ethanporcaro/eric-fulltext-meta huggingface dataset:
Personal Assistant Support for Students with Severe Physical Disabilities in Postsecondary Education
Author: Hedrick, Bradley N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Physical Disabilities,Severe Disabilities,National Surveys,Online Surveys,Professional Associations,Educational Practices,Incidence,Related Services (Special Education),Accessibility (for Disabled),Assistive Technology,Social Services,Integrated Services,Student Experience,Participant Satisfaction,Delivery Systems

The purpose of this exploratory research is to document the level of personal assistance support provided to students with severe physical disabilities by disability support services in higher education institutions across the United States. A national survey was conducted of members of the Association of Higher Education And Disability (AHEAD) via an online survey. Of the 326 respondents with usable responses, 36 (14.1%) stated they provided some level of personal assistance services to students with severe physical disabilities, ranging from providing emergency services (25 or 69.4%) to providing residential services with in-house personal assistants (4 or 11.1%). Personal assistance support to students with severe physical disabilities were more likely to be provided at master's, comprehensive, and research universities and less likely to be provided at bachelor's, associate's, and trade/technical schools. Those who provided personal assistant support were more likely to be able to identify students with severe physical disabilities who were negatively impacted by the lack of personal assistance support, were more satisfied with their personal assistance support services, had longer tenure in disability support services, and had greater numbers of part-time staff. Implications for service providers and future research are discussed. (Contains 4 tables and 4 figures.)
Screening for Learning Disabilities in Adult Basic Education Students
Author: Reynolds, Sharon L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Program Effectiveness,Adult Basic Education,Adult Students,Screening Tests,Diagnostic Tests,Educational Practices,Accessibility (for Disabled),Program Implementation,State Policy,State Programs,Barriers,Academic Accommodations (Disabilities),Adult Literacy,Professional Development,Data Analysis,Audits (Verification),Investigations

The extant literature offers little to describe the processes for screening students in adult basic education (ABE) programs for potential learning disabilities, referring adult students for diagnostic assessment, or barriers to obtaining diagnostic assessment for a learning disability. Without current documentation of a learning disability, ABE students are excluded from obtaining accommodations on the GED, in the workplace, and in postsecondary education, thereby limiting opportunities for meaningful participation in these pursuits. Attentive to those two concerns, this article presents results of a study investigating learning disability screening practices in Ohio ABE programs over a four-year period. Results document that screenings have increased, particularly following the implementation of statewide policies and professional development. While the rate of screenings increased, the overall number of students who were referred and then received a diagnostic assessment has remained low. Program administrators identified assessment costs as a significant barrier to obtaining diagnostic assessment. Additional research is needed to identify and describe specific barriers to diagnostic assessment. (Contains 5 tables and 4 footnotes.)
&quot;AccessDesign&quot;: A Two-Day Workshop for Students with Disabilities Exploring Design Careers
Author: Blaser, Brianna
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Careers,Workshops,Secondary School Students,College Students,Design,Student Recruitment

A two-day pilot workshop called Access to the Design Professions for People with Disabilities (&quot;AccessDesign&quot;) was conducted for high school and college students with disabilities in Seattle. The goal of the workshop was to increase the pipeline of design professionals with disabilities by recruiting students with disabilities into postsecondary design education. It was supported by the DO-IT Center and a grant from the National Endowment for the Arts (NEA), as well as participating organizations and individuals. The two-day workshop highlighted design education options one day and design careers the next. Evaluation data suggest that participant understanding and interest regarding design fields and knowledge about accommodations increased. Students enjoyed opportunities to network and were particularly interested in design examples related to accessibility. They were also interested in learning more about general issues related to college such as admissions and financial aid. These lessons could improve future programs offered by the DO-IT Center as well as other practitioners. (Contains 3 figures.)
Designing for Success: Developing Engineers Who Consider Universal Design Principles
Author: Bigelow, Kimberly Edginton
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Criteria,Engineering Education,Engineering,Access to Education,Mentors,Active Learning,Student Projects,College Students,Higher Education

