ethanporcaro/eric-fulltext-meta huggingface dataset:
Modifying Learning Strategies for Classroom Success
Author: O'Brien, Chris
Date: 2005-01-00
Type: Journal Articles
Subjects: Learning Disabilities,Learning Strategies,Success,Classroom Techniques,Academic Accommodations (Disabilities),Teaching Methods,Educational Practices,Instructional Effectiveness,Change Strategies,Educational Strategies,Instructional Design

Students with Learning Disabilities (LD) often experience significant difficulty with academic content at the secondary level due to weaknesses in reading comprehension, written expression, math skills, and vocabulary learning skills. This article will highlight the usefulness of learning strategies for ensuring success of students with LD in the general education classroom, suggest unique approaches to modifying learning strategies, and emphasize the essential nature of generalization of learning strategies to impact student performance in the general curriculum. Included are general guidelines for modifying learning strategies including experimenting to see what works with students, individualizing strategies to reinforce student investment, and highlighting strategy components that produce results. (Contains 1 figure.)
Including All Students in Meaningful Mathematics: The Story of Darrell
Author: Storeygard, Judith
Date: 2005-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Disabilities,Teaching Methods,Males,Mainstreaming,Mathematics Skills,Personal Narratives,Public Schools,Learning Processes,Visualization,Grouping (Instructional Purposes),Elementary School Mathematics,Mathematical Concepts

This article tells the story of Darrell, a lively, intelligent boy who has some learning disabilities. Although his parents are educators and are highly committed to advocating for Darrell, for most of his elementary school years, they were unable to succeed in providing Darrell a mathematics education equal to his regular education peers. Darrell's math education included classrooms and special education settings that did not recognize his confusions, did not provide enough practice, and that focused on procedural knowledge while ignoring his visual and cognitive strengths. Because his parents recognized his strengths and worked with him at home, because a few of his teachers knew how to teach mathematics to a range of learners using NCTM standards-based mathematics curricula and because he became aware of how he learns mathematics best, Darrell began to progress towards the end of elementary school. Students with disabilities, like Darrell, all deserve the chance to participate in meaningful mathematics. (Contains 5 figures, 3 footnotes and 3 endnotes.)
Filling the Potholes in the Road to Inclusion: Successful Research-Based Strategies for Intermediate and Middle School Students with Mild Disabilities
Author: Bucalos, Anne B.
Date: 2005-03-00
Type: Journal Articles
Subjects: Mild Disabilities,Educational Strategies,Cooperative Learning,Peer Teaching,Individualized Instruction,Inclusion,Accountability,Learning Strategies,State Standards,Academic Achievement,Educational Research,Middle School Students,Intermediate Grades,Teaching Methods

Teachers have sought appropriate strategies to ensure that students with disabilities receive the support they need within the general education classroom (Klingner, Vaughn, Hughes, Schumm, & Elbaum, 1998). Paving the road to inclusion with successful academic experiences for students with mild disabilities has been especially challenging in the intermediate and middle grades, where emphasis on content mastery becomes an issue of accountability to state mandates, and many students are experiencing gaps in their content knowledge and in their knowledge of learning strategies. The good news is that the gaps are being filled with research-based strategies designed to accomplish high academic achievement of all learners. This article explores the specific characteristics among differentiated instruction, anchored instruction, cooperative learning, peer tutoring, and strategic learning that make them effective research-based strategies for repairing the potholes in the road to successful inclusion. (Contains 4 tables.)
Effects of a Collaborative Behavior Management Plan on Reducing Disruptive Behaviors of a Student with ADHD
Author: Burley, Rebecca
Date: 2005-03-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Disabilities,Special Education,Behavior Problems,Behavior Disorders,Student Behavior,Behavior Modification,Regular and Special Education Relationship,Emotional Disturbances,Intervention,Functional Behavioral Assessment,Case Studies,Special Education Teachers,Grade 6,Middle School Students

Freddy, a student diagnosed with Attention Deficit Hyperactivity Disorder served for part of the school day in special education, was having difficulty staying on task. Teachers reported that Freddy was continuously getting up out of his seat, bothering classmates, and making verbal comments or requests without raising his hand. Observations were taken in 2 of his general education classes. A collaborative behavior management plan was developed to help Freddy stay on-task. The team found that allowing Freddy to enjoy one of his favorite activities, contingent upon a decrease in the q, was effective in maintaining the desired behavior of staying on-task and decreasing inappropriate behavior. In addition to Freddy's inappropriate behavior changing in his regular education classroom, his behavior also improved in 3 of his special education classes. (Contains 4 tables.)
Digital Storytelling in the Middle Childhood Special Education Classroom: A Teacher's Story of Adaptations
Author: Michalski, Paige
Date: 2005-03-00
Type: Journal Articles
Subjects: Educational Strategies,Verbal Communication,Language Arts,Computer Assisted Instruction,Computers,Educational Technology,Special Education Teachers,Special Education,Story Telling,Middle School Students,Disabilities,Computer Software,Multimedia Materials,Multimedia Instruction,Academic Achievement,Grade 7,Grade 8,Visual Aids,Teaching Methods,Video Technology,Media Adaptation,Junior High School Students

