Focus on exceptional children最新文献

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Celebrating Special Education Research 庆祝特殊教育研究
Focus on exceptional children Pub Date : 2024-06-10 DOI: 10.17161/foec.v48i1.22430
Joan E. McLaughlin
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引用次数: 0
Editorial: Celebrating Stan Love and the Pioneering Spirit of Special Education Research 社论:纪念斯坦-勒夫和特殊教育研究的开拓精神
Focus on exceptional children Pub Date : 2024-06-10 DOI: 10.17161/foec.v48i1.22431
L. Dieker
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引用次数: 0
The Future of “Disability:” The Evolution of the Concept and the Experience “残疾”的未来:概念与经验的演变
Focus on exceptional children Pub Date : 2019-08-26 DOI: 10.17161/foec.v46i1.11753
P. Ferguson
{"title":"The Future of “Disability:” The Evolution of the Concept and the Experience","authors":"P. Ferguson","doi":"10.17161/foec.v46i1.11753","DOIUrl":"https://doi.org/10.17161/foec.v46i1.11753","url":null,"abstract":"Phil Ferguson commented on his article via video.  See his Take.  (Or click on the embedded video button on the left to see what he has to say.) \u0000 ","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378673","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: 2
Matching Strategies with Performance in Facilitating Generalization 促进泛化性能的匹配策略
Focus on exceptional children Pub Date : 2018-04-13 DOI: 10.17161/FOEC.V22I8.7524
N. Haring, K. Liberty
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引用次数: 1
Providing Education to Students with Complex Health Care Needs. 为有复杂保健需要的学生提供教育。
Focus on exceptional children Pub Date : 2018-04-13 DOI: 10.17161/FOEC.V22I7.7523
D. Lehr
{"title":"Providing Education to Students with Complex Health Care Needs.","authors":"D. Lehr","doi":"10.17161/FOEC.V22I7.7523","DOIUrl":"https://doi.org/10.17161/FOEC.V22I7.7523","url":null,"abstract":"Ever since enactment of the· Education for All Handicapped Children Act (PL 94142) in 1975, school districts have been opening their doors to students who pose greater and greater challenges to their teachers and administrators. The newest challenge is that of providing education to students with complex health care needs (Sirvis, 1988; Viadero, 1987). There has been a long tradition of providing education to students with chronic illnesses such as diabetes, asthma, spina bifida, sickle cell anemia, hemophilia, cystic fibrosis, and muscular dystrophy (cf. Hobbs, Perrin & Ireys, 1985; Kleinberg, 1982). But typically when those students' conditions progressed to the point that they needed health care services such as catheterization, respiratory therapy, tube feeding ventilation or oxygen, they were hospitalized or remained at home and did not attend school. The school(s) usually made adjustments for their absences or provided home or hospital instruction until their condition improved. Now students are not automatically removed from schools for prolonged periods when they need complex health care services. After their medical conditions stabilize, students with chronic illnesses or other complex health care needs requiring specialized, skilled care, and possibly medical technology to support them, are coming to today's schools. Schools may have to take measures to ensure that serious communicable diseases are not spread within the school. The special needs student may require apnea monitoring, tube feeding, mechanical or machine suctioning, mechanical ventilation, oxygen; or other health care that is different, and often much more complex, than the schools typically have provided in the past. Kathy, an 8-year-old student, is an example of such a child currently attending a public school. She was a healthy, normally developing child until age 2, when she wandered out of the family's summer cottage and found her way to the lake, where she nearly drowned. Kathy was in a coma for 4 weeks. Upon discharge from the hospital after regaining consciousness, Kathy was no longer able to walk, talk, or eat by herself. Kathy has difficulty swallowing and coughing-processes necessary to deal with food and saliva present in her mouth and throat. Consequently, Kathy cannot eat food by mouth, but instead is fed through a tube that enters directly into her stomach. Because she is unable to deal with the build-up of saliva and mucus in her mouth and throat, especially when she gets a cold, those fluids must be removed frequently by use of a suctioning machine. The machine has a long tube that is inserted into her mouth, and into her throat, when necessary, to remove the ~excessive fluid.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"22 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2018-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44512817","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: 2
CURRICULUM DEVELOPMENT FOR EXCEPTIONAL CHILDREN: A FOCUS ON EVALUATION 特殊儿童课程发展:注重评价
Focus on exceptional children Pub Date : 2018-03-12 DOI: 10.17161/fec.v1i3.7247
Louis F. Brown
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引用次数: 0