Engineers must design for a diverse group of potential users of their products; however, engineering curricula rarely include an emphasis on universal design principles. This research article details the effectiveness of a design project implemented in a first-year engineering course in an effort to raise awareness of the need for engineers to be more inclusive when designing. Students were asked to apply universal design principles to redesign an engineering laboratory to make it more usable to all, including individuals with disabilities who use the room. A representative from the university's disability services staff, as well as individuals with first-hand experience of disability, provided guidance to the class by serving as project mentors. Design decision analyses were reviewed to determine the specific criteria student teams believed were most important in identifying specific design ideas to pursue. These analyses were used to evaluate the success of this project in helping students be more cognizant of the need for designs to be flexible, versatile, and universally designed. These criteria were compared to projects from previous classes in which universal design had not been explicitly addressed. Results indicated that students who participated in the universal design project were much more likely to consider criteria related to universal design principles, though they identified accessibility as more important than the more overarching goals of achieving a universally usable design. Results suggest that such a universal design project is one possible model to better prepare engineering students and that the model can be strengthened through involvement of disability services professionals. (Contains 5 tables.)
Cognitive Diversity and the Design of Classroom Tests for All Learners
Author: Shinn, Erin
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Faculty,Reading Fluency,English Language Learners,Test Construction,Test Wiseness,Student Diversity,Cognitive Style,Attention Deficit Hyperactivity Disorder,Spatial Ability,Visualization,Short Term Memory,Higher Education,Reading

It is well documented that many successful individuals are challenged by cognitive-based disabilities that impact their performance in school and on tests. While commonly believed to be related mostly to the constructs of processing speed or reading fluency, there are other aspects of cognition that affect how an individual interacts with the demands of a test. Moreover, it is not only students with disabilities who bring a range of cognitive considerations to the postsecondary environment. As the diversity rises in postsecondary settings in terms of older students, veterans, non-native speakers of English, and students who lack exposure to academic vocabulary, faculty members will experience greater differences in the cognitive diversity of their students with increased frequency. In order for faculty members to develop assessments that genuinely measure the knowledge and skills that are intended to be measured, an understanding of cognition as it relates to test taking is needed. Therefore the purpose of this article is to integrate research on cognition and test taking by providing disability service providers and faculty with an understanding of how cognitive traits impact test taking. This article begins with a discussion on the main aspects of cognition that influence test taking. We then provide an overview of those student populations that are on the rise, and the areas of cognition that these individuals most often struggle with in postsecondary classrooms. Next, this article outlines basic guidelines for transforming tests so that their design is just for all learners. We end with a proposed training series that disability service providers can offer faculty. (Contains 4 tables and 2 figures.)
Infusing JUST Design in Campus Recreation
Author: Staeger-Wilson, Katheryne
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Best Practices,Recreation,Partnerships in Education,Recreational Facilities,Adapted Physical Education,Accessibility (for Disabled),Design Requirements,Educational Facilities Design,Standards,Compliance (Legal),Inclusion

This practice brief highlights the collaborative work among a disability resource professional, a university architect, and students with disabilities to create a campus recreation center with universal design features. This partnership serves to illustrate that building to minimum compliance standards does not necessarily remove barriers to equitable participation for persons with disabilities. It became evident that valuing the disability experience led to high quality design for all. From this project, best practices in inclusive, usable, and equitable design can be observed and applied to future projects.
Project LINC: Supporting Lecturers and Adjunct Instructors in Foreign Language Classrooms
Author: Scott, Sally S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Languages,Adjunct Faculty,Disabilities,Learning Disabilities,Professional Development,Language Teachers,Faculty Development,Inclusion,Higher Education

Foreign language learning can pose a barrier to some students with disabilities. This practice brief describes a collaborative process used on one campus to provide professional development for foreign language instructors. Training opportunities were intentionally focused on the needs of adjunct and temporary lecturers in providing inclusive beginning and intermediate language courses. Trends in student final grades and foreign language requirement waivers are discussed. (Contains 3 tables.)
Community Collaboration, Use of Universal Design in the Classroom
Author: Smith, Rachel E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Disabilities,Locus of Control,Access to Education,Barriers,Collegiality,Partnerships in Education,Counselor Teacher Cooperation,Accessibility (for Disabled),College Faculty,Delivery Systems,Instructional Development,Educational Practices,Educational Strategies,Change Strategies

