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Inclusive Practices最新文献

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Making Every Minute Count: Identifying Instructional Opportunities for IEP Goals During Community-Based Work Experiences 让每一分钟都有价值:在社区工作经历中确定IEP目标的教学机会
Inclusive Practices Pub Date : 2023-10-02 DOI: 10.1177/27324745231199708
Hannah R. Brenner, Stacy K. Dymond
{"title":"Making Every Minute Count: Identifying Instructional Opportunities for IEP Goals During Community-Based Work Experiences","authors":"Hannah R. Brenner, Stacy K. Dymond","doi":"10.1177/27324745231199708","DOIUrl":"https://doi.org/10.1177/27324745231199708","url":null,"abstract":"Transition-age students with extensive support needs often participate in community-based work experiences (CBWEs) in preparation for competitive, integrated employment. CBWEs help students gain exposure to different careers, acquire employment skills, and generalize skills learned at school to community settings. Despite their benefits, CBWEs have been known to create scheduling conflicts and decrease school-based instructional time for special educators who must address student goals in academic and functional skill areas. Identifying authentic opportunities to address Individualized Education Program (IEP) goals during students’ CBWEs is one solution that can assist special educators who are faced with such challenges. An existing tool, commonly known as an IEP Matrix, may be particularly useful in helping teachers navigate this process. In this article, we describe how to develop an IEP matrix and assess the feasibility of instruction on IEP goals within CBWEs. We also provide recommendations to consider when identifying and evaluating instructional opportunities.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135900302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Productivity in Projects: Adjusting Project-Based Learning for Students With Autism 项目生产力:调整自闭症学生基于项目的学习
Inclusive Practices Pub Date : 2023-08-01 DOI: 10.1177/27324745231190857
Michelle A. Tofte, Natalie R. Andzik
{"title":"Productivity in Projects: Adjusting Project-Based Learning for Students With Autism","authors":"Michelle A. Tofte, Natalie R. Andzik","doi":"10.1177/27324745231190857","DOIUrl":"https://doi.org/10.1177/27324745231190857","url":null,"abstract":"Although teacher-centered instruction is common, there is evidence suggesting an increased level of motivation and engagement among students when their preferences are considered. As such, teachers are beginning to shift their instructional practices, which can be exceptionally challenging in an inclusive classroom, especially when supporting students with autism. Project-Based Learning (PjBL) is an innovative approach that promotes life skills through inquiry, research, collaboration, and the creation of projects. Although integrating students with autism within an active participation model like PjBL can be challenging, educators can use evidence-based practices to promote a positive classroom climate that fosters the learning of all students.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125643997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
TAP To SKILL: Using Self-Directed Video Prompting to Promote Independence in Inclusive School Settings TAP To SKILL:在包容性学校环境中使用自主视频提示来促进独立性
Inclusive Practices Pub Date : 2023-08-01 DOI: 10.1177/27324745231185573
Xiaoning Sun, Matthew E. Brock
{"title":"TAP To SKILL: Using Self-Directed Video Prompting to Promote Independence in Inclusive School Settings","authors":"Xiaoning Sun, Matthew E. Brock","doi":"10.1177/27324745231185573","DOIUrl":"https://doi.org/10.1177/27324745231185573","url":null,"abstract":"Many students who have Extensive Support Needs (ESN) struggle with increasing their independence in inclusive classrooms. Federal law is clear that all students—including students with ESN—should be educated alongside their peers without disabilities in regular education classrooms to the “maximum extent appropriate.” Self-directed video prompting is an evidence-based practice that has been proven to fade adult support while building student independence. This article provides a practical how-to guide for how teachers can support their paraeducators in using self-directed video prompting. It introduces a framework for implementation called TAP To SKILL and describes what this approach looks like in action.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"41 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132678084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Inclusion of Infants and Toddlers With Significant Support Needs Across Natural Environments: What Can Early Interventionists Do? 在自然环境中纳入有显著支持需求的婴幼儿:早期干预学家能做些什么?
