ethanporcaro/eric-fulltext-meta huggingface dataset:
Transitioning Students with Disabilities from Middle to High School
Author: Frasier, James R.
Date: 2007-11-00
Type: Journal Articles
Subjects: High Schools,Scheduling,Middle Schools,Disabilities,Special Education Teachers,Grade 9,Grade 8,Educational Environment,Transitional Programs,Suburban Schools,Cooperative Planning,Teacher Collaboration,Teamwork,School Orientation

Many students with disabilities entering the 9th grade express concern about getting lost in the larger high school environment, being picked on by older students, and having more challenging academic classes. The transition from middle-to-high school process for students with disabilities at Westminster High School in suburban Los Angeles is a school-wide collaborative approach involving parents, students, middle and high school academic and special educators, and middle and high school administrators. Key components of the Westminster High School transition process include collaborative scheduling of visits by regular high school academic special educators to middle schools; collaborative scheduling and holding of 8th grade spring semester IEP meetings at Westminster High School; personal and group parent and student tours of high school campus during 8th grade spring semester; and an eight-week summer orientation program. (Contains 1 table.)
Elements for Successful Parent-Professional Collaboration: The Fundamental Things Apply as Time Goes by
Author: Sheehey, Patricia H.
Date: 2007-11-00
Type: Journal Articles
Subjects: Parents,Special Education,Parent Teacher Cooperation,Teacher Attitudes,Parent Attitudes,Severe Disabilities,Special Education Teachers,Parent Participation,Teamwork

The Individuals with Disabilities Education Act (IDEA) mandates parent-professional collaboration. But difficulties between parent and professional collaboration seem to persist. These difficulties do not seem to be related to a lack of mutual respect or lack of good intentions. Perhaps difficulties exist because of a lack of common ground. Professionals' thinking is grounded in theory from personnel preparation and on-the-job experiences. Parents' thinking is grounded in personal experiences and information from professionals, other parents, technology, and media. This article describes a mother's and father's experiences over the past 25 years in a variety of settings as the parents of a child with severe disabilities and as special education professionals. They present their experiences in special education as parents and provide suggestions for parents and professionals to develop an effective collaborative relationship. (Contains 1 table.)
Using Songs to Strengthen Reading Fluency
Author: Patel, Pooja
Date: 2007-11-00
Type: Journal Articles
Subjects: Feedback (Response),Singing,Reading Fluency,Teaching Methods,Middle School Students,Intervention,Program Effectiveness,Oral Reading,Reading Strategies,Reading Instruction

This study evaluated the use of songs with lyrics to increase the reading fluency rates of three middle school students. In the first condition, students heard fluent reading modeled, read regular passages repeatedly and then received feedback on accuracy, phrasing and expression. After that, students received the same intervention, except that songs with lyrics were used instead of regular passages for the repeated readings. CWPM (correct words read per minute) gains showed rate increases following re-readings of each passage and set of lyrics; however, greater increases in CWPM were made following the song lyrics passages suggesting that using song lyrics may be a superior way to strengthen fluency. Overall transfer fluency rate gains, measured using new and unfamiliar passages, also showed rate increases, though these were less consistent. (Contains 4 figures and 1 table.)
Are There Toxic Plants in Your Classroom? A Resource for Teachers of Children with Exceptional Needs
Author: Edens, Retha M.
Date: 2008-01-00
Type: Journal Articles
Subjects: Learning Activities,Teaching Methods,Elementary Secondary Education,Plants (Botany),Classroom Environment,Science Experiments,Child Safety,Poisoning

In elementary and secondary classrooms, educators use plants for various reasons. Plants are often used during learning activities and science experiments. Also, educators frequently decorate their classrooms with plants to make the room more inviting and comfortable. Few new educators have been informed of the potential hazards of commonly known plants that have toxic characteristics. Because of this lack of knowledge, children may be harmed by touching or ingesting parts of plants found in the classroom. This article presents ten plants often found in the classroom that have toxic characteristics. Plants that are non-toxic and can be safely substituted in the classroom are also described. (Contains 3 tables and 10 photos.)
Teaching Data Analysis to Elementary Students with Mild Disabilities
Author: Hudson, Pamela J.
Date: 2008-01-00
Type: Journal Articles
Subjects: Action Research,Mild Disabilities,Data Analysis,Grade 5,Teaching Methods,Data Collection,Resource Room Programs,Surveys,Research Skills,Tables (Data),Graphs,Elementary School Students

