ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Disability and Special Education Services: The Perspectives of Korean-American Parents of Children with Disabilities
Author: Choi, Nari
Date: 2015-00-00
Type: Journal Articles
Subjects: Korean Americans,Parent Attitudes,Children,Disabilities,Special Education,Cultural Influences,Conflict,Literature Reviews,Barriers,Cultural Awareness,Confucianism,Religious Factors,Public Opinion,Parent Teacher Cooperation,Teacher Role,Parent Role,Professional Personnel,Cooperation,Translation

Parents' perception of disabilities and special education services can impact the way they interact with professionals providing services for their children with disabilities. In addition, the cultural background of parents plays an important role in their perception of disabilities, as well as how they communicate with professionals. Thus, it is essential to examine how cultural contexts influence Korean-American parents' viewpoint of disability and their perception of special education services in order to improve practice when providing appropriate special education services. This paper provides a review of the literature about the perceptions of Korean-American parents of children with special needs in terms of disability and special education services. The difficulties these children encounter in receiving proper special education services will also be discussed. Suggestions for better understanding cultural issues and providing appropriate support for Korean-American children with disabilities will be offered. Lastly, implication for practitioners will be discussed.
Instructional Constraints Faced by Learners with Muscular Dystrophy: A Case of Joytown Special Primary School, Thika, Kenya
Author: Wang'ang'a, Annrose Wanjiku
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grounded Theory,Qualitative Research,Sampling,Pilot Projects,Physical Disabilities,Neurological Impairments,Special Schools,Elementary School Students,Elementary School Teachers,Diseases,Interviews,Observation

The purpose of this study was to investigate the instructional constraints facing learners with muscular dystrophy in Joy Town special primary school, Thika, Kenya. Descriptive design was used for this study. The target population were all the 20 learners suffering from muscular dystrophy from S.A Joy Town Special Primary School. The total target population was 84. Random sampling was used on learners suffering from muscular dystrophy. Purposive sampling was used on the head teacher, parents, teachers, teacher aides, housemothers and medical personnel. The researcher used an interview and an observation guide to collect data for comprehensive results. Piloting of the instruments was done at Dagoretti special school to establish validity and reliability of instruments. Content related validity was used as a measure to determine validity. The researcher used the Human Capital Theory. Descriptive statistics were used to analyze data. Results revealed that there were major instructional constraints faced by learners suffering from muscular dystrophy that included; slowness in completing learning tasks, mobility problems, problems in manipulating teaching learning materials, inability to hold a pen, lack of specialized facilities among others.
The Perspectives of K-12 Stakeholders Involved in Early Implementation of Response to Intervention (RTI)
Author: Kuo, Nai-Cheng
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Stakeholders,Early Intervention,Program Implementation,Response to Intervention,Special Education,Special Education Teachers,Adoption (Ideas),Principals,Social Work,School Social Workers,Caseworkers,Evidence Based Practice,Coordination,Faculty Development

Response to intervention (RTI) is an approach that has been implemented in more than 90% of the states in the U.S. The purpose of the study is to advance understanding of what efforts need to be made in order to increase the likelihood that special education professionals will accept RTI. Data used in this study include individual interviews with two principals, three special education teachers (two of whom were school district RTI coaches), one social worker, and one Title I teacher across four K-12 schools. Data were collected and analyzed around four sets of what qualitative methodologists call &quot;grand tour&quot; questions (Bernard, 2001): (1) respondents' perceptions about data-based decision making, (2) use of evidence-based interventions at each tier, (3) strengths and challenges to achieving effective coordination, and (4) ongoing supports and professional development needs. The participants' perspectives offer critical information to advance both research and practices related to RTI.
A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities
Author: Hill, Doris Adams
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Decoding (Reading),Pervasive Developmental Disorders,Developmental Disabilities,Reading Comprehension,Reading Skills,Extended School Year,Reading Programs,Early Reading,Summer Programs,Phonemic Awareness,Reading Fluency,Vocabulary,Alphabets,Autism,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5

For students who have limited expressive language skills, both verbally and in writing, it is difficult for a teacher to assess the acquisition of reading skills. The authors examined the effects of computer-aided instruction (CAI) on the early reading and reading comprehension skills of six students with autism spectrum disorder, and other developmental disabilities during four weeks in an extended school year (ESY) services classroom setting. The purpose was to examine Headsprout Early Reading™ and Headsprout Reading Comprehension™ as an intervention to supplement instruction and assess early reading skills and make recommendations for use during the regular school year. While three students made progress in the program, focus and ability to attend impacted results with the other three.
Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting
Author: Morgan, Joseph John
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teacher Attitudes,Student Attitudes,Interpersonal Competence,Self Contained Classrooms,Intervention,Behavior Disorders,Emotional Disturbances,Educational Environment,Academic Achievement,Culturally Relevant Education,Statistical Analysis

