ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Supports, Cognitive Disability and Mathematics Acheivement for Visually Imparied Youth: A Multilevel Modeling Approach
Author: Giesen, J. Martin
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Visual Impairments,Blindness,Achievement Gap,Socioeconomic Status,Longitudinal Studies,Correlation,Student Needs,Special Needs Students,Mental Retardation,Gender Differences,Age Differences,Academic Support Services,At Risk Students,Elementary School Students,Middle School Students,Institutional Characteristics

Elementary and middle school students who are blind or visually impaired (VI) lag up to three years behind non-disabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education Elementary Longitudinal Study) that followed a national sample of students over six years. Analyses employed multilevel modeling. We found the extent of academic supports in the school was positively related to mathematics achievement for visually impaired (VI ) students without cognitive disability but not for those with cognitive disability. Gender and socio-economic status (SES) had no effects. Achievement growth was not hampered by cognitive disability. Schools with more academic supports may enhance mathematics learning for VI students without a cognitive disability, and VI students with a cognitive disability may need both a high level of supports and specialized supports to facilitate mathematics achievement. (Contains 1 figure and 1 table.)
Attitudes, Sentiments, and Concerns of Pre-Service Teachers after Their Included Experience
Author: Golmic, Bruce A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Student Teaching,Student Teacher Attitudes,Education Majors,Inclusion,Mainstreaming,Regular and Special Education Relationship,Teaching Skills,Teacher Competencies,Secondary School Teachers,Self Efficacy,Private Colleges

In order for educators to effectively include more students with exceptional learning needs in general education classrooms, the international community of educators must overcome barriers toward inclusion including existing attitudes. The purpose of this study was to determine the effects of an INCLUDED Experience on the attitudes, sentiments and concerns of pre-service teachers toward students with exceptional learning needs after 12 weeks of student teaching in secondary education classrooms. The INCLUDED Experience is an eight step performance based reflective child study of pre-service teachers' attitude, concerns, knowledge, and skills during their inclusion in the classroom. The sample consisted of 85 education majors seeking secondary teaching certification across the content areas. Results provided evidence that after completing an INCLUDED Experience, pre-service teachers had positive attitudes and decreased concerns toward inclusion. The overall findings suggest that the INCLUDED Experience shows promise as a model that pre-service teachers should follow to support, teach and engage students with exceptional learning needs in general education classrooms. (Contains 7 tables.)
Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review
Author: Alquraini, Turki
Date: 2012-00-00
Type: Information Analyses
Subjects: Inclusion,Regular and Special Education Relationship,Educational Strategies,Assistive Technology,Mental Retardation,Severe Disabilities,Mainstreaming,Literature Reviews,Academic Accommodations (Disabilities),Teaching Methods,Peer Influence,Family Influence,Cooperative Learning,Inquiry,Augmentative and Alternative Communication

This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. This was followed by the application of two sets of criteria: (1) the article consists of subjects with inclusion/inclusive/general education setting/public schools and (2) the article examines critical components of successful inclusion of students with disabilities or equivalent concepts as the outcome. Seventy two studies met the two criteria and are presented in this review. The author provides an integrated overview of current knowledge regarding the critical components that enhance the quality of inclusive education programs for students with severe disabilities across the world. This review provides evidence that these components support students' access and progress, either in curricular or non-curricular activities in general education settings. Finally, the author identifies the need for future empirical studies to further examine how each of these components supports students with severe disabilities in general education settings.
Effects of Multisensory Phonics-Based Training on the Word Recognition and Spelling Skills of Adolescents with Reading Disabilities
Author: Giess, SallyAnn
Date: 2012-00-00
Type: Journal Articles
Subjects: Phonics,Word Recognition,Spelling,Reading Difficulties,Adolescents,High School Students,Grade 9,Grade 10,Grade 11,Reading Instruction,Reading Programs,Multisensory Learning,Instructional Effectiveness,Pretests Posttests