Teaching students to collect data to answer questions is an important life skill that will serve them well throughout their adult lives. The purpose of this manuscript is to describe the implementation of an action research project in a fifth grade resource classroom. Students with mild disabilities were taught how to conduct surveys using three data collection methods, display the data collected in tables and graphs, and use the data to answer survey questions. Implications for practice are discussed. (Contains 3 tables and 6 figures.)
Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard
Author: Donabella, Mark A.
Date: 2008-01-00
Type: Journal Articles
Subjects: Intervention,Manipulative Materials,Number Concepts,Grade 7,Multiplication,Montessori Method,Mathematics Instruction,Teaching Methods,Mathematics Achievement,Pretests Posttests,Mathematics Skills

This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems. (Contains 19 figures and 5 tables.)
Reality Lessons in Traumatic Brain Injury
Author: Adams, Elaine Parker
Date: 2008-01-00
Type: Journal Articles
Subjects: Educational Needs,Head Injuries,Brain,Student Needs,Personal Narratives,Guides,Classroom Environment,Creativity,Attitudes toward Disabilities,Teacher Competencies,Peer Relationship,Consciousness Raising,Advocacy,Activism,Transitional Programs,High School Students,Postsecondary Education

This article goes beyond the typical guidance on how to address the educational needs of students with traumatic brain injury (TBI). A survivor of TBI and his parent advocate describe real-life encounters in the education arena and offer ways to respond to the problems depicted in the situations. Their candor enhances educator awareness of the users' perspective. Ten topical incidents are provided, each followed by a summary of the lesson learned from the incident. Some of the issues and responses are controversial. All increase awareness of the realities faced by survivors of TBI and should spark discussions of alternative approaches for addressing the needs of students with TBI. Topics range from structuring a purposeful classroom environment to stimulating student creativity.
Who Are the Interventionists? Guidelines for Paraeducators in RTI
Author: Hauerwas, Laura B.
Date: 2008-01-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Intervention,Problem Solving,Guidelines,Professional Development,Response to Intervention,Surveys,Interviews,Instructional Effectiveness,Teacher Effectiveness,Special Education,Educational Assessment,Program Implementation,Disabilities

As a Response to Intervention approach begins to be utilized in our schools, there is growing confusion regarding the role of teacher assistants/paraeducators in this problem solving approach. In this article, the authors share survey and interview data from their experiences working with Rhode Island teacher assistants--both in leading teacher assistant training on RTI and in researching implementation of RTI in RI elementary schools. Both challenges and guidelines for the use of teacher assistants in a RTI model are presented. Recommendations for the effective use of teacher assistants in general education and special education classrooms include: teacher assistants as members of school-wide intervention teams; a greater focus on the use of teacher assistants during the assessment process; better professional development; and increased common planning time for enhanced communication about student learning. (Contains 4 figures.)
Fluency: A Necessary Ingredient in Comprehensive Reading Instruction in Inclusive Classrooms
Author: Ming, Kavin
Date: 2008-03-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Comprehension,Reading Fluency,Reading Programs,Methods,Reading Instruction,Ability,Teaching Methods,Inclusion,Mainstreaming,Guides,Drills (Practice),Peer Teaching,Reading Aloud to Others,Computer Assisted Instruction

There is a large collection of students who experience difficulty with the development of reading fluency and comprehension. Many students receive little to no benefit from non-systematic instructional methods. In order to become proficient readers many students need explicit instruction in fluency to serve as a building block to comprehension. The creation of both inclusive schools and classrooms has lead to expectations for educators who must instruct all students regardless of ability levels to read fluently with appropriate corresponding comprehension skills. Until recently, a great deal of reading instruction has narrowly focused on comprehension with little attention paid to the direct teaching of fluency. This narrow focus may be an insufficient approach to reading instruction for many students. Instead, students with reading difficulties can benefit from a comprehensive empirically supported reading program in which teachers directly teach and ultimately enhance reading fluency skills. The aim of this article is to describe eight practices for developing fluency through empirically supported approaches appropriate for use in the inclusive classroom. (Contains 1 figure and 3 tables.)
Transition Works: Self-Awareness and Self-Advocacy Skills for Students in the Elementary Learning Center
Author: Merlone, Lynn
Date: 2008-03-00
Type: Journal Articles
Subjects: Learning Disabilities,Coping,Self Advocacy,Grade 5,Self Concept,Special Education,Teaching Methods,Cognitive Style,Transitional Programs,Middle Schools,Student Attitudes

Fifth grade students with learning disabilities receive a ten-week unit on learning styles and the special education process as part of their transition to the middle school. Developed by a learning center teacher and guidance counselor, the program is derived from the literature on self-determination and from the work of Mel Levine. The curriculum includes lessons about special education, specific disabilities and learning styles, coping strategies, and advocacy. These lessons highlight learning strengths, and seek to reframe any negative presumptions students have about their educational program. Student review their academic file to learn more about their learning profile. At the end of the unit, students know more about why they receive special education services, feel positive about their learning strengths, and are empowered to take on new challenges as they move to the middle school. (Contains 4 figures.)
The Gender Gap in Asperger Syndrome: Where Are the Girls?
Author: Wilkinson, Lee A.
Date: 2008-03-00
Type: Journal Articles
Subjects: Females,Autism,Asperger Syndrome,Disability Identification,Gender Differences,Males,Clinical Diagnosis,Disproportionate Representation,Vignettes