Implementation of social skills deemed appropriate for use in school is important for student success. Students with emotional and behavioral disorders often fail to use these social skills, requiring intervention to facilitate their use. Results related to social skills interventions have been mixed; one suggested reason for this is the lack of cultural relevance these social skills have to the lives of students. This study was designed to determine (a) the perceptions of students and teachers in a self-contained school setting of the importance of commonly taught social skills and (b) if there were any differences between age, ethnicity, gender, or role (teacher or student) related to perceptions of importance. Although some differences were found among the categories of skills, results of this study indicated that, overall, students and teachers in a self-contained school setting felt social skills were important. Implications for research and practice related to social skills interventions are discussed.
FAPE and LRE in Online Learning: Special Education Directors&apos; Perspectives
Author: Greer, Diana
Date: 2015-00-00
Type: Journal Articles
Subjects: Special Education,Administrator Attitudes,Online Courses,Telephone Surveys,Administrator Surveys,Electronic Learning,Related Services (Special Education),Semi Structured Interviews,Delivery Systems,State Officials,Educational Practices,Knowledge Level,Familiarity,Educational Experience,Educational Legislation,Federal Legislation,Disabilities,Equal Education,Blended Learning

While the provision of a &quot;free appropriate public education&quot; (FAPE) has contributed significantly to the educational experiences of students with disabilities, little is known about how services are actually provided in an online learning setting. Thus, telephone and face-to-face interviews were conducted with state directors of special education from 16 states to explore their knowledge of and experiences with FAPE in online learning. After interviews were transcribed, researchers reviewed 15 transcripts to identify common experiences and issues. Preliminary findings indicate that additional guidance or information is needed about FAPE and how to provide related services in an online environment.
Inclusive Education Practice in Southwestern Nigeria: A Situational Analysis
Author: Adeniyi, Samuel Olufemi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Practices,Elementary Secondary Education,Questionnaires,Likert Scales,Data Analysis,Teacher Attitudes,Parent Attitudes,Government Role,Barriers,Special Needs Students,Geographic Regions

This study presented situational analysis of inclusive educational practice in southwestern Nigeria. The study employed descriptive survey research design. Samples of 131 teachers, 51 parents and 51 head teachers/principals were purposively selected from State Grammar School, Ipakodo Junior Grammar School, Methodist Grammar School, Ijokodo High School and St. Peter College in Southwestern Nigeria. Three research questions were answered. A questionnaire tagged inclusion assessment inventory with reliability coefficient of 0.71 was used to collect data. The data collected were analyzed using frequency counts and simple percentage. The results revealed positive attitude of teachers and negative disposition on the parts of government and parents to inclusive education practice in Southwestern Nigeria. Strong advocacy and reorientation were recommended.
Learning Disabilities Today: An Examination of Effective and Not-So-Effective Interventions
Author: Austin, Vance L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Intervention,At Risk Students,Behavior Problems,Learning Problems,Positive Behavior Supports,Visual Aids,Graphs,Response to Intervention,Individualized Instruction,Lesson Plans,Mathematical Concepts,Word Problems (Mathematics)

The classification of &quot;Specific Learning Disabilities&quot; has experienced revision in the last decade due, in no small part, to the changes provided in IDEIA 2004. The &quot;discrepancy clause&quot; has been replaced with &quot;…response to scientific, research-based intervention,&quot; for example. As a result, two new frameworks have been developed to ensure that students at risk for a learning problem or behavioral problem receive effective, research-based interventions to pre-empt the unwarranted classification of those students; namely, &quot;Response to Intervention&quot; relative to academic instruction, and &quot;Positive Behavior Intervention and Supports&quot; regarding student behavior. The article examines both these systems critically and suggests practical applications in today's schools. Similarly, the author provides some effective strategies to address the characteristic learning challenges students with learning disabilities face in the classroom. The article concludes with an analysis of &quot;Differentiated Instruction&quot; and provides the reader with a &quot;practical&quot; way to differentiate the curriculum at all academic levels.
Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA
Author: Meadan, Hedda
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Developmental Disabilities,Intervention,Young Children,Expressive Language,Language Impairments,Interviews,Home Programs,Parents as Teachers,Spouses,Siblings,Surveys,Qualitative Research,Family Attitudes,Program Effectiveness,Communication Skills,Social Development,Interaction,Parent Child Relationship

