Focus on exceptional children最新文献_第6页

At-Risk Students and Environmental Factors. 高危学生和环境因素。

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V38I4.6818

R. Lambie

引用次数: 2

Collaborative Teaming in the Secondary School. 中学的合作团队。

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V37I5.6811

E. A. Knackendoffel

引用次数: 16

School-Family Collaboration: A Partnership 学校与家庭合作：伙伴关系

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V36I5.6803

L. Johnson, M. Pugach, A. Hawkins

{"title":"School-Family Collaboration: A Partnership","authors":"L. Johnson, M. Pugach, A. Hawkins","doi":"10.17161/FOEC.V36I5.6803","DOIUrl":"https://doi.org/10.17161/FOEC.V36I5.6803","url":null,"abstract":"One of the most important goals that schools can undertake is to develop healthy partnerships with families. A truly collaborative school can be achieved only through active and positive partnerships with families. Our students are all members of families first and students second. Family members are so interrelated that any individual experience that affects one member will affect all. Families are going to have the most lasting and powerful influence on the development of the students with whom we work. Consequently, to be able to lay the groundwork ~or effective collaborative relationships, we must understand families. Traditionally, the image of family was perceived as father, mother, and two or more children living together. Actually, few American families now fit the traditional image (Zinn & Eitzen, 1993). Fewer than one in five families currently fits the more traditional notion of two parents and children. The U.S. Bureau of Census (Scoon-Rogers, 1999) reports that over the past 25 years, the number of families headed by single men has increased from 1.3 million to 3.2 million and families headed by single women has increased from 5.8 million to 13.6 million. One explanation is a divorce rate that has doubled, along with widowing and adoption. Many families consist of step-parents and step-siblings, extended families, common-law families, communal families, serial families, or some combination thereof (Beirne-Smith, Ittenbach, & Patton, 1998). Our notion of the family has to expand to acknowledge the unique pressures of the various types of family units with which teachers will come in contact. The new types of living arrangements often bring unique problems that include everything from blatant discrimination to social stigma (Edwards, 1995). In this article we provide a framework from which to interpret and understand the unique demands being placed on the family. We must understand families and their unique dynamics as a foundation for our efforts toward developing collaborative relationships with the families of the students. Unless we understand families and their unique needs and pressures, attempts at collaboration will be susceptible to misunderstanding. After we have provided this foundational context, we explore real and perceived barriers that can inhibit collaboration among teachers and families. Finally, we provide practical suggestions","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.V36I5.6803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48635449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

The Call for Collaboration in Teacher Education. 教师教育合作的呼吁。

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V38I2.6816

Judith A. Winn, L. Blanton

引用次数: 36

Transition for Children with Down Syndrome from School to Community 唐氏综合症儿童从学校到社区的过渡

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V36I4.6802

J. Rynders, S. Schleien, Shannon L. Matson

{"title":"Transition for Children with Down Syndrome from School to Community","authors":"J. Rynders, S. Schleien, Shannon L. Matson","doi":"10.17161/FOEC.V36I4.6802","DOIUrl":"https://doi.org/10.17161/FOEC.V36I4.6802","url":null,"abstract":"This article is an outgrowth of an early intervention study called Project EDGE (Expanding Developmental Growth through Education) at the University of Minnesota. The project provided family-based early intervention designed to improve the language skills of children with Down syndrome and whole family development. It turned out to be a longitudinal study from birth to adulthood. The purpose of this article is to provide some accurate, practical, research-based, cutting-edge information for parents and professionals dealing with recreation and leisure. As a student with Down syndrome approaches high school graduation day, the family shifts its attention from school-based concerns to community-based concerns. This \"one foot in school, one foot in the community\" phase often is referred to as transitioning, an event or defined period during which substantial change is occurring (or should occur) in the lives of the individual with Down syndrome and his or her parents and siblings. An example of a transitioning period is the year of halfway house training that precedes the day when a young adult with Down syndrome moves out of the family home into an apartment in a semi-independent living setting. The transitioning event is the day the person actually moves. The transitioning period leading up to graduation is a major one for the individual and his or her family. As graduation approaches, parents become anxious because of the unpredictability of the post-school period. Adding to parents' general anxiety is their uncertainty about whether the school has prepared their child to hold a job, make good use of free time, invite and maintain friendships, and live as independently as possible outside the parental home. Then, too, they wonder if the school has prepared their child sufficiently in socialization and literacy. On top of all this, they worry about their child's health and physical well-being.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Positive Behavior Supports in Exclusionary Schools: A Practical Approach Based on What We Know. 排斥学校中的积极行为支持：基于我们所知的实践方法。