Although there has been a dramatic increase in the recognition of autism spectrum disorders over the past decade, a significant gender gap has emerged in the diagnosis of milder forms, such as high functioning autism and Asperger syndrome. Statistics indicate that while boys are being referred and identified in greater numbers, this is not the case for girls. Girls are also diagnosed at later ages compared to boys. In this article, the author discusses possible explanations for the underidentification of girls with high functioning autism and Asperger syndrome. A case vignette is used to illustrate the gender differences relevant to the understanding and timely diagnosis of girls with this autism spectrum condition. (Contains 1 table.)
PIE-R[superscript 2]: The Area of a Circle and Good Behavior Management
Author: Simpson, Robert G.
Date: 2008-03-00
Type: Journal Articles
Subjects: Teacher Behavior,Student Behavior,Behavior Modification,Behavior Problems,Classroom Techniques,Planning,Interaction,Classroom Environment,Teacher Expectations of Students,Reinforcement,Teacher Student Relationship

When teachers consider behavior management issues in the classroom, they often focus primarily on student behavior. Nevertheless, managing inappropriate student behavior can often be improved by altering teacher behavior. Discussed in the present article are four components of teacher behavior that can lead to more effective management of student behavior. The four components are represented by the acronym PIE-R[superscript 2]. Each component is discussed in terms of its contribution to more effective behavior management.
Postsecondary Education Success: Stories of Three Students with Learning Disabilities
Author: Garner, DiAnne B.
Date: 2008-03-00
Type: Journal Articles
Subjects: Postsecondary Education,High School Students,Learning Disabilities,Self Advocacy,College Graduates,Graduation,Student Attitudes,Academic Ability,Goal Orientation,Academic Accommodations (Disabilities),High Schools,Self Determination,Advocacy

While graduation from high school may be common for students with learning disabilities, successful completion of a four-year degree program at the postsecondary level is not as common. This article contains the stories of the first three high school students with learning disabilities taught by the author who successfully graduated from postsecondary institutions. The students share their perceptions of their academic strengths and weaknesses with the author and identify personal goals and skills as well as the accommodations and modifications used in high school needed for success at the postsecondary level. The article discusses services used at the secondary and postsecondary levels, the importance of self-advocacy, and recommendations for students with learning disabilities as they transition from high school to postsecondary education. (Contains 1 figure.)
Quick and Easy Adaptations and Accommodations for Early Childhood Students
Author: Breitfelder, Leisa M.
Date: 2008-05-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Learning Disabilities,Behavior Modification,Communication Disorders,Behavior Disorders,Young Children,Academic Accommodations (Disabilities),Early Childhood Education,Guides,Student Needs,Autism,Developmental Disabilities,Attention Deficit Disorders,Visual Stimuli,Pictorial Stimuli,Augmentative and Alternative Communication,Perceptual Impairments

Research-based information is used to support the idea of the use of adaptations and accommodations for early childhood students who have varying disabilities. Multiple adaptations and accommodations are outlined. A step-by-step plan is provided on how to make specific adaptations and accommodations to fit the specific needs of early childhood students. Pictures of each adaptation and accommodation are also included. This will allow for better understanding when making these materials. Areas that were researched include: autism, behavior disorders, learning disabilities, sensory needs, communication disorders, developmental disorders, attention deficit disorder, and attention deficit hyperactivity disorder. Outlined are instructions to make visual supports, picture schedules, work systems, behavior modification charts, and picture exchange communication (PECS) books.
Cortical Visual Impairment in Children: Presentation Intervention, and Prognosis in Educational Settings
Author: Swift, Suzanne H.
Date: 2008-05-00
Type: Journal Articles
Subjects: Educational Planning,Intervention,Visual Impairments,Children,Brain,Therapy,Symptoms (Individual Disorders),Brain Hemisphere Functions,Outcomes of Treatment,Behavior Problems

