Focus on exceptional children最新文献

{"title":"Searching for Validated Inclusive Practices: A Review of the Literature.","authors":"Joseph B. Fisher, J. Schumaker, D. Deshler","doi":"10.17161/FOEC.V28I4.6853","DOIUrl":"https://doi.org/10.17161/FOEC.V28I4.6853","url":null,"abstract":"Addressing the educational needs of students with mild disabilities appropriately in general education classrooms is a challenge (e.g. , Baker & Zigmond, 1990; Deshler & Schumaker, 1988; McIntosh, Vaughn, Schumm, Haager, & Lee, 1993). This is understandable given the institutional demands that today's public school teachers face. Teachers at all grade levels are being assigned to teach larger classes of students, are being required to teach more content while increasing student performance on competency exams, and are not being provided additional planning or instructional time to do so (Joint Committee on Teachers Planning for Students with Disabilities, 1995). The challenge of providing appropriate support to students with disabilities is exacerbated by the reality that many teachers have not been trained to use validated instructional practices with exceptional populations (Deshler & Schumaker, 1993). Clearly, placement in mainstream classrooms alone will not guarantee successful outcomes for students with mild disabilities (e.g., Greenwood, Maheady, & Carta, 1991; Zigmond, Jenkins, Fuchs, Deno, Fuchs, Baker, Jenkins, & Couthino, 1995). If students with disabilities are to be successful, teachers need information about educational practices that will allow them to meet these students' needs within the context of the institutional demands present in schools today (Kauffman, 1994). More specifically, teachers need information about inclusive practices that are validated, that benefit most, if not all, students in a class, that allow the integrity of the curriculum to be maintained, and that are practical in terms of time and implementation. The purpose of this review is to help meet this need by describing and critically examining the research on_existing inclusive practices.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788724","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":"Peacemakers: Teaching Students to Resolve Their Own and Schoolmates' Conflicts","authors":"David W. Johnson, Roger T. Johnson","doi":"10.17161/FOEC.V28I6.6855","DOIUrl":"https://doi.org/10.17161/FOEC.V28I6.6855","url":null,"abstract":"Schools are filled with conflicts. Considerable instructional, administrative, and learning efforts are lost because students and faculty often manage their conflicts poorly. The frequency and severity of conflicts seem to be increasing, and for the first time, the category \"fighting, violence, and gangs\" is tied with \"lack of discipline\" for the number-one problem confronting local public schools (Elam, Rose, & Gallup, 1994). Conflicts will not go away. Students are clearly fascinated by and drawn to conflicts. They like to start them, watch them, hear about them, and discuss them. To make schools orderly and peaceful places in which high quality education can take place, conflicts must be managed constructively without physical or verbal violence. To do so, students must be taught to be peacemakers.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"28 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V28I6.6855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44049479","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":"Crisis Intervention with Adolescents with Learning Disabilities.","authors":"M. Putnam","doi":"10.17161/FOEC.V28I2.6851","DOIUrl":"https://doi.org/10.17161/FOEC.V28I2.6851","url":null,"abstract":"Depression and suicide, alcohol and other drug use, teenage sexuality and school dropout, along with many other pressing social issues, place adolescents at risk for social, emotional, and psychological problems. Adolescents often are involved with more than one of these social issues. They attend schools where they are expected to be attentive, complete assignments, learn in a classroom setting, earn credits toward high school graduation, and eventually enter the world of work or attend an institution of higher education. Many adolescents succeed despite their involvement in these social issues, but increasing numbers need social, emotional, and educational interventions aimed at increasing their coping skills or at reducing their involvement. Adolescents with LD are at even greater risk for involvement with these social issues than their nonhandicapped peers. Thus, special education teachers should understand the incidence, possible causes, identification, and appropriate interventions.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"28 1","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45505237","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":"Curriculum Considerations in an Inclusive Environment.","authors":"Cynthia D. Warger, M. Pugach","doi":"10.17161/FOEC.V28I8.6857","DOIUrl":"https://doi.org/10.17161/FOEC.V28I8.6857","url":null,"abstract":"Ms. Grant has taught special education for more than a decade. This year her school moved to an inclusive model. Students who previously had been assigned to Ms. Grant's resource room are going to be included fully in a fifth-grade classroom taught by Ms. Howard. Ms. Grant has collaborated in the past with Ms. Howard, primarily in applying behavior management techniques to solving students' problems. Given this new arrangement, however, she knows that more is needed to support the students' progress.