ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Vocabulary Skills through Assistive Technology: Rick's Story
Author: Lindsey-Glenn, Pam F.
Date: 2008-11-00
Type: Journal Articles
Subjects: Childrens Literature,Intervention,Autism,Visual Aids,Educational Technology,Assistive Technology,Vocabulary Skills,Vocabulary Development,Teaching Methods,Case Studies,Interpersonal Competence,Generalization,Educational Games,Pervasive Developmental Disorders

This case study examines the use of two assistive technologies, the Franklin Language Master 6000b and Microsoft PowerPoint 2003, as visual support systems to aid in the vocabulary acquisition skills of a student with autism spectrum disorder (ASD). The intervention used children's literature and best practices in teaching vocabulary skills in tandem with assistive technology. The intervention proved successful in providing the student with opportunities to interact academically and socially with the target vocabulary and to generalize expression in several formate including interactive games, traditional flashcards, folder games and digital story books. (Contains 4 figures.)
Special Projects for Special People: Students with Disabilities Serve Others through  Service-Learning Projects
Author: Olnes, Lisa
Date: 2008-11-00
Type: Journal Articles
Subjects: Community Needs,Grade 6,Disabilities,Service Learning,Inclusion,Mainstreaming,Relevance (Education),Student Motivation,Self Esteem,Student Participation,Elementary School Students

This study focuses on the effect of service-learning on 5 students with disabilities in an inclusive 6th grade class. As students participated in service activities which met a community need and were linked to the curriculum, they achieved learning goals and were provided the real life applications of their learning. Students experienced the excitement of helping others, which increased motivation, willingness to help, and concern for others. Service-learning projects bolstered my students' self-confidence, helped them realize that they each have something to give, and that they can make a difference. Service-learning projects seem to be a powerful tool to improve students' motivation, academic success, social skills, and self-confidence. Service-learning may be particularly effective in the inclusive classroom.
Team Teaching High School Science: Game Plan for Success
Author: Linz, Ed
Date: 2008-11-00
Type: Journal Articles
Subjects: General Education,Teacher Collaboration,Special Education Teachers,Science Teachers,Team Teaching,Secondary School Science,Science Instruction,Regular and Special Education Relationship,Disabilities,Teacher Responsibility,High Schools

Recently team teaching has become more prevalent in high school classes. These teams often pair a general education teacher with content knowledge with a special education teacher. Due to a lack of detailed knowledge/experience in the other's area of expertise, many team teachers in science courses are confronted with unique challenges. In this article, a general education science teacher and a special education teacher share how they successfully developed their "team." Through the use of a sports related metaphor, "the game plan," these teachers provide insight into how successful co-teaching relationships can be fostered. Both teachers describe the importance of common planning time, and sharing responsibilities for instruction, grading, and parent communication.
Take the Challenge: Building Social Competency in Adolescents with Asperger's Syndrome
Author: Morrison, Rebecca S.
Date: 2008-11-00
Type: Journal Articles
Subjects: Cues,Autism,Asperger Syndrome,Program Descriptions,Interpersonal Competence,Social Development,Skill Development,Friendship,Teaching Methods,Generalization,Adolescents,Peer Relationship,Teamwork

Research supports the difficulties that students with Asperger's Syndrome (AS) and High-Functioning Autism (HFA) have in developing successful interpersonal relationships. While they want to establish friendships, students with AS fail to recognize and accurately interpret social cues and verbal and nonverbal behavior (Iovannone, Dunlap, Huber, & Kincaid, 2003). Social situations become even more complex as these students enter adolescence and learn that unspoken social "rules" vary within different environments, situations, and cultures (Myles and Simpson, 2001). Thus, developing social competence is critical for future success (Howlin, Goode, Hutton, & Rutter, 2004). The Oakstone Challenge (TOC) is multi-dimensional approach that combines the use of contextual self-monitoring and community building to teach and promote the generalization of social skills and in adolescent students with AS. A theoretical basis and program description of TOC are provided. Future implications for the development of social competency with students with AS are discussed.
HELP: Healthy Early Literacy Program
Author: Rader, Laura A.
Date: 2008-11-00
Type: Journal Articles
Subjects: Written Language,Reading Failure,Emergent Literacy,Reading Instruction,Literacy Education,Teaching Methods,Writing Instruction,Language Impairments,At Risk Students,Urban Schools,Elementary School Students,Oral Language