Children with cortical visual impairment (CVI) exhibit distinct visual behaviors which are often misinterpreted. As the incidence of CVI is on the rise, this has subsequently caused an increased need for identification and intervention with these children from teaching and therapy service providers. Distinguishing children with CVI from children with other types of visual impairments in intervention designs and other educational planning is crucial to designing effective programs. To assist to this end, presentation "hallmarks" of CVI are outlined in this paper, as are recommended treatment strategies for optimizing visual performance.
Enhancing Services for Students with Mild Disabilities in the Middle East Gulf Region: A Kuwait Initiative
Author: Al-Hilawani, Yasser A.
Date: 2008-05-00
Type: Journal Articles
Subjects: Educational Strategies,Early Intervention,Mild Disabilities,Arabs,Educational Practices,Foreign Countries,Special Needs Students,Special Education,Evaluation Methods,Clinical Diagnosis,Professional Development,Consciousness Raising,Conferences (Gatherings)

At a conference, titled: &quot;Childhood Disabilities: Assessment and Early Intervention&quot; held between March 20-22, 2006, at Kuwait University, a range of discussion topics were considered that would enhance and design specific best practices in special education for the Middle East Arab Gulf region. Governmental representatives, post-secondary educators, educational specialist, teachers, administrators, parents and concerned citizens grappled with past, current and future educational practices in an attempt to enhance educational services for students with special needs in the Middle East Arab Gulf region. Five distinct topical areas focused on assessment and diagnosis, early intervention, educational strategies, professional development and community awareness as areas of importance. Keynote speakers were drawn from educational specialists in the Middle East Arab Gulf region as well as selected individuals with expertise in best practices from the United States. As a result of the presentations and discussions, recommendations were compiled for implementation. (Contains 1 table.)
Poetry Emotion or Effective Literacy Practices for Individuals with Intellectual Disabilities
Author: Westgate Pesola, Rosanne J.
Date: 2008-05-00
Type: Journal Articles
Subjects: Down Syndrome,Reading Ability,Poetry,Mental Retardation,Special Education,Teaching Methods,Emotional Response

Why use poetry to enhance the individual's ability to read and understand the text? How do we assist people with intellectual disabilities, specifically Down syndrome, with an opportunity to bring richer and deeper meaning to what they read? The special education community is waking up to the possibilities for expression which exist for individuals with Down syndrome. For several decades we have assumed that an IQ or intelligence number can assist professionals in determining just how far someone can go or how much we can teach. In reviewing the literature for individuals with other learning disabilities, and those very distinct and effective strategies, we can now ask, why not use these same strategies for the intellectually disabled, specifically those with Down syndrome? (Contains 2 figures.)
Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities
Author: Howard, Sue
Date: 2008-05-00
Type: Journal Articles
Subjects: Spelling,Learning Disabilities,Sight Vocabulary,Literacy Education,Mnemonics,Teaching Methods,Reading Skills,Comparative Analysis,Instructional Effectiveness,Elementary School Students

Difficulties with spelling can impact students' reading acquisition and writing, having a critical impact on overall literacy development. Students with learning disabilities (LD) often struggle with spelling. We describe a case study with three elementary-aged students with LD using a mnemonic approach to spelling sight words. Our approach, called PESTS, included acrostics, pictorial representation, and stories. The instruction was applied to key words in daily instruction and compared to a traditional approach to spelling sight words. Each of the students improved his or her spelling, as measured by a standardized spelling test, a developmental spelling test, and a researcher-developed instrument. (Contains 3 figures and 1 footnote.)
Service-Learning and Critical Emotion Studies: On the Perils of Empathy and the Politics of Compassion
Author: Langstraat, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Altruism,Empathy,Service Learning,Scholarship,Psychological Patterns,Ethics

This article explores the mutually enriching bodies of scholarship in service-learning and Critical Emotion Studies with a focus on empathy and compassion, which, perhaps more than any other emotions, hold a prominent place in service-learning literature. We offer an overview of nascent research on empathy and compassion in Critical Emotion Studies and we review the ways in which empathy and compassion commonly circulate in service-learning literature. Finally, we discuss a specific service-learning course, "Literature of HIV/AIDS," to demonstrate strategies for addressing the perils of empathy and the politics of compassion in service-learning pedagogy and scholarship.
Building Effective Community-University Partnerships: Are Universities Truly Ready?
Author: Curwood, Susan Eckerle
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Service Learning,Psychology,Partnerships in Education,School Community Relationship,Higher Education,College Students,Cooperation,Foreign Countries

Community service learning and community-based research necessitate the development of strong community-university partnerships. In this paper, students, faculty, and a community partner critically reflect upon the process of establishing a long-term community-university partnership through the integration of a community service learning component into a doctoral program in Community Psychology, thereby offering graduate students the opportunity to engage in long-term community-based research. This reflection reveals the importance of assessing university readiness at the pre-partnership stage, and of ensuring that academics and their institutions are not only willing, but also able, to engage in effective community research partnerships. The authors propose a practical framework for considering university readiness in the form of a series of questions that allows faculty, programs, or institutions considering partnership with a community group to reflect upon their own collaboration readiness. (Contains 1 table.)