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414748","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":"A Focus on Curriculum Design: When Children Fail.","authors":"Deborah C. Simmons, E. Kameenui","doi":"10.17161/FOEC.V28I7.6856","DOIUrl":"https://doi.org/10.17161/FOEC.V28I7.6856","url":null,"abstract":"In a preview to the \"Reading Report Card,\" U.S. Department of Education Secretary Richard Riley profiled recent national scores indicating that only one-third of high school seniors read proficiently (\"Reading Scores,\" 1995, p. A 7). In addition, approximately 75% of fourth and eighth graders scored below the proficient range-which represents a significant decline in reading performance from previous years. A conspicuous finding revealed that, while scores for the top quarter of students remained stable from previous years, the most significant decline involved children at the bottom of the achievement scale. General and special educators can easily assign faces and names to the children profiled in the national statistics. Some we know as students with specific learning disabilities and language disorders; others are considered at-risk for reading failure, and still others may have no identified disability, yet have consistently struggled throughout their academic careers to keep up with their age-level peers. Though varieties of nomenclature are used to identify these children and many characteristics used to describe their behaviors, their common denominator is failure (Kameenui, 1993). More specifically, they are failing to achieve from traditional curriculum and instruction. This article is devoted broadly to the topic of academic failure, and specifically to the role of curriculum design in either intercepting or exacerbating learning difficulties. A focus on curriculum design does not discount the fact that learners in the bottom of the achievement rankings may differ along biological, neurological, experiential, sociological, and psychological dimensions from those who rank consistently near the top. Rather, this emphasis acknowledges the real differences these learners bring to instruction and to the body of knowledge and science of instruction professional educators possess to address these needs. The emphasis on curriculum design shifts the focus from factors over which teachers have little control (e.g., neurology) to those that are amenable and capable of preventing and remediating failure. Our goals in this article are to (a) provide a demographic and instructional context for the need to attend to curriculum design at both a national and a local level, (b) define and specify the dimensions of curriculum design, ( c) apply curriculum design principles to select academic contents, and (d) discuss implications of poorly designed instruction for students with diverse learning needs.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"28 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47115215","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":"Constructive Classroom Management","authors":"N. Dollard, L. Christensen, K. Colucci, B. Epanchin","doi":"10.17161/FOEC.V29I2.6860","DOIUrl":"https://doi.org/10.17161/FOEC.V29I2.6860","url":null,"abstract":"Teachers in schools today are challenged on many levels as they try to organize and maintain an orderly, harmonious, and stimulating learning environment. Environmental challenges include interruptions from the loudspeaker, student messengers with a myriad of requests, and children leaving and returning from special programs. More troubling challenges stem from the need to help children cope with emotionally difficult situations: alcohol and drug abuse, physical and sexual abuse, separation and divorce of parents, moving, pregnancy, and stress at home such as unemployment. Teachers also face challenges when working with colleagues who don't carry through with their responsibilities, colleagues who are abrasive or indifferent to others and colleagues who hold different opinions about professional issues. In addition, challenges come from the many different roles in which teachers must function: member of the child study team, contributor to the school improvement team, coach for an athletic team, advocate for a child in need, and counselor to parents under stress. To complicate matters further, there are few clear cut or \"right\" ways of addressing these challenges. Like many other fields, education is undergoing some radical changes in philosophy about teaching, learning, and administering schools. Teachers are faced with important and complicated decisions with conflicting and confusing guidelines about how to respond. Eitzen (1992) believes we are in the midst of \"one of the most profound transformations in history, similar in magnitude and consequence to the Industrial Revolution\" (p. 586). He said that \"several powerful forces are converging to transform the U.S. economy by redesigning and redistributing jobs, exacerbating inequalities, reorganizing cities and regions, and profoundly affecting families and individuals\" (p. 586). Based on the assumption that families and individuals are shaped in fundamental ways by their economic situation, he predicts the changing economic picture is certain to have an adverse impact on many families, which in turn will have an impact on our schools.