Parents' perspectives on a home-based, parent-implemented social-pragmatic communication intervention for young children aged 37 to 60 months with limited expressive language are presented in this report. The researchers analyzed the perspectives of seven parent participants in the Institute of Education Sciences-funded Parent-Implemented Communication Strategies (PiCS) project and their family members. Data included individual interviews with the parent interventionists, their spouses, and siblings of the target children, external evaluator findings, and survey responses. The research team employed qualitative research methodology to examine family perspectives on the PiCS project. Three major findings emerged concerning the PiCS intervention: (a) the intervention resulted in changes in the interaction between the parent interventionists and the target children, (b) the changed interaction had a positive effect on the children's social-pragmatic communication skills, and (c) the intervention resulted in positive changes in entire families' interactions with the target children.
Perspective Taking through Film: Educating Pre-Service and In-Service Teachers about Autism
Author: Kelleher, Jacqueline P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Films,Teaching Methods,Autism,Feedback (Response),Pretests Posttests,Inclusion,Attitudes toward Disabilities,Pervasive Developmental Disorders,Teacher Attitudes,Preservice Teacher Education,Inservice Teacher Education,Simulation,Perspective Taking,Empathy,Sensory Integration,Academic Accommodations (Disabilities)

When it comes to educating students with autism in the classroom, teachers' perceptions and attitudes toward inclusion are essential. Professional development that enhances perspective taking about autism is powerful if it leads to depth of understanding and action. Instructional media can play a role in raising viewer awareness; unfortunately, there are significant difficulties locating appropriate media concerning autism spectrum disorders (ASD) for developing teacher perspective taking skills. A film was developed for this project that shows a first person perspective of a student with autism in a classroom. Findings from 500 teacher participants on a post-test instrument regarding the film's content show increased perspective taking regarding ASD deficits after the film. Results showed that through this approach, teachers were able to deepen their understanding about the deficit areas. Post-test results and feedback from reflective, post-film discussion show teacher understanding of deficits that may be present in those with ASD.
Students with Disabilities in the Polish Educational System after the Political Changes (2007-2012)
Author: Apanel, Danuta
Date: 2015-00-00
Type: Journal Articles
Subjects: Disabilities,Social Change,Educational Change,Social Systems,Student Organizations,Foreign Countries,Higher Education,Educational History,Freedom,College Faculty,College Students,Profiles,Student Interests,Activism,Health,Public Policy,Economic Change,Propaganda,Political Attitudes,Inclusion

In the period of the People's Republic of Poland, there were almost no students with disabilities at universities. The legislative, organisational, social and educational conditions at universities and students' dormitories made it impossible for people with disabilities to start higher education. In the period of serious socio-political, economic, and educational crisis which took place in Poland in the eighties, students and lecturers, as well as the whole society, fought for broadly defined freedom, and also the access to education in open-access institutions, without restrictions in the field of social background or state of health. The actions of a student organisation, the Independent Students' Association (Niezalezne Zrzeszenie Studentów-NZS), were of great importance during the implementation of these changes. The organisation was founded in 1980 and it was an expression of a protest of student community against policies of the People's Republic of Poland. NZS worked mainly in the field of politics and propaganda, organised demonstrations and strikes--it was opposed to the communist government, the lack of democracy, injustice and the lack of freedom of speech. The program of NZS aimed at changing communist political system, education and economic system. After the year 1989, the Independent Students' Association begun the next phase of its activity and the profile of the organisation was changed. The aim was to fight for the interests of students and the development of cultural and entertaining activity, as well as social and educational conditions for students with serious problems resulting from their state of health.
Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities
Author: Baker, Joshua N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Equations (Mathematics),Algebra,Intellectual Disability,Mathematics Teachers,Middle School Teachers,Teaching Methods,Problem Solving,Mathematics Achievement,Middle School Students,Grade 6,Grade 7,Grade 8,Intervention,Parent Surveys