A daily intensive supplemental reading and writing program was developed to assist students who were: 1. identified with a language disability and 2. identified as at-risk for reading failure in an urban elementary school. The purpose of the program was to help these students understand and develop the connection between oral and written language that is so critical to reading and writing success.
Colby's Growth to Language and Literacy: The Achievements of a Child Who Is  Congenitally Deafblind
Author: Bruce, Susan
Date: 2008-11-00
Type: Journal Articles
Subjects: Video Technology,Sign Language,Teaching Methods,Deaf Blind,Language Skills,Emergent Literacy,Intervention,Scheduling,Journal Writing,Family School Relationship,Experiential Learning,Individualized Instruction,Repetition,Student Interests,Braille,Verbal Communication

This article tells the story of how Colby, a young boy who is congenitally deafblind, developed language and literacy. Narrative is coupled with video to illustrate how the following four instructional approaches and interventions supported his development: (1) daily schedule, (2) home-school journal, (3) experiential based literacy, and (4) child-guided instruction. Both Colby's mother and his teachers developed individualized literacy lessons that were delivered with daily consistency. Repetition of highly interesting activities paired with consistent exposure to representations about those activities (expressed in objects, verbalizations, sign language, and braille) supported Colby to literacy.
Signs of an Inclusive School: A Parent's Perspective on the Meaning and Value of Authentic Inclusion
Author: Swedeen, Beth L.
Date: 2009-01-00
Type: Journal Articles
Subjects: Delivery Systems,Inclusion,Mainstreaming,Disabilities,Leadership Responsibility,Teacher Responsibility,Guides,Social Environment,Educational Environment,Parents,Educational Opportunities,Instructional Leadership,Social Isolation,Student Participation

Although increasing numbers of schools say they are adopting inclusive models of service delivery, many students with significant disabilities continue to experience segregation and isolation in school settings. This article, written from a parent's perspective, highlights a series of questions that school leadership, educators, and families can ask themselves in reflecting on whether their schools offer authentically inclusive experiences. Included are strategies and ideas that schools have used with this parent's child to create and strengthen academically and socially inclusive educational opportunities for all students. (Contains 1 figure.)
Best Practices and Interventions in Special Education: How Do We Know What Works?
Author: Spaulding, Lucinda S.
Date: 2009-01-00
Type: Journal Articles
Subjects: Special Education,Intervention,Instructional Effectiveness,Best Practices,Educational Research,Research Design,Meta Analysis,Synthesis

The critical issue in special education today is no longer the assurance of access, but rather, the assurance of effectiveness. Determining which practices and interventions are most effective and efficient for ensuring optimal student achievement is a fundamental concern of special education teachers in this era of accountability. In this discussion I examine three designs commonly used in special education research (experimental research designs, meta-analyses, and narrative research syntheses) and their utility and appropriateness for determining the efficacy of classroom practices and interventions. (Contains 1 table.)
Including Matthew: Assessment-Guided Differentiated Literacy Instruction
Author: Ferreri, Anita J.
Date: 2009-01-00
Type: Journal Articles
Subjects: Literacy Education,Multiple Disabilities,Cerebral Palsy,Regular and Special Education Relationship,Student Evaluation,Assistive Technology,Emergent Literacy,Teaching Methods,Inclusion,Individualized Instruction,Reading Instruction,Academic Accommodations (Disabilities),Cues,Visual Aids