GENERAL PRINCIPLES AND GUIDELINES IN "PROGRAMMING" FOR SEVERELY HANDICAPPED CHILDREN AND YOUNG ADULTS 重度残疾儿童和年轻人“节目编排”的一般原则和指南
Focus on exceptional children Pub Date : 2018-02-26 DOI: 10.17161/FOEC.V8I2.7119
N. Haring, A. Hayden, G. R. Beck
{"title":"GENERAL PRINCIPLES AND GUIDELINES IN \"PROGRAMMING\" FOR SEVERELY HANDICAPPED CHILDREN AND YOUNG ADULTS","authors":"N. Haring, A. Hayden, G. R. Beck","doi":"10.17161/FOEC.V8I2.7119","DOIUrl":"https://doi.org/10.17161/FOEC.V8I2.7119","url":null,"abstract":"Developing programs for severely handicapped persons has become the challenging responsibility of educators. While it would be foolhardy to insist that educators alone can or should implement programs designed for severely handicapped persons, this fact remains: As a result of recent legislative mandates, court decisions, and accompanying social trends for change, educators are now on the front line in efforts to change centuries of neglect and mismanagement of severely handicapped persons. And they are the only professionals required by law to be there. If the challenge is immense, so are its attractions. It would be hard to imagine a more interesting set of problems to try to solve or questions to address. We have purposely chosen to use the term \"program\" in this paper since it emphasizes both the process and the content required in planning classes for severely handicapped pupils. \"Programming\" as a process requires, first, the application of principles which may be as old as time but which were first formally articulated earlier in this century and, interestingly, which were applied as long as two decades ago to the instruction of institutionalized severely handicapped persons. As educators have become more experienced in teaching severely handicapped children, they have become aware that the increased precision made possible by systematic arrangement of instructional cues, following the principles of programmed instruction, has powerfully increased the effectiveness of the instruction of these children and young adults. Second, in applying these principles to educational programming in classrooms rather than in institutions, it is necessary to expand traditional practices extensively. For instance, in our curricula, we now need to include behaviors which have rarely before been included in \"school\" curricula, behaviors which may occur in infancy, including respondents. Moreover, there is now an additional person with a significant role in the classroom-the parent.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48975966","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
Facilitated Communication and Children with Disabilities: An Enigma in Search of a Perspective. 促进沟通与残疾儿童:寻找视角的谜。
Focus on exceptional children Pub Date : 2017-12-08 DOI: 10.17161/FOEC.V27I9.6849
R. Simpson, B. Myles
{"title":"Facilitated Communication and Children with Disabilities: An Enigma in Search of a Perspective.","authors":"R. Simpson, B. Myles","doi":"10.17161/FOEC.V27I9.6849","DOIUrl":"https://doi.org/10.17161/FOEC.V27I9.6849","url":null,"abstract":"As defined by Crossley (1988, 1992a) and Bilden (1990, 1992), facilitated communication is an augmentative communication method that permits individuals with severe disabilities such as autism to demonstrate unanticipated, and in some instances extraordinary, communication skills. Sustained by hand-over-hand support or other types of physical assistance from an individual without disabilities, people with disabilities who are thought to have limited communication ability purportedly are able to type thoughts and ideas, using facilitated communication, that are nothing short of remarkable. After only minimal experience with facilitated communication, individuals with severe disabilities allegedly have communicated that they have normal intelligence and adept social skills and knowledge. Other individuals reportedly have revealed that through facilitated communication, they are for the first time in their lives able to communicate. Still, others with severe disabilities purportedly have communicated that they are trapped within a body that prohibits them from moving or communicating with others competently because of a condition known as global apraxia (Biklen & Schubert, 1991; Calculator, 1992). Biklen (1992) proposed that individuals with global apraxia might seem to have severe language deficits and mental retardation in spite of having intact language processing abilities and normal intelligence. Thus, when afforded facilitated communication, these individuals demonstrate normal intelligence and advanced social skills, literacy, and communication abilities. MAY 1995","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"27 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V27I9.6849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46067994","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: 6
Individualized Education Program: Considering the Broad Context of Reform. 个性化教育计划:考虑改革的大背景。
Focus on exceptional children Pub Date : 2017-12-08 DOI: 10.17161/FOEC.V28I1.6850
