Focus on exceptional children最新文献

{"title":"Curriculum-Based Measurement in Middle and High Schools: Critical Thinking Skills in Content Areas.","authors":"G. Tindal, Victor Nolet","doi":"10.17161/FOEC.V27I7.6847","DOIUrl":"https://doi.org/10.17161/FOEC.V27I7.6847","url":null,"abstract":"Since its inception, curriculum-based measurement (CBM) research and practice have developed in a number of areas, with the primary purpose of validating instructional programs (Deno, 1990). In general, however, CBM has been confined to the basic skill areas and has been studied and implemented in elementary schools. When used within middle and high schools, the emphasis has been on basic skills or general classroom functioning (Espin & Deno, 1993; Tindal & Germann, 1991 ). In this article we take the major tenets of CBM and extend them into content area learning, the primary concern of middle and high schools. To develop this extension adequately, though, we must consider the essential features of CBM and compare it with other forms of measurement currently represented in the wave of alternative assessments.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"27 1","pages":"1-22"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V27I7.6847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47225550","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":"Developmentally Appropriate Practice: A Critical Analysis as Applied to Young Children with Disabilities.","authors":"J. Carta","doi":"10.17161/FOEC.V27I8.6848","DOIUrl":"https://doi.org/10.17161/FOEC.V27I8.6848","url":null,"abstract":"In 1987 the National Association for the Education of Young Children (NAEYC) published guidelines for developmentally appropriate practice (DAP) to clarify types of activities the association deemed appropriate for children between birth and age 8 (Bredekamp, 1987). The document was constructed primarily in reaction to the \"increasingly pervasive pressure for programs to conform to an academic model of instruction typical of programs designed for older children\" (New & Mallory, 1994, p. 1). The NAEYC description of developmentally appropriate practice was organized around two major dimensions: the principle of age appropriateness (\"that learning environments, teaching practices, and other program components should be planned based on what is generally to be expected of children of various ages and stages\") (Bredekamp, 1993, p. 261) and the principle of individual appropriateness (that \"adaptations should be made for the wide range of differences between individual children\") (Bredekamp, 1993, p. 261). What was left unsaid but is still evolving is the manner in which these two principles come together to assist teachers in the organization and implementation of educational practices for young children with diverse abilities. For example, many people have interpreted the guidelines to mean that development in all children should be facilitated the same way: through certain conditions such as self-initiated and self-directed activity and through the teachers' provision of materials and activities that support children's play (Carta, Schwartz, Atwater, & McConnell, 1991; Grossen, 1993; Lubeck, 1994). However, that is not the intent of the DAP guidelines. Unfortunately, although the DAP guidelines provide specific information regarding the age appropriateness principle detailing the types of materials and activities that are suitable for children of different ages, the guidelines are much less explicit in addressing how teachers should address the individually appropriate principle. As a consequence, teachers have been unclear about when to digress from age appropriate practices and how to modify teaching practices to address children's individual needs. This issue of how and when to individualize is of critical importance for teachers who are charged with educating young children with diverse needs. This article discusses some of the basic premises and misconceptions that exist about developmentally appropriate practice and examines how the premises and practices of DAP diverge and overlap with recommended practices for teaching young children with disabilities. Specific instructional strategies that have proven to be effective for teaching young","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"27 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2017-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V27I8.6848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45869998","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":"Preferred and Promising Practices for Social Skills Instruction","authors":"G. Sugai, Timothy J. Lewis","doi":"10.17161/FOEC.V29I4.6862","DOIUrl":"https://doi.org/10.17161/FOEC.V29I4.6862","url":null,"abstract":"Teaching children and youth to be socially competent is a central theme within schools. As Odom, McConnell, and McEvoy (1992) stated, \"Humans enter a social world at birth and make their way through the world by successfully negotiating decades of social exchange\" (p. 7). An estimated 10% of school-age children, however, have social skill difficulties