Focus on exceptional children最新文献

{"title":"Students with Disabilities and Paraprofessional Supports: Benefits, Balance, and Band-Aids.","authors":"M. Giangreco, M. Doyle","doi":"10.17161/FOEC.V34I7.6790","DOIUrl":"https://doi.org/10.17161/FOEC.V34I7.6790","url":null,"abstract":"If you have had any connection to special education during the past decade, you already know what a valuable asset paraprofessionals can be to support the education of students with, and without, disabilities. You do not need this article to tell you what the literature has been reporting for years-that too many paraprofessionals have been, and continue to be, inadequately appreciated, compensated, oriented, trained, and supervised (Doyle, 2002; Giangreco, Edelman, Broer & Doyle, 20Ql; Jones & Bender, 1993; Pickett & Gerlach, 1997). You are already aware that a variety of approaches and materials are available to train paraprofessionals (CichoskiKelly, Backus, Giangreco, & Sherman-Tucker, 2000; Institute on Community Integration, 1999; Parsons & Reid, 1999; Salzberg, Morgan, Gassman, Pickett & Merrill, 1993; Steckelberg & Vasa, 1998). You probably already know that the numbers of paraprofessionals have increased dramatically in the last decade (French & Pickett, 1997).","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"34 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V34I7.6790","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41949413","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 Teaching Social Studies.","authors":"K. Mccoy","doi":"10.17161/FOEC.V38I3.6817","DOIUrl":"https://doi.org/10.17161/FOEC.V38I3.6817","url":null,"abstract":"Picture this: Elizabeth, a seventh-grader complete with technicolor nails and braces on her teeth, twirls her hair and tries to look attentive. Her teacher, Mr. Bogel, is waxing poetic about the marvels of the West Indies. In theory, Elizabeth is taking careful notes, recording Mr. Bogel's lecture. In practice, Elizabeth is compiling a list of cosmetic products that are prerequisites for the spring dance. Somewhere on the edge of her consciousness Elizabeth hears, \" ... chapter 13 on next Tuesday's quiz.\" Elizabeth is fully aware that receiving poor grades in social studies results in mall restrictions. Somewhat reluctantly, Elizabeth leaves the world of makeup and trods page by page through the chapter to discover the wonders of Central America as defined by the Chapter Review on page 120. To find the answers to the chapter questions, Elizabeth reads line by painful line. Too bad that she doesn't know how to use section headings to locate information-an activity that takes most kids 30 minutes takes a whopping 4 hours for Elizabeth. No wonder she hates social studies. In the next room, Jorge has just finished placing the final sugar cube on top of the Great Pyramid. Last week he mummified a comish game hen, and next week he is going to finish writing a play about ancient Egypt. His part is that of a pharaoh called Ramses who meets aliens from outer space. Jorge is not quite sure who Ramses is or even if Egypt exists, but he is thrilled that his mother made him a costume decorated with gold and jewels. Jorge also is happy because his teacher, Ms. Goodwind, likes arts and crafts projects and doesn't like textbooks or tests. No written records of Jorge's progress in social studies will ever be unearthed. ·","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":"https://sci-hub-pdf.com/10.17161/FOEC.V38I3.6817","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47265416","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":"Critical Cultural Knowledge in Special Education: Reshaping the Responsiveness of School Leaders.","authors":"Khaula Murtadha-Watts, E. Stoughton","doi":"10.17161/FOEC.V37I2.6809","DOIUrl":"https://doi.org/10.17161/FOEC.V37I2.6809","url":null,"abstract":"Issues related to the cultural diversity of students, faculty, and communities increasingly dominate the current debate in education. Race, class, gender, and disability have all been important foci for researchers interested in school restructuring (see the American Educational Research Association Annual Meeting Program, 1998). Much of the discussion has been framed by scholars promoting multicultural curricula and better teacher preparedness for working with children who differ in ethnicity and social class. Other scholars are attempting to enhance the competence of teachers for working with children who have special needs. Still others are drawing attention to the interconnectedness and effects of ableism, sexism, classism, and racism. Very little research, however, has been directly linked to the cultural preparedness of school administrators who are responsible for curricular, instructional, pupil service, financial, and community relations leadership. The need for culturally responsive leaders is even more dramatic when we look at the effect of issues of culture and difference on special education. Many teachers in special education often work.with school administrators who are responsible for providing instructional leadership and influencing overall school climate but have little knowledge of the specific learning theories and teaching strategies used with children who have special needs or of the multicultural issues that affect placement and services. We begin this article with a discussion of the political and ideological dimensions of culture, cultural difference, and labeling. We follow with the assertion that administrators' beliefs, as expressions of personal values, are connected to their instructional behaviors and their leadership roles in schools (Hart & Bredeson, 1996). Therefore, we make the argument that an administrator's personal commitment to becoming a multicultural person, concerned with disembedding deep-seated cultural biases and selfreflection, will contribute to schoolwide preparedness and responsiveness to cultural diversity and inclusion. · Next, we suggest that an important leadership role that is missing from the principal preparation literature is critical cultural mirroring, that is, speaking and acting across difference, to reflect to the staff possible biases, prejudice, and