Focus on exceptional children最新文献

{"title":"Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms.","authors":"Marie C. Keel, H. Dangel, Sherie H. Owens","doi":"10.17161/FOEC.V31I8.6769","DOIUrl":"https://doi.org/10.17161/FOEC.V31I8.6769","url":null,"abstract":"Of the many changes taking place in the field of education, one of the most significant is the movement toward inclusion (McLeskey, Henry, & Hodges, 1998). Students with mild disabilities are being served in the general education classroom to a greater extent. In addition to students with identified disabilities, many students are considered at risk for disabilities. To provide effective instruction for this wide array of students, general educators must be armed with the knowledge and skills to provide assessment and intervention strategies that are potent, yet efficient enough to be implemented in the general education classroom . . Research evidence on effective strategies for increasing the academic achievement of students with mild disabilities in inclusion classes is limited (Fisher, Schumaker, & Deshler, 1996). Relatively few studies have been conducted in inclusion settings, and the results are often disappointing and meager (Baker & Zigmond, 1995; Zigmond et al., 1995). In a multi-state study of the effectiveness of restructuring schools to provide effective inclusion programs, nearly half of the students with mild disabilities continued to fall farther behind (Zigmond et al., 1995). Although many texts are devoted to inclusion practices (Kochhar & West, 1996; McCoy, 1995; Meyen, Vergason, & Whelan, 1996; Stainback & Stainback, 1990, 1992, 1996; Thousand, Villa, & Nevin, 1994; Villa, Thousand, Stainback, & Stainback, 1992; Wang, 1992; Zionts, 1997), few provide specific information regarding academic interventions for students with mild disabilities in the general education classroom. Lawrence (1988) does provide some basic guidelines for teachers, such as using a set schedule, developing clear rules and expectations, being consistent, providing clear directions, structuring transition times, and developing positive relationships with parents. Some instructional strategies recommended for inclusion include, but are not limited to, direct instruction for the acquisition of new skills, peer tutoring, cooperative learning, and self-instructional strategies (Lawrence, 1988; Vergason & Anderegg, 1991). In this article we will discuss inclusion intervention strategies and provide a rationale for each.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44996989","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}

{"title":"School Violence and Disruption: Rhetoric, Reality, and Reasonable Balance.","authors":"P. Leone, M. Mayer, K. Malmgren, Sheri M. Meisel","doi":"10.17161/FOEC.V33I1.6777","DOIUrl":"https://doi.org/10.17161/FOEC.V33I1.6777","url":null,"abstract":"During the past few years the specter of school violence has caused many parents, teachers, and administrators to rethink their basic assumptions about the safety of schools. Tragic and senseless shootings of students by students in public schools in the United States have left us stunned and distraught. Images of school shootings and the demand that schools become safe for all children have shaped responses by politicians, parents, and school administrators (Sheley, 2000). Recent and widely publicized school shootings raise a number of questions: Are public schools less safe than they were 10 years ago? Twenty years ago? Can teachers teach and children learn in an atmosphere where concerns about safety interfere with instruction and management? In addition to these questions, parents and others want to know who has been involved in these school shootings and whether schools have taken steps to ensure that these incidents don't happen in their schools. Most parents and members of communities believe that schools should be places where children develop intellectually and socially. The idea that school violence, in whatever form, interferes with the orderly operation and safety of schools is anathema to the public. Beyond concerns about physical injury to children, disruption of the school environment interferes with others' learning and can create a climate of fear in which children avoid school or engage in behaviors to protect themselves (Chandler et al., 1998). There is also the concern that minor problems, if ignored, will escalate into major events. The most current data on school violence and youth victimization in the United States indicate that violence has been declining since 1993. Data reported by the Federal Bureau of Investigation as part of the Uniform Crime Reports (Rand, 1998), as well as students' self-report of victimization that are part of the National Crime Victimization Surveys (Brener et al., 1999), indicate that violence perpetrated by and against youth continues to fall. In spite of this, many segments of the public believe that school violence is increasing (Brooks, Schiraldi, & Ziedenberg, 2000). Some of this rnisperception may be associated with the widely publicized school shootings at Columbine High School in Colorado and similar incidents in Kentucky, Oregon, and Michigan in the past few years.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V33I1.6777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47268363","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}