significant enough to lead to peer rejection (Asher, 1990). For children with disabilities, the problem is even worse. Early education teachers have indicated that up to 75% of children with disabilities need remediation in social skills (Odom et al., 1992). Teaching social skills directly is one strategy to provide children with the social behaviors they need to successfully interact socially with peers with and without disabilities (Hops, Finch, & McConnell, 1985). Most published social skills curricula fail to meet the specific needs of students with disabilities and lack information about assessment, teaching, and generalization strategies (Maag, 1989). The need for effective social skills curricula is highlighted by teacher surveys that overwhelmingly indicate that special and regular educators alike believe social skills training should be an integral part of the curriculum (Bain & Farris, 1991; Fuller, Lewis, & Sugai, 1995; Meadows, Neel, Parker, & Timo, 1991). The focus of this article is on the strategies and structures necessary for fostering social competence in all children, and, in particular, children who are at risk of academic or social failure. These include strategies for assessing and understanding social skills problems, strategies for teaching social skills, and preferred practices for achieving generalized responding. Guidelines for developing, examining, and selecting a social skills curriculum are provided.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"29 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":"45520922","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":"The Missing Link: Students Discuss School Discipline.","authors":"Sue Thorson","doi":"10.17161/FOEC.V29I3.6861","DOIUrl":"https://doi.org/10.17161/FOEC.V29I3.6861","url":null,"abstract":"","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.V29I3.6861","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46383646","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":"Accessing the General Education Math Curriculum for Secondary Students With High-Incidence Disabilities","authors":"P. Maccini, Tricia K. Strickland, Joseph Calvin Gagnon, K. Malmgren","doi":"10.17161/FOEC.V40I8.6833","DOIUrl":"https://doi.org/10.17161/FOEC.V40I8.6833","url":null,"abstract":"Use of numbers, variables, and symbols associated with mathematics. FIGURE 11 The concrete-semi-concrete-abstract instructional sequence and more exclusionary settings, including JC schools (Cass, Cates, Smith, & Jackson, 2003; Maccini et al., 2006; Maccini & Hughes, 2000; Maccini & Ruhl, 2000). Within the empirical studies, students reached criterion performance, maintained the skills over time, and generalized to more difficult problem types. For example, researchers (Maccini & Hughes, 2000; Maccini & Ruhl, 2000) found that the CSA sequence helped students to represent and solve word problems involving integer numbers and problem solving. The students used algebra tiles at the concrete level to build conceptual knowledge and a mnemonic strategy (STAR) to assist them with the procedural knowledge. Figure 9 provides an overview of the way in which the CSA strategy was implemented within the STAR strategy. In a study that varied the CSA progression, Cass and colleagues (2003) noted that geoboards helped secondary students with LD establish a conceptual understanding of perimeter and area that could transfer to real-world problem solving. Students received instruction using only the concrete (geoboard) and the abstract components of the CSA strategy and demonstrated generalization of these skills by measuring the room and window sizes of a dollhouse and then converting these measurements from scaled size to actual size to determine the needed amount of flooring and window treatments. Although studies show some support for limiting the progression to the concrete and abstract stages, more support exists for using the entire CSA sequence. Use of the CSA sequence on a daily or weekly basis helps students across settings understand math concepts via a multisensorial approach prior to advancing to more abstract tasks (Cass et al., 2003; Hudson & Miller, 2006; Maccini & Hughes, 2000; Maccini & Ruhl, 2000). However, as Figure 12 shows, over half of the teachers in JC schools reported using this strategy only monthly, if at all. The infrequent use of the entire CSA sequence in JC schools is consistent with other studies of teachers in public schools (Gagnon & Maccini, 2007). Teachers in JC schools primarily noted that they needed more training and additional materials and resources to effectively and frequently use the CSA sequence. Like certain teachers in more inclusionary schools, some teachers in juvenile corrections noted that their views of teaching do not match the CSA approach. This disconnection between teachers' views of instruction and CSA may span a variety of classroom settings and could be related to teachers' views that a conceptual, rulebased approach is more appropriate for secondary students. One additional complication inherent in JC school settings is that security concerns may limit a teacher's approach