This article describes the early literacy journey of a multiply handicapped child placed in an inclusive classroom. Matthew was born prematurely and has Cerebral Palsy impacting his arms, legs, facial muscles, and speech. He is visually impaired, has seizures, and uses a wheelchair. Matthew came to school supported by one-to-one aides, special education teachers, teachers of the visually impaired, optometrists, speech, physical, and occupational therapists. Initially, some of those specialists proposed Matthew's teachers should focus on what he could do, such as listening to books and interacting with peers. However, Matthew's parents expected him to learn to read and write. This is a story of the challenges Matthew and his teachers faced. It is also the story of the assessment guided adaptations to programs, materials, and instructional practices that made reading and writing possible.
Using eKidtools Software Tools to Provide Behavior Support in General Education Settings
Author: Whitby, Peggy
Date: 2009-01-00
Type: Journal Articles
Subjects: Behavior Problems,Intervention,General Education,Disabilities,Computer Software,Computer Uses in Education,Educational Technology,Behavior Modification,Student Behavior,Mainstreaming,Inclusion,Case Studies,Elementary School Students,Aggression,Compliance (Psychology)

Students are coming to schools with increasingly diverse academic, social, and emotional needs. Meeting each child's social and behavioral needs can be challenging and overwhelming, especially in the era of high-stakes testing. No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) mandate the provision of behavior intervention plans and the use of evidenced-based best practices to teach appropriate behavior to students with learning and behavior problems. This article describes how an innovative software program, eKidTools, was used to design intervention programs that addressed the social and emotional needs of students with disabilities who exhibited challenging behaviors in general education classrooms. Three case studies are provided in which eKidtools software tools were used to increase target behaviors. (Contains 8 figures.)
Enhancing Memory in Your Students: COMPOSE Yourself!
Author: Rotter, Kathleen M.
Date: 2009-01-00
Type: Journal Articles
Subjects: Instructional Design,Memory,Teaching Skills,Recall (Psychology),Teaching Methods,Learning Strategies,Student Interests,Drills (Practice),Emotional Response,Disabilities

The essence of teaching is, in fact, creating new memories for your students. The teacher's role is to help students store the correct information (memories) in ways that make recall and future access and use likely. Therefore, choosing techniques to enhance memory is possibly the most critical aspect of instructional design. COMPOSE is an acronym designed to summarize the critical teaching skills which enhance student memory of information taught. By addressing the elements of COMPOSE, teachers can maximize the likelihood that the information they teach will be retained and stored in a manner which will optimize efficient recall for later application and exploration. COMPOSE stands for Connections, Odds of success, Meaningfulness of the materials, Practice, Organizational clarity, Strategies, and Emotional impact. Strategies to provide for each component are addressed. (Contains 1 figure.)
The Message from the Pioneers in EBD: Learning from the Past and Preparing for the Future
Author: Albrecht, Susan Fread
Date: 2009-03-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Conferences (Gatherings),Research and Development,Theory Practice Relationship,Teacher Effectiveness,Special Needs Students,Special Education,Mental Health

The Minnesota Conference for Teachers of Children with Emotional and Behavior Disorders (EBD) hosted a panel discussion in the fall of 2005 to reunite pioneers in the field of research and publication who shaped the early instructional practices of educators working with disturbed and disturbing youth in schools. The distinguished researchers and practitioners reflected upon the development of policies and practices in addressing the needs of students with emotional and behavioral disabilities. Each panelist discussed the continuing need to identify and implement effective strategies and protective safeguards for these children. An emphasis was expressed for the work to be continued forward in aligning theory, research, and practice; sage advice for practitioners working with all children and youth with disabilities. (Contains 1 table.)
Using Goal-Setting in "P(paw)LANS" to Improve Writing
Author: Patel, Pooja
Date: 2009-03-00
Type: Journal Articles
Subjects: Goal Orientation,Writing Processes,Grade 5,Mnemonics,Writing Instruction,Teaching Methods,Resource Room Programs,Elementary School Students,Writing Skills,Learner Engagement