{"title":"Secondary Inclusion Programs for Students with Mild Disabilities.","authors":"C. Cole, J. McLeskey","doi":"10.17161/FOEC.V29I6.6752","DOIUrl":"https://doi.org/10.17161/FOEC.V29I6.6752","url":null,"abstract":"The movement toward more inclusive school programs has resulted in increasing numbers of students with mild disabilities (learning disabilities, mild mental retardation, and behavior disorders) who are educated in general education classroom settings (Es pin & Foegen, 1996; Guterman, 1995; Scanlon, Deshler, & Schumaker, 1996; Smith, Polloway, Patton, & Dowdy, 1995). Although the effectiveness of inclusive school programs has remained controversial (Fuchs & Fuchs, 1994; McLeskey & Waldron, 1995; Zigmond et al., 1995), the movement toward these programs seems to be continuing unabated. Until recently, much of the emphasis in the professional literature regarding inclusion focused on programs in elementary schools. Many of the efficacy studies that have been used to support inclusion have been conducted in elementary schools, and the model programs that have been described have primarily been elementary programs (Affleck, Madge, Adams, & Lowenbraun, 1988; Banerji & Dailey, 1995; Bear & Proctor, 1990; Zigmond, et al., 1995). Indeed, it seems likely that many more inclusion programs have been developed in elementary schools, and secondary schools have been much slower in moving toward developing and implementing these programs.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"29 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V29I6.6752","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48615368","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}

{"title":"Teaching Science as Social Science: A Curriculum Focus for Adolescents with Mild Disabilities.","authors":"T. Bryan, C. Warger","doi":"10.17161/FOEC.V30I7.6760","DOIUrl":"https://doi.org/10.17161/FOEC.V30I7.6760","url":null,"abstract":"From Benjamin Franklin and his kite to Ronald Reagan and star wars, we have had faith in science and technology to solve the serious problems that confront society. Increasingly, we have extended our belief in scientific solutions to our personal lives, where scientific studies tell us how to live longer, healthier, more beautiful lives. Thanks to science, we also now know how to evaluate our personalities to ensure more passionate love lives and greater business acumen. And, though we are not likely to be cloned in the near future, with the help of science, we can foster traits in our children that will make our ancestors proud. But the advances we have witnessed and rely upon in science do not reside solely in the natural and physical branches. The social sciences probably are the most ubiquitous in our daily lives. Examples abound. Social science methods play a strong role in government as politicians use surveys routinely to test and to sway public opinion. Lawyers hire social scientists to help select members of a jury, as well as analyze jurors' behaviors during trials. The FBI established a social science division to develop profiles of terrorists. Businesses employ ethnographers to observe customers' buying habits-information that is used to improve merchandising strategies. Large retail stores have hired social scientists to \"mine\" sales data, from which to glean unique buying trends and preferences. (One store learned that disposable diapers and beer were the biggest sellers on Thursday nights.) Health-care providers have conducted studies to determine the impact of humor on health. Even movie producers sometimes conduct studies to determine the most crowd-pleasing ending for a film. To successfully navigate a society that increasingly relies on the social sciences to influence our thinking and actions requires a strong knowledge base in the domain. Our decisions must be informed; otherwise we simply will fall prey to those who seek to gamer our attention, sympathies, and dollars for profit. Moreover, we must help our children develop the knowledge and tools to cope in society. When enticing someone to buy their product, marketers do not discriminate by age. Children probably are bombarded as frequently as adults with television and radio ads to persuade them to purchase the latest products. To ask critical questions is not enough. We also have to recognize how information might be biased in how it is presented, collected, and interpreted. The need for knowledge and analytic tools is even greater for children because of the daily pressure that confront them. They are pressured to do and not to do things such as smoke, drink alcohol, take drugs, have sex, and join gangs.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45459189","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}

