ethanporcaro/eric-fulltext-meta huggingface dataset:
The Quality of Single-Case Evaluation Studies of Curricular Programs for Students with Disabilities
Author: Martella, Ronald C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Students with Disabilities,Educational Research,Evidence Based Practice,Program Validation,Reading Programs,Intervention,At Risk Students,Emotional Disturbances,Behavior Disorders,Standards,Curriculum Development,Research Design

Educational researchers conduct studies to gather critical empirical evidence in the determination of what are &quot;evidence-based&quot; curricular programs, which in turn, directly inform adoption efforts. The predominate method of validating these programs is through the use of group experimental designs, although single-case designs have also been advocated. This article posits the current standards set forth when validating curricular programs using single-case designs are significantly lacking. We propose an expansion of the existing standards to ensure a rigorous, accurate examination of curricular programs when determining their use as an evidence-based practice. We apply these standards to a subset of studies reviewed by McKenna, Kim, Shin, and Pfannenstiel (2017) in a recent evaluation of single-case reading intervention investigations including students with and at risk for emotional and behavioral disorders. Using our expanded standards, we found none of the 14 studies met quality standards for curricular program validation. Recommendations are discussed.
Exploring the Professional Learning Community in a Special Education School Serving Pupils with Autism
Author: Feldman, Niv
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Special Education,Special Schools,Students with Disabilities,Autism,Pervasive Developmental Disorders,School Culture,Resource Allocation,Teacher Collaboration,Barriers,Cooperative Learning,Public Schools,Secondary Schools,Adolescents,Young Adults,Foreign Countries,Time Management,Teacher Attitudes,Administrator Attitudes,School Space

Researchers, policy-makers, and practitioners have underscored the need for schools to become professional learning communities (PLC) as leverage for school change in dynamic environments. Professional learning community is defined by the networks of learning processes among its community members, where teachers continuously deliberate with one another on how to solve problems that relate to teaching and learning. The purpose of the current study was to explore the facilitators and impediments of PLC in a special education school for pupils with autism spectrum disorder (ASD). Semi-structured interviews (84) and observations (18) were conducted over a period of two years. Data collection and analysis occurred simultaneously as an ongoing process throughout both years of inquiry. Generating themes was an inductive process, grounded in the various perspectives articulated by participants. Participants indicated that organizational resources (allocating time and place for collaborative learning), a learning culture, and an administrative support were major factors that inhibited PLC. There is a need to broaden the research on PLC to various self-contained special education schools, as well as inclusive schools.
Function-Based Interventions for Children with Autism Spectrum Disorders in Schools: A Review
Author: Goh, Ailsa E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Intervention,Behavior Modification,Student Behavior,Student Characteristics,Functional Behavioral Assessment,Teacher Role,Maintenance,Generalization

An increasing numbers of students with autism spectrum disorder (ASD) are serviced in special and general education settings. Many students with ASD need behavioral supports in order to participate meaningfully in school settings. Function-based intervention has been shown to be effective in decreasing problem behavior and increasing appropriate behavior for students with ASD, however, there are still a number of gaps in the literature. The purpose of this study was to synthesize and examine the research on function-based intervention used in the reduction of problem behavior for students with ASD in school settings. Thirty-seven studies representing 62 participants were included in this review. Descriptive information on various characteristics of the participant, assessment, intervention, and study is provided. Limited teacher involvement and lack of evaluation of generalization and maintenance were common across the studies reviewed. Implications of the findings, study limitations, and recommendations for future research are discussed.
Meta-Cognitive Strategies in Problem Solving for Children with Learning Difficulties in Mathematics at the Primary Level
Author: Bessoondyal, Hemant
Date: 2017-00-00
Type: Journal Articles
Subjects: Metacognition,Problem Solving,Mathematics Skills,Special Needs Students,Learning Problems,Training,Word Problems (Mathematics),Program Effectiveness,Foreign Countries,Learning Strategies,Elementary School Students