The purpose of this study was to replicate similar instructional techniques of Jimenez, Browder, and Courtade (2008) using a single-subject multiple-probe across participants design to investigate the effects of task analytic instruction coupled with semi-concrete representations to teach linear algebraic equations to middle school students with intellectual disabilities. Over the past decade, instructional strategies used to teach academics to students with intellectual disabilities have seen a dramatic change. Federal laws (e.g., IDEA, 1997; 2004) and state assessments have assisted in creating a balance of functional and academic instruction with this population. Data were analyzed using visual inspection and descriptive comparison between baseline and intervention phases for each student. Results suggest a functional relationship across all participants. Generalization measures and limitations are discussed.
The Digital Divide and Inequities for Students with Disabilities: Needed… A Bridge over Troubled Waters!
Author: Tyson, Patricia A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Disabilities,Equal Education,Technology Uses in Education,Accessibility (for Disabled),Access to Computers,Disadvantaged,Accountability,Federal Legislation,Educational Legislation,Barriers,Educational Technology,Technology Integration,Special Education,Assistive Technology,Access to Education,Achievement Gap

One of the key concepts of the NCLB legislation was the improvement of student achievement in academics with the use of technology (NCLB, 2001). Ironically, the NCLB mandate of accountability has not provided the necessary resources for achieving its goals, and students with disabilities are, in fact, being left behind. Therefore, the law is intensifying the digital divide. The impact of legislative policies such as this on students with disabilities, while well intended, has led to barriers of access and equity that prevent teachers from effectively integrating the technology. The focus will be barriers to access and equity in types of special education technology, pedagogy and teacher training, and Universal Design for Learning. This paper will review relevant law, address implications of the digital divide on students with disabilities, and will conclude with recommendations for bridging the gap over the troubled waters of inequity and discrimination.
The Role of Peer Guided Play for Children with Autism Spectrum Disorder
Author: Papacek, Amy M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Role,Peer Relationship,Autism,Pervasive Developmental Disorders,Play,Intervention,Early Childhood Education,Language Skills,Interpersonal Competence,Case Studies,Modeling (Psychology),Parent Attitudes,Teacher Attitudes,Private Schools,Day Schools,Teaching Methods

Childhood play has a well-established role in the development of social and cognitive skills that may have important implications for intervention with children with autism spectrum disorder (ASD). Yet, social and language skills of children with ASD are developmentally different from those of typically developing children, although these differences should not exclude children from being considered able to play. When implementing play interventions, it is important to remember why all children need to play and how their play affects their exploration of the world around them. This case study emphasizes the importance of peer-mediated play for children with ASD in early childhood settings by examining the actions of a pair of children engaging in play activities. Play interactions were mediated through guided participation and modeling by the peer. One child has been described by parents and teacher as being identified on the moderate to severe end of the autism spectrum.
Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities
Author: Starling, A. Leyf Peirce
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Middle School Students,Problem Solving,Tests,Scores,Engineering Education,Units of Study,Teaching Methods,Grade 6,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Science Tests,Pretests Posttests,Science Achievement,Interrater Reliability,Intervention,Reliability,Statistical Analysis,Questionnaires

This study evaluated the differential effects of three different science teaching methods, namely engineering teaching kit (ETK), explicit instruction (EI), and a combination of the two methods (ETK+EI), in two sixth-grade science classrooms. Twelve students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) participated in this study. The dependent variables included students' performance on daily quizzes covering the material taught in that day's lesson and students' performance on a pretest and two posttests covering the steps of the engineering problem solving process. Using a multiple probe across science units design, we demonstrated that both the ETK and EI interventions alone increased the participants' quiz scores, with the combined method (ETK+EI) producing slightly better results in most participants. Students' understanding of the engineering problem solving process also improved after being exposed to the ETK method. Limitations, suggestions for future research, and practical applications are discussed.
Service Delivery for High School Students with High Incidence Disabilities: Issues and Challenges
Author: Schultz, Edward
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Regular and Special Education Relationship,Special Education Teachers,Special Education,Response to Intervention,Educational Legislation,Federal Legislation,Equal Education,Team Teaching,Inclusion,Learning Disabilities,Delivery Systems,Secondary School Teachers

High schools throughout this country are as heterogeneous as the students they serve in size, location, tax base, student make-up, and teacher quality. However, they must all follow the mandates of NCLB and IDEA. While these policies affect all schools, high schools continue to face many challenges implementing these laws effectively for students with disabilities for several reasons. This article examines three broad issues surrounding these mandates in the context of serving secondary students with disabilities, particularly those with high-incidence disabilities: an overview of challenges facing secondary schools, models of service delivery, and the contemporary roles of the special and general educator. In conclusion, the authors address recommendations specific to secondary campuses.