This article chronicles one special educator's process of implementing adaptive instructional strategies in her middle school language arts classroom. Paige Michalski crafted adaptations for her students with disabilities in the curricular area of digital storytelling (Banaszewski, 2002; Dunn, 2000). Digital storytelling involves telling stories using multimedia technologies, providing a format for students to put their thoughts together, visually, aurally, and kinesthetically. Ms. Michalski has found that incorporating the process of digital storytelling into her special education language arts classroom produced numerous benefits. Students appeared to be excited about their projects and committed increased effort in writing and verbal communication. They proved they were able to generate projects, using multimedia software and computer technology. (Contains 5 images and 2 tables.)
Parent Perceptions: Communication, Interaction, and Behavior in Autism
Author: Hoppe, Sue E.
Date: 2005-03-00
Type: Journal Articles
Subjects: Mothers,Autism,Interaction,Parent Attitudes,Student Behavior,Communication Skills,Pervasive Developmental Disorders,High Schools,Special Education Teachers,Participant Observation,Males,Interviews

This article presents interview information from parents to educators on the importance of teaching communication to students with autism spectrum disorder. The perspectives of three mothers of children with autism are presented to gain insight to strategies they felt helped their child to improve in the areas of interaction, communication, and behavior. A high school special education teacher/interviewer acted as a participant and includes many observations about these three students. Although this is a small representative sample, several similarities for special needs across parents emerged. In order to preserve the essence of the mothers' perspectives, direct quotes are used throughout this paper. (Contains 1 figure.)
From "Spaceman" to "The ADDed Touch": Using Juvenile Literature to Teach about Attention Deficit Hyperactivity Disorder
Author: Prater, Mary Anne
Date: 2005-03-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Fiction,Childrens Literature,Books,Teaching Methods,Consciousness Raising,Learning Activities,Picture Books,Novels

Books can be used to teach others about disabling conditions. We located 29 children and adolescent fiction books that portray a human character with Attention Deficit Hyperactivity Disorder (ADHD). In this article we present an overview of these books and describe how teachers can use them to teach their students about ADHD. Additionally we provide examples of activities that may be used to teach about ADHD. (Contains 3 tables.)
Perspectives of Effective Teachers of Students with Low-Incidence Disabilities
Author: Howell, Jennifer Johnson
Date: 2005-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Incidence,Disabilities,Special Education Teachers,Teaching Methods,Teacher Attitudes,Teacher Characteristics,Interviews,Teacher Expectations of Students,Communication Skills,Knowledge Base for Teaching,Interpersonal Competence,Teacher Student Relationship,Teachers

Studies have examined the characteristics of excellent general and special education teachers. However, comparatively few studies have examined the characteristics of excellent teachers of students with low-incidence disabilities. Outstanding teachers of students with low-incidence disabilities were contacted to determine their willingness to share information about their teaching practices and beliefs by participating in interviews. Teachers were selected for participation because they were recipients of the annual Excellence in Education Award sponsored by the National Center on Low-Incidence Disabilities. Qualitative analysis of the 12 interviews revealed several common characteristics of excellent teachers of students with low-incidence disabilities including high expectations, communication, respect, professional knowledge, and relationships.
Reaching All of Your Students in Social Studies
Author: Twyman, Todd
Date: 2005-05-00
Type: Journal Articles
Subjects: Integrated Curriculum,Learning Disabilities,State Standards,Problem Solving,Social Studies,Teaching Methods,Disabilities,Secondary School Teachers,High School Students,History Instruction,Inclusion,Federal Legislation,Secondary Education