Many International Organizations have pledged for education for all children irrespective of gender, race, social background, disabilities or any such factor. Mauritius has joined the international move and has taken a number of initiatives to facilitate education for all children, including those with special needs. It has been found that our mainstream classes at the primary level do include children with learning difficulties in mathematics. Taking into consideration the importance of mathematics in the school curriculum and opportunities that it offers for further education and job opportunities in Mauritius, it is imperative to develop ways and means to help these children in their learning of mathematics. A strategy training program comprising of cognitive and meta-cognitive elements to solve word problems in mathematics has been designed and a sample of Standard IV pupils have been trained with this program. Data obtained from pretest and post-test and observations conducted through the training sessions have shown that this strategy training has been effective in helping children with learning difficulties in mathematics in problem solving. It has also helped these children to develop a positive attitude towards mathematics and have successful experiences with mathematics. These children need to be given opportunities and guidance to overcome the barriers to education and teachers need to have positive expectations from these children and provide all the necessary support to help them.
Practices of Primary School Teachers in Supporting Students with Asthma in Jordan
Author: Abu-Hamour, Bashir
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Children,Elementary School Teachers,Public Schools,Foreign Countries,Positive Attitudes,Chronic Illness,Child Health,Special Needs Students,Inclusion,Inservice Teacher Education,Academic Accommodations (Disabilities),Teacher Responsibility

This study investigated the level of practices and training regarding asthma and its management among public primary school teachers in Jordan. A total sample of 57 teachers were selected to complete the survey and for the follow-up interviews. The results indicated that all teachers have positive attitudes toward including students with asthma in public school, although there are very few of them who were trained to manage asthma. Most importantly, findings in general suggested that the health and educational needs for students with asthma were not met in public schools settings. Recommendations and implications for future research are discussed in the context of the educational system in Jordan.
Preliminary Study of Social Skills Generalization with Pivotal Response Treatment
Author: Kim, Sunyoung
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Generalization,Autism,Pervasive Developmental Disorders,Inclusion,Educational Environment,Special Education,Peer Mediation,Intervention,Recess Breaks,Outcomes of Treatment,Socialization,Comparative Analysis

This study used a concurrent multiple baseline design to examine the effects of a peer-mediated pivotal response treatment on social interaction skills of a child with autism in inclusive educational settings. Two typically developing peers were trained to implement the intervention with researchers' prompts in non-instructional settings, such as lunch and recess. In addition, Low Effort (LE) sessions, consisting of low invasive prompting provided by researchers to the peers, were conducted in instructional settings to promote generalization (i.e., art, physical education; PE). Results indicated an immediate increase in social interactions following the peer-mediated pivotal response treatment and maintenance of these interactions during lunch and recess. Some generalization of the interactions also occurred during low effort sessions.
Is the DSM-5 a Culturally Appropriate Assessment Tool for Identifying Learners with ADHD in Lebanese Schools?
Author: Shehab, Noha
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Relevance,Culture Fair Tests,Attention Deficit Hyperactivity Disorder,Disability Identification,School Counselors,Counselor Attitudes,Intervention,Symptoms (Individual Disorders)

This study explores counselors' current perceptions of ADHD, the techniques they implement with students who display ADHD and the extent to which they believe the DSM-5 is a culturally appropriated tool for diagnosing Lebanese students with ADHD. Data were collected using mixed methods: (a) interview questions from the Teacher Knowledge of Attention Deficit Hyperactivity Disorder (KADDS), which were derived and modified to explore counselors' perceptions of ADHD and the techniques they used when dealing with such students; and (b) questionnaires including the DSM-5 used as an assessment tool to indicate the extent to which counselors think that DSM-5 is culturally appropriate for the purpose of identifying ADHD students in Lebanon. The sample consisted of 20 Lebanese counselors from 20 schools (10 private and 10 public) in the area of Beirut. Counselors' answers to the KADDS interview questions revealed several misconceptions and lack of knowledge in relation to two subscales: general knowledge and implemented techniques. Findings were reported and discussed.
Regular Teacher Preparation for Inclusion
Author: Majoko, Tawanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Teacher Competencies,Inclusion,Students with Disabilities,Teacher Education,Foreign Countries,Early Childhood Education,Teacher Education Programs,Behavior Modification,Teacher Attitudes

