (a) spiritual/faith, (b) positive/negative personal traits, (c) family involvement/problems, (d) positive/negative educational supports, (e) inappropriate behaviors, and (f) resources.
Blending Common Core Standards and Functional Skills in Thematic Units for Students with Significant Intellectual Disabilities
Author: Cooper-Duffy, Karena
Date: 2014-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Common Core State Standards,Daily Living Skills,Interdisciplinary Approach,Cooperative Planning,Lesson Plans,Vocabulary,Task Analysis,Planning,Data Collection,Skill Development

Many teachers who educate students with significant intellectual disabilities struggle with the requirements for teaching academics linked to the Extended Common Core State Standards (ECCSS, 2010) while also balancing the need to teach functional skills. This article provides a practical way of creating thematic units that focuses on functional skill topics to teach both academics linked to the ECCSS (2010) and functional skills in small groups. A detailed description on how to collaborate with all stakeholders to create a thematic unit about a functional skill topic to teach both academics and functional skills are provided. The article also includes examples of: (a) a lesson plan, (b) vocabulary words, (c) task analysis of a functional skill, (c) systematic instruction plan, and (d) data collection sheets.
Perceptions of Pre-Service Teachers as They Relate to Professional Practice
Author: Williams, Emily
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Practicums,Pretests Posttests,Surveys,Interviews,Focus Groups,Questionnaires,Disabilities,Attitudes toward Disabilities,Program Effectiveness,Inclusion

The purpose of this study was to explore the beliefs and concerns of pre-service teachers as they relate to professional practice during their practicum experience. This study took place in a minority-serving university in the Southwest. All activities were conducted during one academic semester and held during the weekly on-campus seminars. The participants were a convenience sample of 13 pre-service teachers enrolled in dual licensure programs (elementary/special education and secondary/special education). Pre/post surveys, interviews, and focus groups were used to triangulate the data. Responses to questions posed during focus groups, interviews, and questionnaires were explored thematically. The results indicated that pre-service teachers maintained a positive attitude toward their students, projected an understanding of their students and their disabilities, and recognized the challenges that students with disabilities face.
Teaching Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and the Strategic Instruction Model
Author: Flores, Margaret M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Multiplication,Special Education,Special Education Teachers,Common Core State Standards,Statistical Analysis,Pilot Projects,Addition,Subtraction,Problem Solving,Numbers,Elementary School Mathematics,Grade 4,Regular and Special Education Relationship,Response to Intervention,Teaching Methods,Number Concepts,Intervention

The Common Core State Standards (2010) involve the demonstration of conceptual knowledge of numbers and operations. For students who struggle with mathematics and have not responded to instruction, it is important that interventions emphasize this understanding. In order to address conceptual understanding of numbers and operations in meeting the rigorous Common Core State Standards, interventions should include the use of explicit instruction, manipulation of objects, and visual representation of numbers. The current pilot study investigated the use of such a method within a tiered intervention model, the concrete-representational-abstract (CRA) sequence and the strategic Instruction Model (SIM). Six fourth grade students receiving intervention through a response to intervention model participated. Multiplication with regrouping was taught using CRA and SIM (CRA-SIM) over the course of ten lessons as part of an intervention period. Data were collected before and after CRA-SIM instruction and statistical analysis showed that students made significant gains after instruction. The practical implications and application of CRA-SIM instruction will be discussed.
Importance of Quality of Life Issues: A Pilot Comparison of Teachers and Parents of Children with Autism Spectrum Disorders
Author: Ivey-Hatz, Julie
Date: 2014-00-00
Type: Journal Articles
Subjects: Quality of Life,Children,Parents,Teachers,Autism,Pervasive Developmental Disorders,Comparative Analysis,Attitude Measures,Goal Orientation,Surveys,Likert Scales,Statistical Analysis,Statistical Significance

Quality of life (QoL) issues for parents and teachers of children with autism spectrum disorders (ASD) are important to investigate. Independence, social functioning, school functioning and participating in leisure activities are some of the quality of life indicators that parents and teachers must agree upon to ensure effective communication and goal-setting. The purpose of the current study was to compare the perspectives of parents and teachers of children with ASD with regard to the importance of quality of life issues. Participants for this study consisted of parents and teachers of children with ASD. Results indicate that often, parents and teachers have different QoL goals for children and students with autism spectrum disorders. These differences in goals can be a complex issue and could result in discrepancies in how we educate individuals with ASD.
Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study
Author: Burks-Keeley, Randa G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Special Education,Statistical Analysis,Team Teaching,Pilot Projects,Disabilities,Comparative Analysis,Mainstreaming,Teaching Models,School Districts,Surveys,Likert Scales,Junior High School Students