Inclusive Practices Pub Date : 2023-05-15 DOI: 10.1177/27324745231171663
C. S. Williams, Grace E. Sawyer, Jonathan R. Alexander, M. Ostrosky
{"title":"Inclusion of Infants and Toddlers With Significant Support Needs Across Natural Environments: What Can Early Interventionists Do?","authors":"C. S. Williams, Grace E. Sawyer, Jonathan R. Alexander, M. Ostrosky","doi":"10.1177/27324745231171663","DOIUrl":"https://doi.org/10.1177/27324745231171663","url":null,"abstract":"Infants and toddlers with significant support needs (SSNs) receive early intervention services under Part C of the Individuals with Disabilities Education Improvement Act. These services occur in a variety of children’s natural environments, which may include their home, child care, community parks, extended family members’ homes, etc. It is important that early interventionists who provide developmental services to children with SSNs and their caregivers are equipped with strategies they can use to promote meaningful inclusion of this unique population. This paper illustrates what high-quality inclusion can look like and provides strategies that early interventionists can implement with various caregivers in a child’s life.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132328439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals 消除对儿童使用AAC的误解:给专业人士的建议
Inclusive Practices Pub Date : 2023-01-12 DOI: 10.1177/27324745221144308
Emily Jensen, Sarah N. Douglas, Hope K. Gerde
{"title":"Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals","authors":"Emily Jensen, Sarah N. Douglas, Hope K. Gerde","doi":"10.1177/27324745221144308","DOIUrl":"https://doi.org/10.1177/27324745221144308","url":null,"abstract":"Augmentative and alternative communication (AAC) includes methods and technologies to support communication and aid individuals with limited speech. There are many widespread misconceptions about AAC use, however, that can negatively impact how children with disabilities are taught in classrooms. In this article, we describe the main types of AAC systems and how they are used to promote child success. Then, we identify and dispel common myths about AAC use and provide evidence-based recommendations for practitioners to support children who use AAC in the classroom.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators 寻找共同点:为高中普通教育工作者和特殊教育工作者在包容性背景下促进自决的技巧
Inclusive Practices Pub Date : 2023-01-10 DOI: 10.1177/27324745221144306
Sheida K. Raley, Elisabeth L. Kutscher, K. Shogren, Jennifer A. Kurth, Hunter A. Matusevich
{"title":"Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators","authors":"Sheida K. Raley, Elisabeth L. Kutscher, K. Shogren, Jennifer A. Kurth, Hunter A. Matusevich","doi":"10.1177/27324745221144306","DOIUrl":"https://doi.org/10.1177/27324745221144306","url":null,"abstract":"General and special educators encounter both barriers and facilitators as they implement whole-school interventions with fidelity to make secondary schools inclusive for students with extensive support needs (ESN). This article translates research into practice by sharing guidance from secondary general and special educators with experience implementing an evidence-based intervention designed to promote student self-determination, the Self-Determined Learning of Model of Instruction (SDLMI), providing tips on how to build an integrated system of supports that promotes self-determination for all students, inclusive of students with ESN. Tips include (a) ensuring all students have opportunities to build self-determination, (b) customizing instruction using the SDLMI, (c) aligning SDLMI instruction with academic and transition planning content, (d) finding your SDLMI community, and (e) leveraging SDLMI implementation to enhance collaboration.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116765168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers 学龄前儿童识字活动中多模态表征的通用设计原则
Inclusive Practices Pub Date : 2022-12-29 DOI: 10.1177/27324745221140380
Erika Fundelius, Taryn Wade, Audrey Robbins, Sen Wang, M. A. McConomy, Keisey Fumero
{"title":"Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers","authors":"Erika Fundelius, Taryn Wade, Audrey Robbins, Sen Wang, M. A. McConomy, Keisey Fumero","doi":"10.1177/27324745221140380","DOIUrl":"https://doi.org/10.1177/27324745221140380","url":null,"abstract":"The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123877783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports 支持所有学生自主:在多层次支持系统中运用自主学习教学模式
Inclusive Practices Pub Date : 2022-11-26 DOI: 10.1177/27324745221132478
Sheida K. Raley, Mayumi Hagiwara, Kathryn M. Burke, Jessie C. Kiblen, K. Shogren