The role of regular teachers is asserted as an integral component in the fruition or otherwise of inclusion in Early Childhood Education (ECE). Consequently, their preparation for inclusion is a cause for concern. An examination of regular teachers' preparation for inclusion in ECE in Zimbabwe revealed that they had tuition in characteristics, health, attitudes, education, inclusion, assistance, diversity and behavior management of children with disabilities. Regular teachers had also tutelage of social, physical and behavior management environment. They had further grounding in collaboration with peer regular teachers, teacher assistance teams, multidisciplinary teams and parents. Inversely, regular teachers lacked training in instructional environment management, adaptive equipment, environmental adaptations, flexible working with individual children, collaboration with specialist teachers and content, process and assessment modification. Attention to these issues as they relate to child diversity, curriculum differentiation, classroom and behavior management and collaboration would optimize regular teachers' preparation for inclusion in ECE.
A Personalized Case: Methods of Lecturing Sighted Students by Late-Blind Teacher
Author: Yu, Sun
Date: 2019-00-00
Type: Journal Articles
Subjects: Blindness,Teacher Characteristics,Teacher Competencies,Teaching Skills,Teaching Methods,Educational Technology,Technology Uses in Education,Accessibility (for Disabled),Braille,Teacher Student Relationship,Lesson Plans,Visual Aids

Late-blind people, who adventitiously became blind in their adulthood, are a special group of the blind. Each of them has his/her own characteristics when returning to work. In this paper, methods on how late-blind teachers can effectively lecture sighted students are presented based on experience of authors with blindness. For late-blind teachers, only having the basic teaching skills as the sighted teachers is insufficient to lecture sighted students. They shall fully explore the knowledge and skills they acquired before their blindness. Much to be important, they have to take advantage of their physiological advantages (e.g., good sense of hearing and touching) and modern teaching tools (e.g., PowerPoint slides with voice navigation and screen reading software). With the accessible technology, the paper provides a specific case to describe the personalized teaching process in the rear of it. Through introducing an instance of micro-course about braille teaching (digit and part of English letter), the case takes a true reproduction that basically covers the entire teaching procedure. In fact, only in this way can the teaching tasks like lecturing and Q&amp;A be accomplished smoothly.
Repeated Reading as an Intervention for High School Students Identified with a Specific Learning Disability
Author: Southward, Julie D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Repetition,Oral Reading,Reading Fluency,Academic Achievement,High School Students,Learning Disabilities,Students with Disabilities,Socioeconomic Status,Instructional Effectiveness,Reading Instruction,Reading Improvement

The current study was conducted to measure the effectiveness of a repeated reading intervention for secondary level students identified with a specific learning disability. Although previous research suggests that repeated reading is an effective intervention to build oral reading fluency for students identified with disabilities, there is little research on its effectiveness with high school students who have been identified with a specific learning disability. This study used a multiple-probe across students design to measure the effectiveness of repeated reading as a strategy to improve oral reading fluency with high school students identified with a specific learning disability. A visual analysis of data suggested a functional relationship was demonstrated with all participating students. While there were differences in performance, the visual analysis indicated repeated reading had a positive affect on oral reading fluency with unpracticed passages for all three students.
Better Education Opportunities for Students with Autism and Intellectual Disabilities through Digital Technology
Author: Roberts-Yates, Christine
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Autism,Pervasive Developmental Disorders,Educational Technology,Technology Uses in Education,Inclusion,Regular and Special Education Relationship,Secondary School Students,Foreign Countries,Robotics,Computer Simulation

The provision of new opportunities to maximize learning is a fundamental right for all students. This paper explores the role of digital technology in the provision of educational opportunities for secondary age students who have been diagnosed with an intellectual disability and/or autism spectrum disorder. We describe a learning environment in which a range of technologies have been introduced to enable students' access to the national curriculum, and acquire skills that improve their ability to navigate the world outside the classroom. Through a qualitative study, we describe promising experiences of emerging technologies used to assist learning at the Inclusive Education Centre of a public secondary school located in regional South Australia. Our results suggest that emerging technologies can provide guidance to groups of students, encourage them to express their ideas, motivate physical activity, and improve general social interaction skills. In particular, we explore the impact, limitations and future opportunities of immersive virtual reality and social robots.
Educating Pre-Service Teachers on Fathers&apos; Involvement in Raising Children with Disabilities
Author: George, Cheryl L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Fathers,Parent Role,Child Rearing,Disabilities,Preservice Teacher Education,Preservice Teachers,Interviews,Student Attitudes,Attitude Change,Parent Participation