to mathematics instruction. Manipulatives can be a serious security issue. However, specific adaptations to the use of manipulatives c","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996714","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":"Crossing Boundaries: What Constructivists Can Teach Intensive-Ex plicit Instructors and Vice Versa","authors":"J. Knight","doi":"10.17161/FOEC.V35I4.6796","DOIUrl":"https://doi.org/10.17161/FOEC.V35I4.6796","url":null,"abstract":"Alex's parents had a lot of questions. Just recently, they had been asked to attend an IEP meeting at Alex's elementary school, and they were told that their thirdgrader was below an appropriate achievement level for his grade. Alex was a bright kid, everyone agreed, but he didn't seem to learn as effectively as others. The team at the school suggested that Alex be tested, and the subsequent assessment determined that Alex had a learning disability. Even though Alex 's intelligence was above average, the educational professionals agreed that he would require special help to reach his potential in life. Like many other children that Christmas, Alex received a sophisticated video game as a gift. He soon was plugged in and playing happily. Over the next few days, Alex played his game for hours each day, and he kept getting better at it. Four days after Christmas, Alex's older cousins, who were in high school , came to visit. They had received the same game for Christmas, but they had not yet learned nearly as much about it as Alex had. For two hours, Alex proceeded to tutor his older cousins in how to play the game, \"Jump up and down here,\" he said, \"and you'll find some coins.\" \"Go through that door, and you'll turn invisible.\" The high schoolers were impressed-Alex had learned the entire language of the game in only 4 days, and he was only in third grade. \"How is it,\" Alex's parents asked, \"that our son has learned so much about this game, and yet he's 'learning disabled' in school?\" \"Why does he love learning the game and hate learning in school?\" \"Are his teachers really seeing how smart he is?\" \"Are they building on his strengths?\" \"Are they teaching him in ways that will be best for him?\" \"Does he really have a learning disability?\"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502468","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":"Strategies for transition to postsecondary educational settings","authors":"Daryl F. Mellard","doi":"10.17161/FOEC.V37I9.6814","DOIUrl":"https://doi.org/10.17161/FOEC.V37I9.6814","url":null,"abstract":"The goals for this article are consistent with common models of delivering services to students with disabilities in high school and postsecondary educational settings. In the broadest sense the goal is to help teachers and other service providers recognize their roles to ensure that students consider educational opportunities available once they complete their high school requirements and are prepared. More specifically, this article has four objectives:","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"37 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940258","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":"Supporting Students with Health Needs in Schools: An Overview of Selected Health Conditions.","authors":"Paris A. Depaepe, Linda Garrison-Kane, Jane E. Doelling","doi":"10.17161/FOEC.V35I1.6793","DOIUrl":"https://doi.org/10.17161/FOEC.V35I1.6793","url":null,"abstract":"According to the 23rd Annual Report to Congress (U.S. Department of Education, 2001) on the Implementation of Individuals with Disabilities Education Act, 254,110 students were classified as eligible under the Other Health Impairment category in 1999-2000. This number represents a 351 % increase from the total number of students eligible in that category during 1990-1991. The increase in percentage of students who have health problems that adversely affect their educational performance has been greater than any other eligibility category since 1990. During 1999-2000, 26% of children in early childhood special education (ECSE) received medication and 16% reportedly used medical equipment such as nebulizers and breathing monitors. Because more children are found eligible for special education services as a result of having an \"other health impairment\" special education professionals have voiced concern about the inadequate training that preservice teachers receive in this area (Heller, Fredrick, Dykes, Best & Cohen, 1999). This concern is further exacerbated by the increasing trend toward a noncategorical or cross-categorical focus within special education teacher preparation programs in the United States. Teachers who will instruct students with mild to moderate disabilities need a common core of knowledge and skill competencies (Simpson, Whelan, & Zabel, 1993). These students will have mental retardation (MR), learning disabilities (LD), or emotional disturbances (ED) of a mild to moderate nature. Heller (1997) asserted that teachers also need appropriate preservice training to serve students diagnosed with a variety of physical and health impairments and warned that these students are at significant risk when educators are not adequately prepared to meet their specialized health care needs.