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V41I1.6834

Joseph Calvin Gagnon, Sarah B. Rockwell, Terrance M. Scott

{"title":"Positive Behavior Supports in Exclusionary Schools: A Practical Approach Based on What We Know.","authors":"Joseph Calvin Gagnon, Sarah B. Rockwell, Terrance M. Scott","doi":"10.17161/FOEC.V41I1.6834","DOIUrl":"https://doi.org/10.17161/FOEC.V41I1.6834","url":null,"abstract":"Policy makers, community members, parents, and school administrators all recognize that the safety of our public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). Highly publicized incidents of shootings at our nation’s schools have raised public awareness of the need for safe schools and led to an outcry for reform (Leone, Mayer, Malmgren, & Meisel, 2000). Although incidents of extreme violence at schools should not be ignored, they do not accurately represent the degree of safety in U.S. schools. In reality, incidents of violence at schools have steadily decreased over the past 15 years, few schools are considered to be persistently dangerous under federal guidelines, and for many students schools are significantly safer than the neighborhoods in which they live (Snell; Leone et al.). Despite the increasing safety of public schools, disruptive behavior and school violence are still pressing issues. The Juvenile Offenders and Victims: National Report (Snyder & Sickmund, 2006) describes continuing concerns with violence in schools. For instance, alarming percentages of students reported carrying weapons (6.1%) or threatened with a weapon (9.2%) at school. Less severe forms of school violence are also problematic. For example, in a survey conducted in Washington State, 78% of elementary school teachers, 81% of middle school teachers, and 66% of high school teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Moreover, disruptive behaviors were cited as having a significantly negative impact on students’ ability to learn. Low-severity violent behaviors may include classroom disruptions, noncompliance, teasing and bullying, theft, property damage, and fighting. Of these, bullying is the most prevalent (Whitted & Dupper, 2005). According to Bowman (2001), 30% of students in grades 6 through 10 reported bullying others, being bullied, or both. According to Snell (2005), 29% of schools report bullying to be a serious problem. Also, approximately one-third of students reported being involved in fights or having property stolen or vandalized while at school (Snyder & Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski). To address the harmful impact of problem behaviors, national legislation has emphasized the importance of school safety and behavioral interventions. The No Child Left VOLUME 41 NUMBER 1 SEPTEMBER 2008","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":"46894155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Students with Disabilities in Charter Schools: What We Now Know 特许学校的残疾学生:我们现在所知道的

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V39I5.6826

Lauren Morando Rhim, M. Mclaughlin

{"title":"Students with Disabilities in Charter Schools: What We Now Know","authors":"Lauren Morando Rhim, M. Mclaughlin","doi":"10.17161/FOEC.V39I5.6826","DOIUrl":"https://doi.org/10.17161/FOEC.V39I5.6826","url":null,"abstract":"School choice is a key feature of the educational reforms that have evolved over the past two decades. It is one of the \"market reforms\" that were introduced in the late 1980s as part of a broader effort to improve educational outcomes and productivity. School choice can take several forms, such as vouchers or opportunity scholarships, magnet schools, and the focus of this article-charter schools. All of these options are designed to infuse private-sector market forces-specifically, autonomy, competition, and choiceinto public education (Chubb & Moe, 1990). This article provides an overview of the charter school movement in the United States and a synthesis of the findings of the studies that have been conducted for nearly a decade by the University of Maryland in collaboration with the National Association of State Directors of Special Education (NASDSE). The research documents the evolution of charter schools from a somewhat radical reform initiative in a single state to an established program that now exists in 40 states and the District of Columbia. This research focuses specifically on how charter schools have served students with disabilities and the policy issues involved in providing special education in charter schools. The charter school discussion is attended by a great deal of controversy and misunderstanding. For instance, many are not aware that charter schools are public schools or realize that these schools must comply with most of the same federal laws and regulations as traditional public schools. Given that the conversion to charter schools is one of the options specified under the No Child Left Behind Act of 2001 (NCLB) for failing schools, we must understand the way these schools operate and the issues emerging in regard to educating students with disabilities in this new sector of education.","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":"45905570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