Research suggests that pre-service teachers need better preparation to collaborate successfully with families. In much of the available literature regarding parent perspectives on children with disabilities, participants are predominantly mothers. There are few studies that focus on fathers' perspectives. Therefore, this study involved 36 pre-service teachers conducting one-on-one interviews of a father who has one or more children with disabilities. Through preand post-reflection journals as well as focus groups at the conclusion of the interviews, this study examined how conducting interviews of fathers changed pre-service teachers' perceptions of the father's role in raising children with disabilities. Themes emerged in the areas of attitudes about father involvement, how fathers want their children to be treated and viewed, and the responsibility of teachers. The majority of pre-service teachers indicated their perception of the father's role changed as a result of the interview.
Gap in Mathematical Achievements of Migrant Students: Is It &quot;Just&quot; a Question of Language?
Author: Millon-Fauré, Karine
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Achievement Gap,Foreign Countries,Immigrants,Elementary School Students,Secondary School Students,Children,Adolescents,French,Language Proficiency,Academic Language,Barriers,Student Needs,Second Language Learning,Native Language,Language of Instruction,Refugees,Mathematics Skills

Between 2015 and 2016 we conducted computer based tests with 177 French migrant students enrolled in primary, middle and high schools, to evaluate their mathematical abilities and their levels of literacy. With 26 of this group, we supplemented data from their results with interviews and exercises on paper. By comparing their scores to those of native speakers, we sought to establish the reasons for the gap in mathematical achievement that exists between these groups of learners. We have observed that academic language plays an essential role in this phenomenon but we have proved that this factor is not necessary linked to their proficiency in French. In addition, we have found other obstacles which hinder mathematical achievement of some migrant students. Consequently, considering the range of these factors, we have concluded that an evaluation of the specific needs of each migrant student has to been made so that each of them can receive the help that they require.
Implementation, Evaluation and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting
Author: Beaumont, Renae B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Development,Emotional Development,Skill Development,Socialization,Training,Intervention,Foreign Countries,Special Classes,School Personnel,Attitudes,Teacher Competencies,Program Effectiveness,Maintenance,Generalization,Elementary Secondary Education

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. However, common challenges to successful implementation of school-based programs include inadequate staffing and resourcing, and a lack of ASD-specific staff training. This paper describes how barriers to program implementation were overcome in a project evaluating the Secret Agent Society (SAS) SES training intervention within Autism Spectrum Australia (Aspect) specialist classes. Questionnaire data was collected from school staff over a one-year period. Findings supported the effectiveness of the adoption process used, and suggest that SAS was feasible and acceptable to school staff.
Reading Literacy Development of Deaf Students in Special Schools in Iran
Author: Hassanzadeh, Saeid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Deafness,Reading Skills,Special Schools,Achievement Tests,Reading Achievement,Reading Tests,International Assessment,Gender Differences,Scores,Grade 4,Grade 9,Grade 12

Reading literacy is one of the most important abilities acquired by students at school. The aim of this study was to compare the development of reading ability of deaf and hearing students in Iran. A retrospective study was done through &quot;Progress in International Reading Literacy Study scale with a cross sectional design. Participants were 80 students with congenital profound hearing loss in primary, middle, and secondary schools for the deaf, as well as 80 hearing peers in regular schools. The results revealed a significant difference in reading literacy between deaf and hearing students in all educational grades. However, no development in reading skills of deaf students was seen after primary schools; denoting that reading skills have not been developing through middle and secondary schools in the deaf students. The mean scores of female students were higher than male students.
Relationships between Reading Motivation, Reading Activity, Oral Language, and Reading Achievement in Children with Attention-Deficit/Hyperactivity Disorder
Author: Shen, Mei
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Grade 4,Attention Deficit Hyperactivity Disorder,Reading Motivation,Reading Habits,Oral Language,Reading Achievement,Age Differences,Gender Differences,Self Efficacy,Student Attitudes,Reading Skills,Achievement Tests

Fifteen third and fourth graders with attention-deficit/hyperactivity disorder were asked to complete reading self-efficacy and reading activity scales and standardized tests of oral and written language to examine the relationships between reading self-efficacy, reading activity, oral language, and reading achievement, with gender and age controlled. Students with higher self-efficacy for personally relevant reading activities displayed higher reading achievement, whereas those who held higher self-efficacy for fundamental reading skills displayed lower reading achievement, suggesting inflated perceived competence possibly due to meta-cognitive deficits. Students' reading performance decreased with age, suggesting the presence of Matthew effects. Fourth graders displayed higher task self-efficacy than third graders. Reading activity, oral language, and gender did not contribute significantly to predicting reading achievement in this sample of children.