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"35 1","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V35I1.6793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768671","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":"Equity for Students with High-Incidence Disabilities in Statewide Assessments: A Technology-Based Solution","authors":"E. Meyen, John C. Poggio, Soonhwa Seok, Sean J. Smith","doi":"10.17161/FOEC.V38I7.6821","DOIUrl":"https://doi.org/10.17161/FOEC.V38I7.6821","url":null,"abstract":"One of the most significant challenges facing policy makers in education today is to ensure that state assessments designed to measure student performance across specified grade-level curriculum content standards will allow all students to demonstrate what they have learned. This challenge is made complex by the varied attributes of students with disabilities and the curriculum these students .receive. The scope of the complexity became particularly evident with passage of No Child Left Behind (NCLB), the 2001 revision of the Elementary and Secondary Education Act (ESEA), which mandates that schools, districts, and state departments of education be held directly accountable for the progress of all students, including students with disabilities (Allbritten, Mainzer, & Ziegler, 2004). Thus, school districts must demonstrate that students are making ongoing progress toward proficiency, and that all students reach the designated proficiency level by the year 2014. Attendance centers, districts, and states that fail to meet the stated requirements must provide supplemental services. Further, continued failure to make progress toward proficiency will result in drastic changes and sanctions. According to the 24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) of 2002, more than 2.5 million children ages 6-17 with disabilities were served under IDEA in the 50 states and the District of Columbia. This represented 11.05% of the school population (U.S. Department of Education, 2002). Given the stringent accountability mandates and the growing diversity of the nation's students, including students with disabilities in general education classrooms, school districts and state departments of education face an urgent need for assessment tools that allow them to effectively and accurately report the proficiency level for all of their students. Moreover, results of these tools should be available at a speed that will allow them to modify instruction quickly and continue to make the changes necessary to meet proficiency levels. In addition, tools for accommodations specific to the attributes of these learners are urgently needed.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45239768","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 Legal Roadmap of SBR, PRR, and Related Terms under the IDEA.","authors":"P. Zirkel","doi":"10.17161/FOEC.V40I5.6831","DOIUrl":"https://doi.org/10.17161/FOEC.V40I5.6831","url":null,"abstract":"The literature of special education generally and special education law specifically tends to use \"scientifically based research\" (SBR), along with its shorthand \"scientifically based\" variation, and related terms such as \"evidence-based,\" \"research-based,\" and \"peerreviewed research\" (PRR) rather loosely and even interchangeably. This lack of differentiation causes problems in terms of potential litigation in this highly legalized, perhaps \"over-legalized\" (Zirkel, 2005), field. For school districts, or local education agencies (LEAs), the problem is compounded by confusion between what is legally required and what is professionally recommended. For example, Turnbull (2005, p. 321) characterized the 2004 amendments of IDEA as reiterating the NCLB \"requirement\" for \"scientifically based instruction (SBR; sometimes called evidence-based instruction).\" Similarly, other respected special education law experts (e.g., Crockett & Yell, 2008) have used SBR and PRR without clear differentiation. Even the U.S. Department of Education (USDE) publications advocate \"evidence-based\" interventions in relation to implementation of NCLB, which is the basis for the IDEA definition of SBR (e.g. IES, 2003), without differentiation or clarification. This article maps out the overall differences in this increasingly important terminology under the 2004 amendments and 2006 regulations of the Individuals With Disabilities Education Act (IDEA). Although not demarcating precisely bright lines, the legislation, regulations, and related USDE policy interpretations contribute to a significant differentiation among these various terms. As Figure 1.1 illustrates, the legal scope of these various terms may be visually organized into approximately situated circles. The explanation herein starts with the central terms \"SBR\" and \"PRR\" and proceeds to the outermost term, \"evidence-based.\"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531184","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}