We taught a fifth grade student in resource room how to set goals and monitor his progress toward achieving them in the area of story writing by using the self-regulated strategy development model. The steps of this approach are included in the mnemonic PLANS (Pick goals, List ways to meet goals, And make Notes, Sequence notes). These steps were used to help this student improve his writing in terms of content, elaboration and word count through both goal-setting and learning the steps of the writing process. We enhanced this model by giving greater emphasis to the goal setting dimension and changing the mnemonic to P(paw)LANS. Post-testing showed that the student's writing improved in both length and in the quality of story elements included in his stories. The student also seemed to gain confidence and show heightened self-awareness of his strengths and weaknesses as a writer. (Contains 2 tables.)
Using Co-Planning Time: Strategies for a Successful Co-Teaching Marriage
Author: Howard, Lori
Date: 2009-03-00
Type: Journal Articles
Subjects: Educational Strategies,Check Lists,Disabilities,Special Education Teachers,Team Teaching,Teacher Collaboration,Regular and Special Education Relationship,Cooperative Planning,Academic Standards,Evaluation Methods,Academic Accommodations (Disabilities),Teaching Methods

Recently there has been an increasing emphasis on co-teaching in schools. General education teachers and special education teachers are paired in the classroom to support all students. The nature of the relationship between these two teachers is often described as a "professional marriage." This article provides specific advice on how co-planning time can be effectively used to foster the necessary foundation for co-teaching success. This advice encompasses standards, assessment, accommodations, instructional strategies, and logistics. A checklist for ensuring that both teachers have identified and communicated relevant information in these areas is also included. This checklist is a useful tool that any co-teaching pair can easily incorporate into their planning process. (Contains 2 figures.)
Standards-Based Differentiation: Identifying the Concept of Multiple Intelligence for Use with Students with Disabilities
Author: Beam, Andrea P.
Date: 2009-03-00
Type: Journal Articles
Subjects: Multiple Intelligences,Disabilities,High Stakes Tests,Accountability,Special Education,Teaching Methods,Individualized Instruction,Student Needs,Lesson Plans,Planning

With evolving eras in special education, an extreme concentration has been placed on accountability through high-stakes testing. In the past, only test scores of general education students were analyzed in most accountability efforts. Current laws, however, have extended accountability measures not only to include those students served in special education, but also to report their scores alongside their non-disabled peers. With the increased focus on accountability through high-stakes testing, educators are searching for more effective means to educate students who are participating in special education programs. Differentiation has become a means to educate all spectrums of students with disabilities. What is not evident, however, are the various methods used to differentiate lessons. It is proposed that educators consider multiple intelligences when differentiating for their students who require alternative methods of instruction. By incorporating different learning styles into daily plans, it is believed that all students will be reached academically. (Contains 5 figures.)
Teaching Dining Skills to Students with Emotional and Behavior Disorders
Author: Shepherd, Terry L.
Date: 2009-05-00
Type: Journal Articles
Subjects: Feedback (Response),Cues,Behavior Disorders,Interpersonal Competence,Eating Habits,Emotional Disturbances,Social Development,Skill Development,Peer Influence,Role Playing,Reinforcement

Children with emotional and behavior disorders often have difficulties understanding social cues, responding appropriately in social situations, and initiating age-appropriate interactions with peers and adults. A real-life social activity that is often neglected in social skills training is dining. Dining involves dining etiquette, personal hygiene, mathematics, and social skills. Dining skills can be taught using a direct model approach that include introduction and instruction of the skill, modeling, peer involvement, role-playing, feedback, and reinforcement of desired social behaviors. Providing social skills training and real-life dining experiences for students with emotional and behavior disorders can provide many opportunities for students to learn appropriate interaction with peers and authority figures, recognize social cues, and learn social competence. (Contains 1 figure and 3 tables.)
What Do Paraeducators in Inclusive Classrooms Say about Their Work? Analysis of National Survey Data and Follow-Up Interviews in California
Author: Liston, Andrea G.
Date: 2009-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Paraprofessional School Personnel,Inclusion,Mainstreaming,Barriers,Work Environment,Surveys,Interviews,Professional Development,Disabilities,Socioeconomic Status