A National Assessment of Staff Development Needs Related to the Education of Students with Disabilities 与残疾学生教育有关的工作人员发展需要的全国评估

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V35I8.6800

E. Meyen, Eugene Ramp, C. Harrod, Y. Bui

{"title":"A National Assessment of Staff Development Needs Related to the Education of Students with Disabilities","authors":"E. Meyen, Eugene Ramp, C. Harrod, Y. Bui","doi":"10.17161/FOEC.V35I8.6800","DOIUrl":"https://doi.org/10.17161/FOEC.V35I8.6800","url":null,"abstract":"Among the many factors that contribute to staff development needs for experienced teachers are IDEA compliance, curriculum standards, faculty turnover, high-stakes testing, and increased expectations among policymakers and school patrons. As teachers pursue personalized staff development plans, they seek opportunities to enhance their skills and expand their knowledge. Typically, if they are engaged in a graduate-degree program, they are likely to depend on their home institution of higher education (IHE) as the source for their professional growth experiences. If they are not pursuing a degree program, they may look to their employer to provide staff development opportunities or, on their own, seek opportunities that best fit their needs and aspirations. With the emergence of the Internet access to professional development opportunities is increasing at an unprecedented rate. Offerings by IHEs on the Internet are increasing, professional associations are developing web sites to offer staff development, and e-leaming in the commercial sector is evolving as a source for staff development. Thus, the Internet has dramatically changed the potential for accessing staff development anytime, anywhere. The need for staff development among teachers to fully implement the Individuals with Disabilities Education Act (IDEA) is exacerbated by the growing shortage of trained personnel and the tendency for states to allow emergency waivers· for noncertified teachers to enter the field when the supply of certified teachers does not meet the demand. In particular, educators trained to work with students with disabilities continue to be in short supply (Brownell & Smith, 1993, Brownell, Smith, McNellis, & Miller, 1997); Lauritzen & Freidman, 1993), a shortage that is expected to become even more acute in coming years, for several reasons.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42626535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaged Time in the Classroom 在课堂上投入时间

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V41I4.6836

B. Johns, E. Crowley, E. Guetzloe

引用次数: 24

School Principals and Special Education: Creating the Context for Academic Success 学校校长与特殊教育:为学业成功创造环境

Focus on exceptional children Pub Date : 2017-12-04 DOI: 10.17161/FOEC.V37I1.6808

Michael F. Dipaola, Megan Tschannen-Moran, C. Walther-Thomas

{"title":"School Principals and Special Education: Creating the Context for Academic Success","authors":"Michael F. Dipaola, Megan Tschannen-Moran, C. Walther-Thomas","doi":"10.17161/FOEC.V37I1.6808","DOIUrl":"https://doi.org/10.17161/FOEC.V37I1.6808","url":null,"abstract":"For almost 30 years, school leaders have been challenged to meet both the intent and the spirit of federal laws regarding the education of students with disabilities (DiPaola & Walther-Thomas, 2003), Special education has evolved from segregated classrooms characterized by low academic expectations, social isolation, and poor curriculum (Turnbull & Cilley, 1999) to widespread recognition that effective special education is not a \"place\" in a school building. Instead, special education is an integrated system of academic and social supports designed, implemented, and monitored to ensure that students with disabilities are appropriately educated (National Association of Elementary School Principals [NAESP] & ILIAD Project, 2001; National Commission on Teaching and America's Future [NCTAF], 1996; National Council on Disability [NCD], 1995; National Research Council [NRC], 1997; National Staff Development Council [NSDC], 2001), Over the same time period, the United States has embraced a sweeping series of school reforms designed to make public schools more rigorous leaming environments. These efforts accelerated dramatically over the past decade as virtually all states adopted comprehensive academic standards. In addition, many states implemented corresponding accountability systems to ensure that students, teachers, and administrators would all achieve performance accountability (Thuriow, 2000; Vernon, Baytops, McMahon, Holland, & Walther-Thomas, 2002). In many communities, critical school milestones such as grade promotion and high school graduation, as well as professional tenure and school accreditation, are being determined by \"high-stakes\" test results (Giacobbe, Livers, Thayer-Smith, & Walther-Thomas, 2001).","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"37 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V37I1.6808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42463476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 51