The purpose of this study was to explore the effectiveness of an Orton-Gillingham-based reading instruction system, the Barton Reading and Spelling System (BRSS; Barton 2000), that was used as a supplemental reading instruction program for increasing the lower-level reading skills of a group of adolescents with persistent reading problems. Nine students participated in the supplemental reading program based on pre-test scores of a spoken and written language assessment battery. Progress was measured at the end of intervention by post-testing students on the same assessment battery. Each student showed some improvements from their pretest to posttest scores on all of the measures utilized, with some having moderate to large effect sizes, supporting the view that the BRSS is an appropriate supplemental reading program for struggling adolescent readers within a response to instruction framework. Future research should include a larger sample size and a control group. (Contains 5 tables.)
Motor Performance and Rhythmic Perception of Children with Intellectual and Developmental Disability and Developmental Coordination Disorder
Author: Kartasidou, Lefkothea
Date: 2012-00-00
Type: Journal Articles
Subjects: Performance Factors,Performance Tests,Motor Development,Mental Retardation,Psychomotor Skills,Child Development,Developmental Disabilities,Correlation,Music,Children,Preadolescents,Pervasive Developmental Disorders,Foreign Countries

Professionals who work with children presenting intellectual and developmental disability (IDD) and developmental coordination disorder (DCD) are concerned with their motor development and their rhythmic perception. The aim of this study is to investigate the correlation between a motor performance test and a music rhythmic test that measures performance of rhythmic perception in tactile, auditory, auditory-visual, auditory-visual-tactile sensory conditions. Participants were 19 children, ten with intellectual and developmental disability (IDD) and nine with developmental coordination disorder (DCD), their age ranging between 5 to 12 years. The results confirmed numerous links between motor performance scores and rhythmic perception scores. These findings are in line with previous theoretical standpoints and empirical research. However, further research is needed to determine the exact relationship between suggested motor performance factors and rhythmic perception factors. (Contains 1 figure and 2 tables.)
Perceptions of an EL Learner on Vocabulary Development
Author: Erkaya, Odilea Rocha
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Case Studies,Action Research,Observation,English Language Learners,Foreign Countries,Change Strategies,Educational Strategies,Achievement Gains,Content Analysis,Position Papers,Semi Structured Interviews,Educational Attitudes,Student Attitudes,Special Education

This single case study addresses an action research design (Wolcott, 1994) that utilizes observations, interviews, and documents to access what teaching and learning techniques have improved the acquisition of vocabulary of a single intermediate English language (EL) learner from Turkey. Findings are reported and discussed in terms of the student's perceptions of vocabulary learning. The study indicates that there were gains in vocabulary knowledge and use as well as progression of strategies. In addition, findings also show that the student failed to utilize advance vocabulary strategies when he needed them the most. Implications for future studies for diversified learners are also discussed. (Contains 1 table.)
Reconstructing Transition Knowledge in Taiwan
Author: Cheng, Chen-chen
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Education,Foreign Countries,Educational Theories,Educational Philosophy,Education Work Relationship,Self Determination,Culture,Educational Research,Epistemology

Taking a post-colonial stand and using school to work transition as an example, the author re-examines the special education discourses in Taiwan and attempts to construct alternate understandings of transition from sociological and cultural perspectives. A review of past transition literature and a survey of the educational background of the special education faculty in Taiwan reveal the United States (U.S.) heritage of the special education knowledge. Although the introduction of transition concepts and models from the U.S. and the strongly U.S. influenced development of special education have contributed tremendously to the education of children with disabilities in Taiwan, the theories and philosophies that have their roots in the western history and civilization and manifested in special education theories and practices appear to go largely unnoticed by the special education scholars and practitioners in Taiwan for various reasons. In view of the continuously yet uncritically embrace and application of the borrowed theories and practices in Taiwan, the author excavates the three themes that dominate current special education and transition discourse and drive the special education practices in Taiwan. These themes include (a) the privileging of the U.S. transition knowledge, (b) the universality of transition concepts, and (c) the culture deficit approach to understanding transition in local contexts. The author then discusses the possible consequences of the contradictions and incompatibilities between borrowed transition theories and local practices, proposes alternative readings of these contradictions, and offers solutions based on Taiwan's local social and cultural contexts.
The Effectiveness of Culturally-Based Social Stories to Increase Appropriate Behaviors of Children with Developmental Delays
Author: Hsu, Ning
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Intervention,Developmental Delays,Cognitive Style,Behavior Modification,Student Diversity,Story Telling,Culturally Relevant Education,Behavior Problems,Program Effectiveness,Comparative Analysis,Special Education