The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching) as outlined, and (2) compare teacher and student perceptions to determine the impact on learning and teaching behaviors (i.e., classroom management, teaching model, confidence, engagement, learning, motivation, behavior, differentiated instruction, teacher authority, and work requirements). The results indicated that students and teachers perceive differences among the five co-teaching models and applies statistical data to previous findings that the one teach/one assist co-teaching model is ineffective.
Students with Disabilities&apos; Perspectives of STEM Content and Careers
Author: Davis, Kimberly E. Bryant
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Disabilities,Student Attitudes,STEM Education,Science Careers,Science Interests,Student Surveys,Semantics,Disproportionate Representation,Urban Schools,Student Interests,Preferences,Gender Differences,Racial Differences,Instructional Program Divisions

The current global economy has led to an increase in the need for workers in the fields of science, technology, engineering, and mathematics (STEM). Underrepresented populations, such as students with disabilities, are being considered as one way meet the STEM workforce shortages. In order to increase students' participation in STEM careers, it would be helpful to gauge whether students are interested in STEM content. The current study sought to gauge students with disabilities interest in individual STEM content areas. The research question states: How do middle school students with disabilities perceive science, technology, engineering, and mathematics content as measured by STEM Semantics Survey? In total 43 surveys were collected and analyzed. The overall findings indicate that students have the highest perception of technology and the lowest perception of mathematics. Means were analyzed by gender, race/ethnicity, and grade level. Implications and suggestions for practice are shared.
A Researcher&apos;s Story of Assessing Motor Skills of Children with Autism Spectrum Disorder
Author: Breslin, Casey M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Psychomotor Skills,Emotional Response,Research Methodology,Child Behavior,Psychological Patterns,Behavior Problems,Semi Structured Interviews

The purpose of this study was to explore and interpret a researcher's experiences while conducting motor skill assessments of children with autism spectrum disorder (ASD). The first author and participant-researcher was, at the time of the study, a kinesiology doctoral candidate studying motor behavior. The second author, an associate professor of kinesiology, was the interviewer. Data were captured through interviews, transcribed, and analyzed by bracketing, constructing, and contextualizing (Denzin, 1989). The three major themes that emerged were Participant Emotions, Research Protocols, and Children's Behavior. The participant-researcher experienced enjoyment and frustration for the research process, and sympathized with the children. A second theme matched the three protocols in the dissertation: traditional-full sentences, picture schedule, and task cards. Finally, a third theme addressed her perceptions of children's behaviors.
The Impact of Video Modeling on Improving Social Skills in Children with Autism
Author: Alzyoudi, Mohammed
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Video Technology,Modeling (Psychology),Interaction,Interpersonal Relationship,Teaching Methods,Skill Development,Interpersonal Competence,Young Children,Males,Cues,Role Playing,Social Behavior,Program Effectiveness,Foreign Countries,Intervention,Statistical Analysis

Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modeling is a widely used instructional technique that has been applied to teach children with developmental disabilities such as autism. Previous research involving children with autism has shown that video modeling can be effective in teaching a variety of skills. The aim of this study is to evaluate the impact of video modeling on social skills development in children with autism. A small sample of five boys with autism was chosen to participate in this study. The boys ranged in age between five and seven years. Each child was asked to watch a video tape which presented two individuals interacting in a role play setting. One person portrays a therapist giving cues, whilst the second portrays a child acting appropriately and demonstrating correct social behaviors. The boys were then asked to complete a social task and their performance was compared against baseline assessment measures. The results of this study indicate this method is an effective method for instruction. Results are discussed and implications for further research and practice are provided.
Autism Spectrum Disorders and Implications for Teachers
Author: Echaniz, Crystal
Date: 2014-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Etiology,Student Diversity,General Education,Special Education Teachers,Educational Legislation,Teaching Methods,Individualized Education Programs,Behavior Modification,Academic Accommodations (Disabilities),Assistive Technology,Faculty Development,Clinical Diagnosis,Demography,Disabilities,Educational Quality,Equal Education,Federal Legislation,Court Litigation,Teamwork,Communication Strategies