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V29I2.6860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47215381","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":"Eight Myths about Special Education.","authors":"J. Kauffman, Patricia L. Pullen","doi":"10.17161/FOEC.V28I5.6854","DOIUrl":"https://doi.org/10.17161/FOEC.V28I5.6854","url":null,"abstract":"Myths about disabilities and about special education are common in the public mind (Hallahan & Kauffman, 1994). Too often, myths find their way into the perceptions and professional practices of special educators as well. Myths are alluring beliefs; they express something of our fears and hopes. Nevertheless, replacing myths with facts is important, as perceptions and practices based on fictions can have s.,ri<'''\" r~gative consequences. Understanding the attraction of myths is important, too, for myths si, 1. 1 , remind us of the realities we need to address. A myth typically grows out of the observation of a significant problem and a desire to address it, and the fraction of truth from which the myth grows is a fragment that must not be lost in our attempt to correct a misunderstanding. The partial truth of a myth makes it hard to combat. A myth is distinguished from reality by its overgeneralization, distortion, or misapplication of fact. The fragment of truth embedded in a myth is much harder to discount than pure fantasy or a full-blown lie. For this reason, in a court of law we may be asked to swear to tell \"the truth, the whole truth, and nothing but the truth.\" We recognize that partial truths are as damaging as complete untruths, if not more so. For purposes of our discussion, we define a myth as a partial truth that is accepted uncritically, especially in the support of existing or proposed practices. The number of myths influencing special education practice and policy greatly exceeds the number we can discuss in this article. We have chosen only eight that we think are particularly important. For each of these, we first discuss the origins of the partial truth of the myth. Then we describe some of the negative consequences of maintaining the myth and present what we believe to be the whole truth that should replace the myth. We end our discussion of each myth with statements about what the myth should remind us to do, a call to be mindful of the problem or concern that gave rise to the myth, which must be recognized in any attempt to replace the myth with the whole truth. For the first six myths we provide anecdotes, drawn from our own professional experiences, that run counter to the myths. For the last two myths we provide illustrative quotations from the professional literature. We caution that our anecdotes alone do not provide sufficient evidence to refute the myths. They serve primarily to connect our discussion of the myths to actual teaching experience. Myths themselves often arise from and are perpetuated by anecdotes, and we must be aware that anecdotes alone can be seriously misleading. Ultimately, correcting a myth requires accumulating reliable empirical data and careful logical analysis.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"28 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42597568","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":"Co-Teaching: Guidelines for Creating Effective Practices.","authors":"L. Cook, M. Friend","doi":"10.17161/FOEC.V28I3.6852","DOIUrl":"https://doi.org/10.17161/FOEC.V28I3.6852","url":null,"abstract":"Database: The link information below provides a persistent link to the article you've requested. Persistent link to this record: Following the link below will bring you to the start of the article or citation. Cut and Paste: To place article links in an external web document, simply copy and paste the HTML below, starting with \"<a href\" To continue, in Internet Explorer, select FILEthen SAVE AS from your browser's toolbar above. Be sure to save as a plain text file (.txt) or a 'Web Page, HTML only' file (.html). In Netscape, selectFILE then SAVE AS from your browser's toolbar above.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","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.V28I3.6852","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48462785","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":"Leadership and the Gifted","authors":"F. Karnes, Suzanne M. Bean","doi":"10.17161/FOEC.V29I1.6859","DOIUrl":"https://doi.org/10.17161/FOEC.V29I1.6859","url":null,"abstract":"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"29 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V29I1.6859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41610104","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":"Management of Aggressive and Violent Behavior in the Schools.","authors":"Robert B. Rutherford, Jr., C. M. Nelson","doi":"10.17161/FOEC.V27I6.6846","DOIUrl":"https://doi.org/10.17161/FOEC.V27I6.6846","url":null,"abstract":"Aggressive and violent behaviors are increasing among children and youth in America's schools. Although many children and adolescents occasionally exhibit aggressive and sometimes antisocial behaviors in the course of development, an alarming increase is taking place in the significant number of youth who confront their parents, teachers, and schools with persistent threatening and destructive behaviors. Students who exhibit chronic patterns of hostile, aggressive, and defiant behaviors frequently are characterized as having oppositional disorders or conduct disorders (Kazdin, 1987; Home & Sayger, 1990), and their behaviors are increasingly identified as antisocial (Walker, Colvin, & Ramsey, 1995). The Diagnostic and Statistical Manual of Mental Disorders (DSM-Ill-R) (American Psychiatric Association, 1987) defines oppositional defiant disorder as","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"27 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V27I6.6846","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46744437","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}