Barriers to classroom participation for postsecondary students with disabilities are often addressed through accommodations via disability resource offices. However, the use of individualized accommodations as the sole method for resolving access barriers in the classroom is neither sustainable nor equitable. Furthermore, this somewhat flawed methodology creates systemic barriers, places the locus of control in the disability resource office, and reinforces stereotypical thinking about disability. An evaluation and redesign of course material by faculty may decrease the need for retrofit accommodations, create a community environment of empowerment, and change the nature of the relationship between faculty, students with disabilities, and disability resource center professionals. This practice brief details the results of a collaboration between a faculty member and a disability resource professional on course design to create sustainable, equitable, and just learning environments at Western Illinois University, a Midwestern comprehensive university. (Contains 2 tables.)
Assessing Information Literacy: A Case Study of Primary 5 Students in Hong Kong
Author: Chu, Samuel Kai Wah
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Libraries,Information Literacy,Case Studies,Elementary School Students,Grade 5,Reading Ability,Gender Differences,Reading Comprehension

This paper reports an exploratory investigation of the information-literacy levels of primary 5 students in Hong Kong. Factors such as gender and reading ability were also examined. Primary 5 students from four local schools completed a fourteen-item information-literacy assessment (ILA), which was adopted and modified from questions on the sixth-grade version of the Tool for Real-time Assessment of Information Literacy Skills (TRAILS). The ILA covered five TRAILS categories and three American Association of School Librarians (AASL) and Association for Educational Communications and Technology (AECT) IL standards to measure different aspects of information literacy. Reading ability was measured by questions from a local public test of reading comprehension. On average, the participants (n = 199) achieved a mean score of 9.12 (SD = 2.56), and most assessment items showed room for improvement. Female students (n = 97; 48.7 percent) scored higher on the ILA than their male counterparts (n = 102; 51.3 percent), suggesting female students' higher level of information literacy. Results also revealed a positive and significant relationship between students' information literacy and reading ability. These findings offer a preliminary understanding of the information literacy of children in Hong Kong. (Contains 3 figures and 6 tables.)
Strengths and Opportunities: School Librarians Serving Students with Special Needs in Central New York State
Author: Hill, Renee F.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,Elementary Secondary Education,Librarians,Interaction,Disabilities,Special Needs Students,Library Services,Student Diversity,Library Role,Online Surveys,School Districts,Knowledge Level,Best Practices,Accessibility (for Disabled),Librarian Teacher Cooperation

The programs and services offered at school libraries will be accessed by K-12 students with a range of physical and cognitive abilities. School librarians must be equipped to address the information-seeking needs of all patrons, including those with special needs. An electronic survey was conducted to collect data from school librarians working in central New York State school districts; the purpose of the survey was to identify the strengths this group of school library professionals brought to the task of providing services to students with special needs. This paper shares the answers to five research questions and presents opportunities for improvement. Study results indicate that the respondents showed strength in several of the examined areas. Results also reveal practices that school librarians might implement to increase and improve library services for students with special needs. (Contains 2 tables, 3 figures and 3 footnotes.)
The Effect of Professional Development on Teacher and Librarian Collaboration: Preliminary Findings Using a Revised Instrument, TLC-III
Author: Montiel-Overall, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Elementary School Teachers,Grade 3,Grade 4,Librarian Teacher Cooperation,Faculty Development,Workshops,Intervention,Librarian Attitudes,Teacher Attitudes,Attitude Change,Pretests Posttests

This study describes preliminary results of a study with elementary school teachers and librarians. Professional-development intervention workshops were conducted to improve teacher and school librarian collaboration to integrate library and subject content. A revised 24-item teacher and school librarian collaboration instrument (TLC-III) was used as a pre- and post-workshop measure to evaluate teachers' and librarians' perceptions of their collaborative endeavors. The instrument was used with intervention and control teachers and school librarians to assess their perceptions about how frequently they collaborated and how important their collaboration was to student learning. Participants included librarians from six elementary schools, and third-grade and fourth-grade teachers attending intervention workshops, and a control group who did not attend the workshops. Findings indicate that professional-development workshops can significantly change teachers' perceptions about collaborating with school librarians. Of particular interest are changed perceptions in the intervention group regarding high-end collaborative endeavors involving integrated jointly planned and taught lessons. (Contains 9 tables, 2 figures and 2 footnotes.)
School Libraries and the Development of Intellectual Agency: Evidence from New Jersey
Author: Todd, Ross J.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Personnel,Technical Support,Information Literacy,Information Technology,Librarian Teacher Cooperation,Library Instruction,Professional Development,Academic Achievement,Library Role,State Surveys