stereotyping that may exist while supporting school cohesion and a unifying climate. This role should serve as a foundation for working with teachers to help them recognize those times when multicultural issues are distinct from special educational needs as well as those times when issues of","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"37 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625822","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":"Children and Youth with Autism Spectrum Disorders: The Search for Effective Methods","authors":"R. Simpson","doi":"10.17161/FOEC.V40I7.6832","DOIUrl":"https://doi.org/10.17161/FOEC.V40I7.6832","url":null,"abstract":"The current attention to children and youth with autism spectrum disorders (ASD) is no less than astonishing. Media coverage of ASD clearly illustrates that the increasing and interminably enigmatic conditions of autism and ASD hold strong interest for the general public in addition to the professional community. Television specials, newspaper articles, and magazine feature stories on autism are widespread (see, for example, Newsweek, March 24, 2008; Time, May 15, 2006). That the fashionand celebrity-focused magazine Town and Country chose to publish an article on autism (Guernsey, 2006), including prevalence data, diagnostic markers, etiology debates, and information on treatment choices, speaks volumes about the extent to which matters related to ASD have captured public interest. Multiple explanations have been set forth to explain the intense interest in issues and themes connected with ASD. Among these reasons is the increased prevalence of autismrelated disabilities. The Centers for Disease Control and Prevention (2008) has estimated that approximately 1 in 150 children will fall somewhere on the autism spectrum. That prevalence estimate is a dramatic increase over the 4 to 5 per 10,000 estimate of a decade ago (Lotter, 1966). I clearly recall a conversation with an academic dean in the early stages of my higher education career regarding the advisability of my conducting research on learners with autism. The Dean counseled me not to invest substantial research time and effort with students who have autism, arguing that the disability affected so few individuals that I would have difficulty locating sufficient numbers of subjects to conduct research and that the topic of autism was so esoteric that it would be of interest to only a few individuals. Obviously, interest in matters pertaining to ASD has grown exponentially. More important, the impact that autism-related disabilities is having on families, schools, and communities is profound. ASD is currently far more common than Down syndrome, juvenile diabetes, and childhood cancer (Centers for Disease Control and Prevention, 2008); thus, it is particularized, and the aggregate impact is profound (Simpson & Myles, 2008).","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"40 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V40I7.6832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41330472","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 Central Role of Teaching Social Skills.","authors":"B. Johns, E. Crowley, E. Guetzloe","doi":"10.17161/FOEC.V37I8.6813","DOIUrl":"https://doi.org/10.17161/FOEC.V37I8.6813","url":null,"abstract":"Blaine was participating in a pizza party for students who had perfect attendance for the month. When he wanted another piece of pizza, he snapped his.fingers at one of the teacher assistants. The assistant, who was very upset, later learned that at the dinner table Blaine's father snapped his fingers to get what he wanted from Blaine's mother. Obviously, finger-snapping for food was inappropriate and offensive behavior at school, but it was a behavior that Blaine had learned at home.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"37 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V37I8.6813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43308183","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":"In Pursuit of Excellence: The Past as Prologue to a Brighter Future for Special Education.","authors":"Marcia L. Rock, Beth K. Thead, Robert A. Gable, Michael L. Hardman, R. Acker","doi":"10.17161/FOEC.V38I8.6822","DOIUrl":"https://doi.org/10.17161/FOEC.V38I8.6822","url":null,"abstract":"","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":"46347216","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":"Personalized Grading Plans: A Systematic Approach to Making the Grades of Included Students More Accurate and Meaningful.","authors":"Dennis D. Munk, W. Bursuck","doi":"10.17161/FOEC.V36I9.6807","DOIUrl":"https://doi.org/10.17161/FOEC.V36I9.6807","url":null,"abstract":"Tommy is a fifth grader with a Learning disability that severely affects his ability to organize and write responses to questions. He has just received his first report card grades since being included in the general education social studies class. Tommy's teachers made several instructional adaptations for him, including providing him with study guides prior to tests. As he glances over his grades, Tommy is crestfallen to see the D in the social studies box. He knew he had not done well on the Longer written tests in class, but he had worked hard to prepare, and h~ had attended regularly and completed all of his homework and in-class projects. What else could he do?","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":"44787473","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":"Identifying Appropriate Test Accommodations for Students with Learning Disabilities.","authors":"L. Fuchs, D. Fuchs, Andrea M. Capizzi","doi":"10.17161/FOEC.V37I6.6812","DOIUrl":"https://doi.org/10.17161/FOEC.V37I6.6812","url":null,"abstract":"Accountability is a prominent issue in public education. A great deal of time, money, and student and teacher effort is spent on testing students' academic achievement and progress to evaluate the educational outcomes of schools, school systems, and states. Students enrolled in public schools sometimes take eight or more sets of standardized tests throughout their school career. The No Child Left Behind Act of 2001 (NCLB) requires that all students enrolled in public schools take a reading and math assessment each year in grades 3 through 8, and to be tested at least once during grades 10 through 12. By the 2007-08 school year, the NCLB also will require testing in science at least once during grades 3 through 5, 6 through 9, and 10 through 12. As of June 10, 2003, all 50 states, the District of Columbia, and Puerto Rico had federally approved statewide accountability plans in accordance with the NCLB (Webb & Aspey, 2003). Despite broad implementation of assessment plans, testing varies widely within states, in terms of the amount and type of accountability. Often, outcomes measured by high-stakes assessments are tied to funding, which makes the results important to local and state school administrators. The NCLB holds states and schools accountable for their effectiveness and continuous improvement. Schools that fail to meet performance objectives can lose federal funds, and Title 1 funds can be diverted to allow students in failing schools to transfer to higher-performing schools. NCLB also has provisions for rewarding bonuses to successful schools. Because of the nature of their academic difficulties, students with disabilities often present particular challenges for administrators and educators when standardized high-stakes assessments are concerned. In the past, states have not always included students with disabilities in their assessment systems and analyses. Low participation rates of students with disabilities continued despite mandates for their being included in accountability programs required by 1997 amendments to the Individuals with Disabilities Education Act (IDEA) (Fuchs & Fuchs, 2001). In essence, the scores of these students and their outcomes did not count (Fuchs & Fuchs, 1999; Fuchs, Fuchs, Eaton, Hamlett, & Karns, 2000). In an effort to gain full information regarding the educational outcomes for all students, the NCLB requires that students with disabilities be included in tests to the fullest extent possible. This further commitment to gaining information about outcomes for students with disabilities recognizes the importance of this population of students and requires","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V37I6.6812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44086320","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":"Access of Adolescents with Disabilities to General Education Curriculum: Myth or Reality?.","authors":"J. Schumaker, D. Deshler, Janis A. Bulgren, B. Davis, Keith Lenz, Bonnie Grossen","doi":"10.17161/FOEC.V35I3.6795","DOIUrl":"https://doi.org/10.17161/FOEC.V35I3.6795","url":null,"abstract":"As the United States begins to implement the historic No Child Left Behind (NCLB) legislation, one thing is clear: 6 million of this country's secondary-aged students are in serious danger of being left behind. These young people live in our cities, suburbs, and rural areas and reflect all income levels. Predictably, many of these at-risk students also have a disability. Adolescents with disabilities have found the demands and expectations of high school to be especially stringent, as reflected by the findings of the National Longitudinal Transition Study (Wagner, Blackorby, & Hebbeler, 1993). That study reported that a disproportionate number of students with disabilities (38%) drop out of school ( compared to 25% of the general population). In addition, preceding their decision to drop out of school, students with disabilities generally demonstrate higher rates of absenteeism, lower grade-point averages, and higher course-failure rates than students in the general population (Wagner et al., 1993). In spite of these striking problems presented by the adolescent population in our schools, the vast majority of attention and resources during the past decade have been devoted to increasing early childhood education opportunities and reaching the national goal of making sure that every child possesses basic literacy skills by the third grade. Although these goals are important and laudable, there is a potential danger in overemphasizing early intervention at the expense of interventions for older students-especially those who have reached high school. Specifically, the calls for early intervention efforts may erroneously imply that by providing early intervention, most of the problems presented by students with disabilities will be ameliorated by the time they reach adolescence. Although this is certainly a desired outcome, research has shown that the disabilities of these students persist and continue to affect their learning at older ages as well (Warner, Schumaker, Alley, & Deshler, 1980). Thus, as compelling as the case for early intervention can be, if that case is made at the expense of addressing the equally problematic and unique set of problems presented by older students, the long-term effects of that policy will be devastating for thousands of individuals with disabilities (Deshler, 2002).","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":"49266907","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":"Science and Social Studies for Students with Disabilities.","authors":"T. Scruggs, M. Mastropieri, C. Okolo","doi":"10.17161/FOEC.V41I2.6835","DOIUrl":"https://doi.org/10.17161/FOEC.V41I2.6835","url":null,"abstract":"Science and social studies have much to offer to all learners-including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life. Furthermore, these subjects offer opportunities for students to learn and apply literacy and mathematics skills, engage in authentic problem solving and inquiry, and experience success in the general education classroom. We begin by discussing the nature of learning in science and social studies as well as the interaction of learners with the curriculum. We then review instructional practices for improving the performance of students with disabilities in each of these subject areas.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"41 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.V41I2.6835","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47013767","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}