The needs of students from culturally and linguistically diverse (CLD) backgrounds have become a growing concern in United States. As an even greater challenge, educators are looking at effective interventions to provide appropriate education for CLD students with disabilities. The Social Story technique is a practical behavioral intervention which has been regarded as an individualized intervention since the student's needs, background, and learning style should be taken into consideration when using this technique. This research study used an ABA design to compare the modified Social Story technique with and without culturally familiar components. Three students with exceptional needs who came from CLD backgrounds and live in this southwestern city of United States participated in this study. Findings are discussed in relation to study results, limitations, and applications for future research. (Contains 2 figures and 5 tables.)
The Effects of the Family-Involved SDLMI on Academic Engagement and Goal Attainment of Middle School Students with Disabilities Who Exhibit Problem Behavior
Author: Kim, Nam Hee
Date: 2012-00-00
Type: Journal Articles
Subjects: Control Groups,Experimental Groups,Self Determination,Special Education Teachers,Middle School Students,Korean,Disabilities,Family Involvement,Learner Engagement,Goal Orientation,Behavior Problems,Intervention,Comparative Analysis,Foreign Countries,Observation,Rating Scales,Regular and Special Education Relationship,Check Lists,Program Effectiveness

The purpose of this study is to investigate the effects of the Family-Involved Self-Determination Learning Model of Instruction (SDLMI) on academic engagement and goal attainment of middle school students with disabilities who exhibit problem behavior. Intervention was provided to the experimental group (12 students with their families and special educators) in Korean language classes for seven months while no treatment was provided to the control group (12 students). As a result, academic engagement in the experimental group, measured by behavior rating and direct observation, increased at a significantly higher rate than that of the control group. Also, the goal attainment of Korean language in the experimental group improved significantly compared to the control group. Finally, discussions of the results, limitations of the study, and suggestions for future studies are presented. (Contains 1 figure and 6 tables.)
The Legal Framework for Inclusion of Students with Disabilities: A Comparative Analysis of Japan and the United States
Author: Nagano, Mayumi
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Special Education,Foreign Countries,Comparative Analysis,Legal Problems,Mainstreaming,Regular and Special Education Relationship,Cross Cultural Studies,Cultural Differences,Educational Legislation,Legal Responsibility,Public Schools,Journal Articles,Newspapers,Court Litigation,Educational Philosophy,Student Placement

Japan faces an educational challenge even after the start of a new special education system (Tokubetsushienkyouiku). This article addresses the legal framework of the special education system in Japan and analyzes the issues needed to be addressed to reinforce the inclusion of children with disabilities in public regular school settings. The analysis uses published documents, including journal and newspaper articles, government notifications, government data, and court rulings, available through university library databases in Japan and the United States. Articles and court cases selected for review were those that highlighted legal issues in special education related to inclusion of children with disabilities in public regular school settings as well as the underlying philosophies of the legal decisions. Three Japanese cases involving students placement in regular schools were reviewed for comparative analysis to depict the differences in standards and underpinning philosophies in the two countries. This article argues that the U.S. special education system can provide some implications for the Japanese special education system. (Contains 4 tables.)
The Relationships among Cognitive Correlates and Irregular Word, Non-Word, and Word Reading
Author: Abu-Hamour, Bashir
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading,Naming,Cognitive Processes,Measures (Individuals),Elementary School Students,Grade 1,Grade 2,Grade 3,Grade 4,Reading Difficulties,Phonological Awareness,Short Term Memory,Correlation,Predictor Variables,Dyslexia

This study explored four hypotheses: (a) the relationships among rapid automatized naming (RAN) and processing speed (PS) to irregular word, non-word, and word reading; (b) the predictive power of various RAN and PS measures, (c) the cognitive correlates that best predicted irregular word, non-word, and word reading, and (d) reading performance of typical and poor readers on irregular word, non-word, and word reading. Sixty participants in Grades 1-4 with and without reading disabilities were administered a measure of phonological awareness (PA) and a measure of working memory (WM), and several measures of RAN and PS. The findings indicated that PS had the strongest correlation with irregular word reading, whereas RAN had the strongest correlations with word reading and non-word reading. As with previous research RAN letters was the best predictor of reading skills. The best model for predicting reading was based on a combined measure of PA and RAN letters. An interesting finding was that the correlation between irregular and non-word reading was significant for students with typical reading, but insignificant for the poor readers. These findings provide support for both the dual-route and double-deficit theory of dyslexia that ascribes independent contributions of PA and RAN to the development of reading skills. (Contains 6 tables.)
Three Children with Emotional and Behavioral Disorders Tell Why People Do Right
Author: Hardman, Elizabeth L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Value Judgment,Research Methodology,Punishment,Emotional Disturbances,Moral Values,Children,Case Studies,Interviews,Motivation,Positive Reinforcement,Classroom Techniques,Behavior Modification,Cooperation,Low Income Groups,Elementary School Students