Stephen W Smith, Mary T. Brownell
{"title":"Individualized Education Program: Considering the Broad Context of Reform.","authors":"Stephen W Smith, Mary T. Brownell","doi":"10.17161/FOEC.V28I1.6850","DOIUrl":"https://doi.org/10.17161/FOEC.V28I1.6850","url":null,"abstract":"The individualized education program (IEP) is the cornerstone of federal legislation that mandates the right to an educational opportunity for students with disabilities. The IEP is the vehicle that elaborates the right to an appropriate education and dictates the measures needed to achieve \"specially designed instruction.\" It is a quasi-contractual agreement that presumably guides, orchestrates, and documents an educational career based on a student's unique academic and social needs. Without question, the Education for All Handicapped Children Act of 197 5 and the most recent reauthorization by Congress in 1990 known as the Individuals with Disabilities Education Act (IDEA) brought about much needed change in educational programs for students with disabilities. Conceptually, IDEA intended to reorient the goals of school personnel, parents, and students to obtain new outcomes. The IEP process arranged a way for professionals and parents to work together in achieving new educational priorities for students with disabilities based on equitable decision making and individual rights. As a result, the effectiveness of IDEA lies in the effectiveness of the IEP in the way it is \"perceived, conceived, and carried out\" (Kaye & Aserlind, 1979, p. 138). Thus, the importance of the IEP in directing, documenting, and facilitating collaboration of a student's education cannot be minimized or ignored. Since passage of IDEA, researchers have scrutinized the IEP document for procedural compliance and quality indicators. From these analyses researchers found the IEP process and document to be ineffective, incomplete, and faulty (e.g., Comptroller General of the United States, 1981; Pyecha et al., 1980; Smith, 1990b). Smith and Simpson (1989), for example, reported procedural faults in over half of the 214 IEPs of students with behavioral disorders, as well as low numbers of behavioral goals, few objectives met, and substantial deficits in the link between performance standards and annual goals. In another study, Smith (1990a) found similar procedural and substantive deficits that undermine the validity, reliability, and accuracy of the IEP document. Research findings thus have highlighted the functioning of IEPs and questioned the value of continuing the current IEP process (Smith & Simpson, 1989; Smith, 1990b ). As it stands, IEPs have become what Neal and Kirp (1985) describe as \"a narrow approach in which law and procedures become ends in themselves and substantive goals are lost in mechanical adherence to form\" (p. 66).","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"28 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46069814","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
Classification and Dynamic Assessment of Children with Learning Disabilities. 学习障碍儿童的分类和动态评估。
Focus on exceptional children Pub Date : 2017-12-08 DOI: 10.17161/FOEC.V28I9.6858
H. Swanson
{"title":"Classification and Dynamic Assessment of Children with Learning Disabilities.","authors":"H. Swanson","doi":"10.17161/FOEC.V28I9.6858","DOIUrl":"https://doi.org/10.17161/FOEC.V28I9.6858","url":null,"abstract":"The number of children classified as leami!1g disabled has increased substantially over the last 20 years. In 1976, 783,000 children were identified with learning disabilities (LD). By 1992-93, the LD population topped'.\" . J ·lion.These children currently comprise almost half of all the placements into special education (U.S. Office of Education, 1994). Approximately 120,000 students each year are tagged as having learning disabilities, a number equal to all Americans who have contracted AIDS, hepatitis, and tuberculosis combined in 1995. Based on these figures, one could argue that the classification of crJldren with learning disabilities is epidemic. As Roush (1995) stated in \"Arguing Over Why Johnny Can't Read.\" an article published in Science, \"if learning to read and write or do math at expected levels were a disease, then American school children would be in the middle of an epidemic·· fp. 1986). This is a costly epidemic because public schools spend approximately $8,000 a y~ar to educate an LD student, compared to $5,500 for a nondisabled student. One direct means to deal with this epidemic is to improve the classification of children suspected of having learning disabilities. This chapter focuses on the application of dynamic testing procedures to the classification of children suspected of LD. Two important assumptions about such children are MAY 1996","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"28 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V28I9.6858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44392876","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: 2
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