This paper reviews characteristics of autism spectrum disorders (ASD), possible causes of ASD, current demographic information, the effects on the individual with ASD and the family, as well as diversity and multicultural issues related to autism. Additionally, the paper provides pertinent information about students with ASD for both general education and special education teachers including a review of special education laws, pedagogical strategies, the individual education plan (IEP), the use of behavior plans, accommodations and modifications appropriate for students on the autism spectrum, assistive technology, and professional development.
Positive and Negative Aspects of Inclusion Services
Author: Hayes, Christye
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Student Needs,Educational Legislation,Federal Legislation,Equal Education,Teacher Competencies,Teacher Attitudes,Teacher Education,Teacher Surveys,Team Teaching

The purpose of this research paper was to investigate the conceptions and misconceptions of an inclusive education. Inclusion was formulated upon three core inclusionary principles, these being: setting diverse suitable learning challenges, responding to needs of pupils, and overcoming potential barriers to learning and assessment for individuals and groups of children. As a result of No Child Left Behind (NCLB) and the even more recent mandates of the revised Individual with Disabilities Act (IDEA) of 2004, which defines &quot;highly qualified&quot; in new ways, it has become increasingly important for schools to utilize their resources using more effective and creative means.
Maximizing the Potential of Our Youth with Intellectual Disabilities: Rethinking Functional Curriculum
Author: Rich-Gross, Denise A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Daily Living Skills,Job Training,Evaluation Methods,Student Evaluation,Vocational Education,Foreign Countries,Transitional Programs

There exists a need to examine the practice of pushing functional curriculum to the bottom of the list to teach students with intellectual disabilities (ID). This article discusses how students with these disabilities could better transition into society if they are instructed appropriately. The author further investigates the current practices in other countries. The federally controlled education systems in Germany best demonstrates the need to offer more years of functional curriculum, job training and life skills early in the education of students with ID. Assessments for students with intellectual disabilities needs changed, the United States has a one size fits all approach to accountability and testing. German students trained in a vocational area would be assessed on the areas of study. Early assessments appropriately address how our students learn best. The different types of learners and their areas of interest need to be recognized for successful transition into the community.
Issues and Concerns of Assessment for English Language Learners with Learning Disabilities
Author: Pichardo, Blanca
Date: 2014-00-00
Type: Journal Articles
Subjects: English Language Learners,Learning Disabilities,Teacher Competencies,Special Education,Student Needs,Evaluation Methods,Test Bias

Limited research has been accomplished within the past few years regarding issues and concerns of assessment for English Language Learners (ELL) with Learning Disabilities (LD). The increasing number of this unique population throughout schools has raised many concerns for professionals in education. English Language Learners with Learning Disabilities is a major topic that brings many issues and concerns of assessment for this particular population. How and by whom the students are being assessed is an immense concentration in the concerns of the topic. Assessment reliability and test fairness implies the issues educators have. Teacher readiness and student instructional history are two fundamental matters impacting special education outcomes of English Language Learners with LD.
Students with Attention Deficit Hyperactivity Disorder Participating in Recess
Author: Lucas, Matthew D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Student Behavior,Student Participation,Recess Breaks,Student Characteristics,Symptoms (Individual Disorders),Definitions,Incidence,Recreational Activities,Team Sports

The participation of a student with Attention Deficit Hyperactivity Disorder (ADHD) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of children with ADHD and present basic solutions to improve the experience of these children in the recess setting. Initially, the definition, symptoms, and prevalence of ADHD will be presented. The paper will then address benefits of recess, followed by recommendations for children with ADHD participating in recess. Lastly, the paper will describe a common activity played at recess, and possible modifications to the activity for children with ADHD.
Stop the Blame Game: Teachers and Parents Working Together to Improve Outcomes for Students with Behavior Disorders
Author: Davis, Melissa
Date: 2014-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Parent Role,Teacher Role,Intervention,Behavior Modification,Positive Behavior Supports,Positive Reinforcement,Parent Teacher Cooperation

Students with behavior disorders often require specific interventions to improve their behavioral outcomes. Common interventions to use with these students include teaching appropriate behaviors, focusing on positive behaviors, noting the start of behaviors and intervening early, and providing appropriate reinforcements. To enhance the effectiveness of these interventions, parent and teacher collaboration is necessary. These methods typically include the parent and teacher meeting to agree on a target behavior, discussion about what causes the inappropriate behaviors, and making an agreement on an intervention to use to change the behavior, with the purpose of improving the behavior at home and school. Communication should be maintained throughout the intervention process with follow-up meetings as necessary. In general, these interventions provide a new, promising avenue to improve the outcomes of students identified with behavior disorders.