This paper presents the results of a small preliminary investigation of the moral judgment of three children with emotional and behavioral disorders (EBD) using case study research methodology to describe their moral orientations and explore how their reasoning patterns might affect the development of a cooperative moral orientation. Data were gathered using a moral dilemma interview protocol developed specifically for the study. Results showed that all three of the children valued punishment because it defines right from wrong and coerces obedience, but they also reasoned that avoiding punishment can sometimes motivate people to do that which they know they should not. The implications of the results are discussed with respect to the overuse of punishment, the placement of children with EBD in highly restrictive special education settings, and the potential social cognitive benefits of using positive behavioral supports to include students with EBD in the classroom community. (Contains 4 tables.)
Relationships between L2 Speakers' Development and Raters' Perception on Fluency in Group Oral Interaction
Author: Negishi, Junko
Date: 2011-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Fluency,Japanese,Native Speakers,English (Second Language),Language Proficiency,Evaluators,College Students,Grammar,Oral Language,Interaction,Questionnaires,Student Characteristics

This study aimed to investigate the characteristics and developmental phenomena apparent in Japanese learners of English with their raters' perspectives in terms of fluency which has been recognized as a major factor in judging non-native speakers' proficiency. The following temporal indices demonstrated strong relationships with the raters' scores on fluency: total number of syllables including/excluding dysfluency, total number of words, and total speaking time including pause time. The three indices can be useful when confined to Japanese students. With regard to pauses and hesitations, the university students exhibited results comparable to other participants; however, the locations and lengths of pauses at a phrase boundary alone gave evidence that they paused at grammatical junctures. (Contains 6 tables and 2 figures.)
The Role of Narrative Structure in the Acquisition of English Tense-Aspect Morphology by Thai Learners
Author: Chiravate, Boonjeera
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Morphology (Languages),Morphemes,Language Proficiency,Interlanguage,Linguistic Theory,Grammar,Role,Written Language,Personal Narratives,Verbs,Undergraduate Students,Thai,Native Speakers

As regards the acquisition of L2 verbal morphology, one of the universal tendencies as elucidated by the Interlanguage Discourse Hypothesis (Bardovi-Harlig, 1994, p.43) is that language learners use emerging verbal morphology to distinguish foreground and background in narratives. This present study examines whether Thai EFL learners' use of English tense-aspect morphology is influenced by narrative structure by addressing 2 research questions: (i) Do learners exhibit different rates of use of past in foreground and background? (ii) How do dominant forms of foreground and background change as the learners become more proficient with respect to their L2 tense-aspect system? Data for the analysis came from written narratives produced by 120 Thai EFL learners divided into 5 proficiency levels. Results showed that the foreground exhibited greater rates of use of past than background across proficiency levels. The dominant forms characterizing foreground and background, however, change from nonpast to past as learners become more proficient with respect to their L2 tense-aspect system. Revealing an interplay between distribution of verbal morphology regarding narrative structure, the findings provide empirical support for the Interlanguage Discourse Hypothesis and shed light on the nature of difficulty learners experience in developing their L2 grammatical competence. (Contains 4 figures, 3 footnotes and 3 tables.)
An Analysis of English Pronunciation of Japanese Learners: From the Viewpoint of EIL
Author: Tominaga, Yuko
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Japanese,Native Speakers,Pronunciation,Evaluators,Foreign Countries,Foreign Students,Second Language Instruction,Correlation,Language Fluency,Language Rhythm,Scores,Student Evaluation

The objective of this research is to detect effective factors in English pronunciation teaching from the viewpoint of EIL (English as an International Language). This research is based on the data of the Successful Pronunciation Learners (SPL) selected by the raters, Japanese and native speakers of English (NSE), in Tominaga (2005). On the grounds that the aim of teaching English to Japanese students should not be confined within the intelligibility to NSE, in order to examine whether the pronunciation of each SPL in this research is really not only intelligible but also sounds good to both NSE and non-NSE from the viewpoint of World Englishes (WE) or EIL, their pronunciations were evaluated by non-NSE from 12 countries studying English in an English school in the United Kingdom. This evaluation was analyzed and compared with the evaluation by the NSE. In respect of the correlation between the evaluations by NSE and those by non-NSE, significant correlation was found between rhythm and fluency. In regard to the total score, the evaluation by non-NSE was generally stricter than that by NSE. (Contains 5 tables and 6 footnotes.)