{"title":"Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports","authors":"Sheida K. Raley, Mayumi Hagiwara, Kathryn M. Burke, Jessie C. Kiblen, K. Shogren","doi":"10.1177/27324745221132478","DOIUrl":"https://doi.org/10.1177/27324745221132478","url":null,"abstract":"Opportunities for youth with and without disabilities to develop and practice abilities, skills, and attitudes associated with self-determination (e.g., decision-making, goal setting, problem-solving) lead to positive in- and postschool outcomes. However, implementation of whole-school interventions to promote self-determination is complex. A multi-tiered systems of supports (MTSSs) framework can support the identification of solutions to address these complexities to positively impact self-determination outcomes for all students, inclusive of students with extensive support needs (ESNs). In this article, we describe how an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI), can be provided through MTSS to support all students in becoming more self-determined. We translate research into practice by describing how to use universal screening data collected using validated self-determination assessment to guide the delivery of impactful self-determination intervention using the SDLMI across tiers of support in inclusive contexts to enhance self-determination for all students, including students with ESN.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"30 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129914370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Investing in Students With Extensive Support Needs: Steps to Integrate Personal Financial Literacy in Inclusive Settings for Educators, Students, and Families 投资于有广泛支持需求的学生:在教育工作者、学生和家庭的包容性环境中整合个人理财知识的步骤
Inclusive Practices Pub Date : 2022-10-21 DOI: 10.1177/27324745221128931
Krystle E Merry, Fanee R. Webster, Suzanne Kucharczyk
{"title":"Investing in Students With Extensive Support Needs: Steps to Integrate Personal Financial Literacy in Inclusive Settings for Educators, Students, and Families","authors":"Krystle E Merry, Fanee R. Webster, Suzanne Kucharczyk","doi":"10.1177/27324745221128931","DOIUrl":"https://doi.org/10.1177/27324745221128931","url":null,"abstract":"Financial education is vital to improving financial literacy for students with extensive support needs (ESN) to be successful in real-world scenarios and improve financial behaviors. Financial literacy skills should be taught and explored within the mathematics curriculum (Newman et al., 2009) in inclusive settings by both general and special educators with sensitivity to the needs of the students and families. This article introduces a series of steps that allow educators to integrate financial literacy skills in both inclusive school and community-based settings to support students and their families in the process. These steps include (a) assessing financial literacy skills, (b) gathering financial literacy resources, (c) integrating financial literacy activities in inclusive settings, and (d) monitoring and reflecting on financial literacy progress, of all stakeholders including educators, students, and their families. The article also includes financial literacy resources, a sample lesson plan, recommended financial literacy and transition-based learning goals, and guiding questions for families to support financial literacy for students with ESN.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128790274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Failure of Rachel H.: Practical Steps to Desegregating Special Education Systems 《Rachel H.的失败:消除特殊教育系统种族隔离的实际步骤》
Inclusive Practices Pub Date : 2022-10-20 DOI: 10.1177/27324745221105229
B. Elder, Robert J. Borrelle
{"title":"The Failure of Rachel H.: Practical Steps to Desegregating Special Education Systems","authors":"B. Elder, Robert J. Borrelle","doi":"10.1177/27324745221105229","DOIUrl":"https://doi.org/10.1177/27324745221105229","url":null,"abstract":"This practitioner-oriented article uses the vignette of “David,” a disabled Student of Color, to discuss practical steps to desegregate special education systems in the United States. California students seeking inclusion through the courts have had little success under the least restrictive environment test articulated in Rachel H. v. Sacramento City Unified School District (1994). We argue that the Rachel H. test has favored students with the means to unilaterally secure inclusive placements and pursue litigation over those from marginalized communities languishing in restrictive placements. Then, we offer practical steps to reform special education infrastructure in three areas: (a) family and student engagement; (b) evidence-based school and classroom practices; and (c) professional learning for educators.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116159141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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