{"title":"Fostering the Literacy Development of Latino Students.","authors":"Robert T. Jiménez","doi":"10.17161/FOEC.V34I6.6789","DOIUrl":"https://doi.org/10.17161/FOEC.V34I6.6789","url":null,"abstract":"The literacy achievement gap between White and Latino students has remained relatively static, as has progress in literacy for Latino students (NCES, 1998a). Valencia (1991) has written about what he calls the persistent, pervasive, and disproportionate academic failure of Chicano students. Valencia's assessment could reasonably be extended to other groups of Latino students, particularly those of Puerto Rican descent and also, possibly, students from Central American backgrounds. Latino students have attracted the attention of educators, legislators, and the public in general because Latinos now constitute the largest group of minority students in U.S. schools, calculated at 13.5 percent of the total (NCES, 1998b). Latinos experienced a 59 percent growth rate during the 1990s (Pace, 2001). Invariably, many students who are English language learners and who also are having difficulties with literacy will have contact with professionals in special education (Allington, 1989; Gersten, Brengelman, & Jimenez, 1994). This is partly because of the high rate of growth of limited English proficient (LEP) students in regions and cities that have not previously served this population. Of concern is that the professional development necessary to effectively address the needs of students from culturally and linguistically diverse backgrounds is not widely available. Because special education teachers often are called upon when students fail to \"learn on schedule\" or at what is considered an appropriate pace considering their age, they need information and support if they are to serve as student advocates. Cummins (1986) argues persuasively that students from language minority backgrounds are either empowered or disabled to the extent that \"professionals involved in assessment become advocates for minority students rather than legitimizing the location of the problem in the student\" (p. 21). Advocacy, of course, requires more than simply good intentions. Professionals who are effective in working with second language learning students are familiar with the unique learning needs of this population.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"34 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44563437","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}

{"title":"Self-determination and quality of life: Implications for special education services and supports","authors":"M. Wehmeyer, R. Schalock","doi":"10.17161/FOEC.V33I8.6782","DOIUrl":"https://doi.org/10.17161/FOEC.V33I8.6782","url":null,"abstract":"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"33 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V33I8.6782","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49531845","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}

{"title":"Managing Inclusive Instructional Settings: Technology, Cooperative Planning, and Team-Based Organization.","authors":"J. Langone","doi":"10.17161/FOEC.V30I8.6762","DOIUrl":"https://doi.org/10.17161/FOEC.V30I8.6762","url":null,"abstract":"As we move closer to the beginning of a new century, instructional options for students with disabilities are becoming more prevalent in classes frequented by their typical peers. Over the past 10 years, reform in education has stimulated a commitment by many general and special educators to teach learners with disabilities in natural educational environments. The commitment to teach students entirely in general education classes is by no means universal, and debates rage on concerning the appropriateness of such options for all learners with special needs (Cipani, 1995). The willingness, however, to determine if total inclusion is a viable option for students is now more prevalent than ever before. From the inception of PL 94-142 in the mid 1970s to the current reauthorization of the Individuals with Disabilities Education Act (IDEA), the concept of least restrictive environment (LRE) has been the cornerstone for understanding the current move toward more inclusive environments for students with special needs. In the past, parents and professionals occasionally misinterpreted the philosophy of the LRE. Basically, living and learning in the least restrictive environment means that individuals with disabilities have the right to participate in environments as close to normal as possible. Each situation is determined by a student's strengths and weaknesses. Originally, the principle of least restrictive environment was developed to offset the practice of placing learners in self-contained settings when their needs did not dictate placement in those environments (Langone, 1990). In addition, the principle of LRE held that individuals in residential settings should have educational goals designed to assist them in moving to less restrictive settings as soon as possible. The principle of least restrictive environment applies to all learners. For example, students with mild cognitive disabilities who have the skills to participate in general classes with support from special educators should be placed there fulltime. Similarly, learners with severe disabilities should not be placed in residential programs if they can benefit from being in public school classes. As a philosophy, least restrictive environment has emphasized the fluid nature of special education programs, and this philosophy can be considered the prelude to the current inclusive movement. For many reasons, inclusive environments have become increasingly popular in school systems across the United States. Some of these reasons are supported by research, and others","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"30 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V30I8.6762","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47945202","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}