What advice do paraeducators offer regarding the work they do in inclusive classrooms? What barriers and benefits do paraeducators face? In this study, over 200 paraeducators from 38 different states in the USA volunteered to respond to a national survey. Their responses were corroborated in follow-up interviews with 27 different paraeducators at five California school sites in San Diego County. Recommendations for professional development are offered. (Contains 4 tables and 3 footnotes.)
Communicating and Collaborating in Co-Taught Classrooms
Author: Conderman, Greg
Date: 2009-05-00
Type: Journal Articles
Subjects: College Faculty,Team Teaching,Teacher Collaboration,Interpersonal Communication,Teaching Methods,Teaching Styles,Teacher Role,Regular and Special Education Relationship,Disabilities

Co-teaching is gaining popularity as an instructional delivery service for supporting students in diverse classrooms. In spite of recent research indicating its effectiveness, co-teaching does not always realize its potential; often due to interpersonal or communication issues occurring between co-teachers. This article describes ways co-teachers can understand and respond effectively to their co-teacher's interpersonal style in order to maximize the professional satisfaction and success of co-teaching. (Contains 3 tables.)
You Get to Choose! Motivating Students to Read through Differentiated Instruction
Author: Servilio, Kathryn L.
Date: 2009-05-00
Type: Journal Articles
Subjects: Learner Engagement,Disabilities,Special Education Teachers,Individualized Instruction,Reading Motivation,Teaching Methods,Student Interests,Elementary School Teachers,Regular and Special Education Relationship,Grades (Scholastic),Student Participation,Guidelines,Grade 5,Inclusion

One way to improve motivation and engagement for students with disabilities in academic areas is to teach at their level and increase their interest in the instruction and activities. Embedding these interests through offering students options within the curriculum can motivate students who were previously having difficulty or not interested in school. This article demonstrates how an elementary teacher and a special education teacher improved student engagement and increased grades in reading through differentiated instruction and student choice. Guidelines are provided along with examples of creative ways to include this integrated instruction across subject areas and grade levels. (Contains 4 figures.)
Front and Center: Contradicting Isolation by Supporting Leadership and Service by Students with Disabilities
Author: Smith, Robin M.
Date: 2009-05-00
Type: Journal Articles
Subjects: Student Leadership,Service Learning,Students,Disabilities,Inclusion,Peer Relationship,Learner Engagement,Self Esteem,Social Isolation,Quality of Life,Communication Strategies,Student Interests,Problems,Opportunities

When students with disabilities are isolated socially and physically, their self-confidence and engagement may be low. Encouraging leadership and service in students who are often overlooked for these roles enhances peer relations, engagement, and self-confidence. Principles and strategies for fostering leadership and service are described. (Contains 2 figures.)
The Impact of Video Instruction: A Case Study of a Student with Asperger Syndrome
Author: Crandell, Susan
Date: 2009-07-00
Type: Journal Articles
Subjects: Video Technology,Class Activities,Learning Activities,Asperger Syndrome,Teacher Surveys,Educational Technology,Teaching Methods,Case Studies,Preschool Children,Skill Development,Role Playing,Surveys,Observation,Student Attitudes,Learner Engagement,Interaction,Student Behavior

This case study of a preschool boy with Asperger's syndrome focuses on the use of video instruction for the purpose of teaching skills required for participation in classroom activities. After the classroom teacher identified four skill areas needing improvement (circle time, sharing, choosing centers, and singing), short video clips of instructions and role plays were created using a digital camera. The clips were viewed by the subject on a daily basis for eight weeks prior to selected activities. To document the effect of using the video instruction, observation notes were collected and a teacher survey was completed. Information gleaned from the observations and the survey revealed that the student responded positively to the video instruction, increasing the variety of activities he participated in. (Contains 4 videoclips.)