Students with disabilities often have difficulty understanding expository history texts in high school. This article presents an integrated curriculum/instruction/assessment approach to teaching history that increases content comprehension and problem-solving skills of students with learning disabilities in inclusive classrooms. Concept-based Instruction (CBI) adapts social studies curricula in three phases. First, texts are organized into concepts that have defining attributes, which are explicitly aligned to state standards. The concept/attribute structure is the rule set for students to access the implicit concepts in the text. Second, visual displays are used during instruction. The visual displays help students to focus their reading and represent consistent practice routines. Third, curriculum-based measures monitor student comprehension progress, and problem-solving questions assess knowledge application. CBI is flexible enough to be used in conjunction with any instructional method and helps teachers to be more efficient and effective to meet the range of abilities in inclusive classrooms. (Contains 5 figures and 1 table.)
Hands-on Long Division with Skittles for Students with Learning Disabilities
Author: Bennett, Peggy
Date: 2005-05-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Learning Disabilities,Number Concepts,Word Problems (Mathematics),Teaching Methods,Arithmetic,Mathematics,Mathematics Instruction,Mathematics Education,Comparative Analysis,Pretests Posttests,Academic Achievement,Montessori Schools,Montessori Method,Subtraction,Scores

This article explains how to teach long division using hands-on materials (skittles, base ten blocks, colored counters, numeral cards) and investigates reviewing division word problems with middle school students (N=27) with learning disabilities in mathematics by this approach compared to spending the same amount of time on the typical practices of computerized drill and paper/pencil work. Student performance related to division was assessed by an identical pretest/posttest. Both groups participated in ten thirty-minute lessons during which the experimental group used place value color-coded numeral cards, counters and skittles, and the control group reviewed division with computerized practice and worksheet activities. A significant difference was found between the average gain scores of the two groups, favoring the experimental (17.1% versus 4.5%). The experimental group scored as well or better than the control group on all test sections. (Contains 15 figures and 3 tables.)
Teaching Self-Determination to Early Elementary Students: Six-Year-Olds at the Wheel
Author: Murawski, Wendy W.
Date: 2005-05-00
Type: Journal Articles
Subjects: Self Determination,Motor Vehicles,Elementary School Students,Young Children,Problem Solving,Academic Achievement,Self Concept,Disabilities,Models,Intervention,Simulation

This article describes a simple, concrete and engaging model for teaching self-determination skills (such as self-awareness, goal-setting, choice-making, problem solving and self-monitoring) to early elementary students. The model was designed to increase appropriate behaviors, academic performance and positive self-concept in students with and without disabilities. An awareness of student strengths and weaknesses was created through a demystification process. Self-determination skills were taught through the use of a teacher-constructed, desktop, simulated car. Specific examples are provided of how the car was created and used to increase the success of students in an inclusive classroom. (Contains 7 figures and 1 table.)
The Status of Disability in Colombia and the Importance of Parental Perceptions on the Development of Special Education
Author: Cuadros, Jose Hermann
Date: 2005-05-00
Type: Journal Articles
Subjects: Mental Retardation,Special Education,Parent Attitudes,Educational History,Child Neglect,Disabilities,Educational Planning,Futures (of Society),Attitudes toward Disabilities,Foreign Countries

Personal, idiosyncratic, geographical, and social-economic parameters are presented as a framework for understanding parental perceptions of mental retardation in Cali, Colombia. Three stages of special education development are described that define the history of the Colombian case: from a history of neglecting children with disabilities, to crossing a diagnosis-planning stage of institutional reassuring, to an emergent humanitarian acknowledgment of individuals with disabilities. Finally, a case is presented for the need to understand parental perceptions of disability in planning for the future of special education in that country.
Enhancing Student Performance in Secondary Classrooms while Providing Access to the General Education Curriculum Using Lecture Formats
Author: Stringfellow, Jennifer L.
Date: 2005-07-00
Type: Journal Articles
Subjects: General Education,Federal Legislation,Disabilities,Special Education,Lecture Method,Change Strategies,Educational Strategies,Teaching Methods,Teaching Models,Academic Accommodations (Disabilities),Intermode Differences,Educational Improvement,Classroom Techniques,Accessibility (for Disabled),Instructional Design,Instructional Innovation,Theory Practice Relationship

In recent years, great emphasis has been placed on providing all students access to the general education curriculum (e.g., Individuals with Disabilities Education Act, No Child Left Behind Act). Given the diversity found among today's student population, both general and special education teachers struggle to find methodologies that enhance the learning of students while simultaneously providing access to the general education curriculum. This challenge is particularly evident in secondary classrooms due to the complexity of the curricula and the emphasis on delivering instruction using lecture formats. The purpose of this article is to share research-supported strategies that increase the likelihood that access to the general education curriculum via class lectures will result in successful student performance. Specifically, the use of guided notes, visual organizers, lecture pausing and structured questioning are addressed. (Contains 2 figures and 1 table.)
Empower Students with Your Words
Author: Foster, Barbara Hong
Date: 2005-07-00
Type: Journal Articles
Subjects: Disabilities,Self Advocacy,Teacher Student Relationship,Student Empowerment,Emotional Intelligence,Self Determination,Vignettes,Language Usage,Pragmatics,Motivation Techniques,Student Motivation,Teaching Methods,Classroom Techniques