{"title":"Assistive Technology and Students with Mild Disabilities","authors":"Dave Edyburn","doi":"10.17161/FOEC.V32I9.6776","DOIUrl":"https://doi.org/10.17161/FOEC.V32I9.6776","url":null,"abstract":"The use of technology in special education technology has evolved considerably in the 1990s. Therefore, it is somewhat surprising that literature searches using the descriptors \"assistive technology\" and \"mild disabilities\" yield few articles (Behrmann, 1994; Bryant, Bryant, & Raskind, 1998, Raskind, Higgins, Slaff, & Shaw, 1998), book chapters (Okolo, 2000), and conference papers (Edyburn, 1996), given the prevalance of assistive technology and the fact that mild disabilities are high-incidence. Despite the explosion of products and developments in the marketplace, the profession to date, has been slow to recognize the need to integrate state-of-the-art technology into special education programs and services for students with mild disabilities. One possible explanation for the limited attention to assistive technology and mild disabilities is that the area is still in its infancy. This perspective can be supported from a historical viewpoint as well as a policy perspective. Historically, assistive technology devices and services have been associated with individuals who have physical and sensory impairments and moderate or severe needs. As special educators were introduced to assistive technology in the forms of alternative keyboards, switches, and Braille printers, it is understandable that the application of these tools for students with mild disabilities were not readily apparent. New language in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (Public Law 105-17) however, now requires that assistive technology be considered when planning the individualized education program (IEP) of all students with disabilities. Thus, the 1997 reauthorization of IDEA serves as a marker event defining a new era relative to mild disabilities and assistive technology. The purpose of this article is to provide an in-depth review of research, policy, and practice relative to the use of assistive technology by students with mild disabilities. It is organized into four sections.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"32 1","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V32I9.6776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46270174","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}

{"title":"Teaching Writing Strategies and Self-Regulation Procedures to Middle School Students with Learning Disabilities.","authors":"S. D. L. Paz","doi":"10.17161/FOEC.V31I5.6766","DOIUrl":"https://doi.org/10.17161/FOEC.V31I5.6766","url":null,"abstract":"In 1992, the U.S. Department of Education awarded a major grant to the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) to define content standards for the English language arts, grades K-12. After more than 3 years and the involvement of thousands of contributors (including teachers, parents, administrators, researchers, and policy analysts), a set of 12 standards was established, defining what the IRA and NCTE believe students should know and be able to do with language by the time they complete their secondary schooling (NCTE/IRA, 1996). These standards, though listed as a set of 12 interrelated ideas, can be subgrouped into areas of understanding (via reading and appreciating text from a variety of cultures, ethnic groups, and so on), language use (including spoken, written, and \"visual\" language), conducting research (to pose and answer problems via a variety of informational sources), and lifelong learning (as a member of a literate community and for individually set purposes). Three of the English content standards relate directly to written language proficiency, although each was written more broadly to include other forms of language use as well.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"31 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V31I5.6766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44216723","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}

{"title":"Attention Deficit Hyperactivity Disorder: Effective Methods for the Classroom.","authors":"R. Reid","doi":"10.17161/FOEC.V32I4.6773","DOIUrl":"https://doi.org/10.17161/FOEC.V32I4.6773","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD) is estimated to affect from 3 to 5 percent of school-age children (APA, 1994). ADHD currently is conceptualized as a neuropsychological disorder that has a strong genetic component but that also is affected by environmental factors (Barkley, 1998). Although a number of promising lines of research are emerging, at present the cause(s) of ADHD remains uncertain (Barkley, 1998). Children who exhibit the behaviors characteristic of ADHD often have difficulty attending to tasks, remaining seated, and resisting distractions, and they often act impulsively (APA, 1994). In addition, children with ADHD may be noncompliant or aggressive, or may exhibit other disruptive behaviors. Children with ADHD also are more likely than their peers to have academic problems. Research suggests that, in school-based samples, around 50% of children with ADHD will qualify for special education, the majority of whom qualify under either the Learning Disability or Behavioral Disorders category (Reid, Maag, Vasa, & Wright, 1994), and most children with ADHD also should qualify for service under Section 504 (Reid & Katsiyannis, 1995). ADHD, however, is not strictly a special education problem. Most children with ADHD will spend most of their time in the general education classroom (Reid, Maag, Vasa, & Wright, 1994). Thus, effectively working with children with ADHD demands attention to both the general education and special education environments. At present, a multimodal approach to ADHD treatment is the most widely accepted approach (e.g., Barkley, 1998; DuPaul & Stoner, 1994). The model includes four major areas in which intervention may be addressed: (a) educational accommodations, (b) promoting appropriate behavior, ( c) medical management, and ( d) ancillary support services for children and parents (e.g. counseling, parental support groups). This article will focus on two facets of ADHD treatment: educational accommodations and interventions for promoting appropriate behavior. These areas are the ones in which the teacher, whether special education or general education, will be directly involved. The purpose of this article is to present a compendium of best practices recommended by research and practical experience.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"32 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V32I4.6773","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47671924","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}