This paper presents selected key findings of the first phase of a multiphase research study commissioned by the New Jersey Association of School Librarians (NJASL) in 2009 and undertaken by the Center for International Scholarship in School Libraries (CISSL) at Rutgers, The State University of New Jersey. The overall research agenda seeks: (a) to construct a picture of the status of New Jersey's school libraries and the work of school librarians in the educational landscape of New Jersey, (b) to understand the contribution of quality school libraries to education in New Jersey, (c) to understand the contextual and professional dynamics that inhibit and enable school libraries to contribute significantly to educational agendas, and (d) to make recommendations to key stakeholders to develop a sustained and long-term program of capacity-building and evidence-based continuous improvement of school libraries in New Jersey. (Contains 4 figures and 1 table.)
The Status of Statewide Subscription Databases
Author: Krueger, Karla S.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,Content Analysis,Databases,Reference Materials,Encyclopedias,Library Services,Elementary Secondary Education,Social Studies,Art,Sciences

This qualitative content analysis presents subscription databases available to school libraries through statewide purchases. The results may help school librarians evaluate grade and subject-area coverage, make comparisons to recommended databases, and note potential suggestions for their states to include in future contracts or for local purchase. All states had similar periodicals' indexing vendors; therefore, this study's focus was online subject reference databases. Results portrayed seventy-nine unique databases across thirty-three states analyzed. Most states studied (81 percent) had a wide variety of online reference subject content; twenty states (61 percent) included one or more general reference databases; seven states with no general reference had a range of titles in health, literary criticism, science, history, biography, and/or art. However, not all content areas were equally represented: examples: health (61 percent), literary criticism (55 percent), science (42 percent), history (39 percent), biography (33 percent), and arts (15 percent). There was disparity in six states with no general reference and gaps in subject coverage. In one state, the only secondary reference tool available was NoveList for readers' advisory. Another state's only secondary subject reference title was HeritageQuest. Additionally, pro/con databases, readers' advisory, and elementary general reference online databases were available in just over half of the states (51 percent); access to general encyclopedias online was offered by only 48 percent of states surveyed. (Contains 4 tables.)
State Library Conferences as Professional Development Venues: Unbalanced Support for the AASL-Defined Roles of the School Librarian
Author: Moreillon, Judi
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Library Associations,Guidelines,Conferences (Gatherings),Professional Development,Content Analysis,Student Empowerment,Leadership,Librarian Teacher Cooperation

The American Association of School Librarians (AASL) released new guidelines for school library programs in the summer of 2009. Empowering Learners: Guidelines for School Library Programs (AASL 2009a), hereafter referred to as EL, spells out the five roles that school librarians must practice to empower library users. The purpose of this content-analysis study was to investigate the professional-development offerings available to school librarians through state-level conferences and determine the degree to which these sessions promote the five roles for school librarians as identified in EL. Using a stratified random sample, the researchers selected conferences held in the 2010-2011 academic year and sponsored or cosponsored by state-level school-library associations. The researchers developed and tested a domain matrix based on four of the five roles described in EL as topic domains (the leader role is embedded in the other four roles), and developed subcategories in each domain using the descriptors in EL. Using the matrix, they analyzed the titles and descriptions of twelve conference-program offerings. The results of the study show unbalanced conference-sponsored professional development in terms of the EL-defined roles for school librarians. (Contains 6 tables and 1 figure.)
Resource Provisions of a High School Library Collection
Author: Collins, Karla B.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,High Schools,Library Materials,Resources,Library Role,Textbooks,Teacher Attitudes,Secondary School Teachers,Teaching Methods,Teacher Surveys,Questionnaires,Interviews

The mission of the school library &quot;is to ensure students and staff are effective users of ideas and information&quot; (AASL 2009, 8). The school library collection should, therefore, support instruction throughout the school. However, teachers do not always understand the potential value of the resources available. This research explored perceptions teachers held about the instructional role of the school library collection. Two surveys and a set of interviews yielded data to document the perceptions of teachers at one high school. Results showed that teachers: used and saw students use more digital than print materials; downplayed the value of textbooks; and spent a large amount of time finding quality resources for instruction, often without the inclusion of library resources or assistance of librarians. (Contains 3 figures and 2 tables.)