Words can be powerful tools to engage students with disabilities in self-determined behaviors. When teachers are cognizant of their choice of words and manner of interaction, they can empower students to develop a sense of who they are, what they are capable of doing, and why they behave the way they do. This article explores how everyday dialogues between teachers and students can enhance and impede students with disabilities to develop essential skills of self-awareness, self-advocacy, problem-solving, and psychological empowerment.
Standards, Special Education, and Access to Mathematics Curriculum
Author: Herner, Leah M.
Date: 2005-07-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Standardized Tests,Educational Change,High Stakes Tests,Access to Education,Teaching Methods,Teaching Models,Educational Practices,Effective Schools Research,Academic Accommodations (Disabilities),Testing Accommodations,Professional Development,Special Education,Academic Standards

Recent legislation has pushed reform efforts to new heights. Students with disabilities now have higher standards, which include participation in high stakes testing. This article explains one elementary teacher's approach to math education and preparing all students to be successful on standardized tests. Details of how she gives all learners access to the curriculum are described. (Contains 2 figures.)
Variations on the Use of a Pictorial Alternative Communication System with a Child with Autism and Developmental Delays
Author: Ganz, Jennifer B.
Date: 2005-07-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Autism,Sign Language,Developmental Disabilities,Developmental Delays,Communication Skills,Pervasive Developmental Disorders,Case Studies,Children,Behavior Disorders

As aberrant behavior is often recognized as the number one form of communication, it becomes imperative that as parents, teachers, and educators we must address and systematically teach or provide all children with an effective means of communication. While many augmentative and alternative communication systems such as manual sign language and the Picture Exchange Communication System (Frost &amp; Bondy, 1994) have shown tremendous success, some students with developmental disabilities students unique needs require more individually tailored communication training that necessitates empirical inquiry and use of collective expertise. Doing so may facilitate the acquisition of skills and behaviors that improve communication skills through independent appropriate means for meeting students' personal needs and desires. This article systematically provides a variation of the Picture Exchange Communication System (PECS) including materials, resources, and methodology necessary to implement similar pictorial augmentative and alternative communication systems. (Contains 5 figures.)
Including Children with Cochlear Implants in General Education Elementary Classrooms
Author: Stith, Joanna L.
Date: 2005-09-00
Type: Journal Articles
Subjects: General Education,Partial Hearing,Identification,Classrooms,Assistive Technology,Elementary School Students,Hearing Impairments,Early Intervention,Children,Regular and Special Education Relationship,Education,Deafness

Cochlear implants can provide partial hearing to individuals with substantial hearing loss. Because of improvements in early identification and intervention, more children with cochlear implants will be included in elementary school general education classrooms. Thus, general education teachers should be prepared for teaching children with cochlear implants. Our aim in this paper is to help prepare general education teachers for this role by (a) describing the cochlear implant and how it functions, (b) offering important general guidelines for teaching a child with a cochlear implant, and (c) listing ways to increase inclusion of children with implants. (Contains 5 tables and 1 figure.)
Building a Classroom Management Plan for Inclusive Environments: From Fear to F.E.A.R.
Author: Niles, William J.
Date: 2005-09-00
Type: Journal Articles
Subjects: Classroom Techniques,Inclusion,Classroom Environment,Teaching Methods,Learner Engagement,Educational Experience,Educational Strategies,Cooperative Learning,Disabilities

Inclusive education is here to stay. However, teachers remain fearful of their ability to deliver and assess curriculum and related activities for a diverse population of students. Current literature suggests that effective classroom planning includes four activities: a focus on planning to prompt and sustain student on-task behavior; an engagement of students in the learning process by building a sense of belonging and contribution to the classroom experience; a calculated arrangement, physically and administratively, of the classroom environment to facilitate participation and management of all students; and a reflection on what was tried, how it worked, and what adjustments are necessary.
Colby's Daily Journal: A School-Home Effort to Promote Communication Development
Author: Bruce, Susan
Date: 2005-09-00
Type: Journal Articles
Subjects: Communication Disorders,Children,Disabilities,Severe Disabilities,Braille,Visual Impairments,Blindness,Journal Writing,Student Journals,Hearing Impairments,Speech Impairments

Daily communication journals are a powerful tool to promote communication development in children with severe disabilities. Each page of the daily journal features three parts: a print or braille label, a recording device, and a tangible symbol. Children should participate in both the preparation of the daily journal and its review, thus gaining opportunities to develop associations between important school events and the symbols that represent those events. The review of the daily journal in the home creates opportunities for children to recall school events and to share those events with family members. (Contains 1 figure.)