Focus on exceptional children最新文献

{"title":"Applications of Online Instruction: An Overview for Teachers, Students with Mild Disabilities, and Their Parents.","authors":"Sean J. Smith, E. Meyen","doi":"10.17161/FOEC.V35I6.6798","DOIUrl":"https://doi.org/10.17161/FOEC.V35I6.6798","url":null,"abstract":"With the emergence of the personal computer in the late 1970s came high expectations for the potential of technology to benefit education. It was anticipated that all students would benefit from this new technology, especially those with disabilities. It was expected that computers would enrich the education of the gifted and talented just as they would open new avenues to learning for students with disabilities (Cuban, 1986). This scenario was only partially achieved. Funds were insufficient to make computers readily accessible to students and even teachers. The publishing industry fell short in developing creative programs that were both effective and easily implemented. Teachers were ill prepared to integrate the use of this technology into their teaching, and higher education fell short in insuring that new teachers were prepared to use technology as an instructional tool (Office of Technology Assessment, 1995). There was, however, a response to exploit technology in the creation of assistive devices to enhance learning environments for students with disabilities. From an instructional perspective it was not until the evolvement of the World Wide Web (WWW) and the Internet did technology begin to significantly impact education. The educational benefits of technology are now beginning to be realized for all levels throughout the lifespan. The role of the Internet in bringing about unprecedented growth in e-learning should not be minimized. The communication and distribution capacity of the WWW and the Internet have spawned a new form of pedagogy and given rise to renewed expectations of what technology can do for education and especially quality of life for persons with disabilities. The growth rate of online instruction for all levels of education and training in industry is difficult to comprehend-particularly when one realizes that the functional use of the Internet for instruction is less than ten years old. Streaming media was not a stable feature for instruction until 1997. Instructional Management Systems (IMS_) such as WebTV and Black Board were not available in many educational institutions until 2000.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"35 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V35I6.6798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44921038","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":"Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers","authors":"M. Yell, James G. Shriner, Antonis Katsiyannis","doi":"10.17161/FOEC.V39I1.6824","DOIUrl":"https://doi.org/10.17161/FOEC.V39I1.6824","url":null,"abstract":"First we briefly review the reauthorization process. Next we consider the influential effect that No Child Left Behind and two major reports had on Congress when it reauthorized the Individuals with Disabilities Education Act. Third, we discuss major changes to the law. We conclude with an examination of how the law will directly affect special educators, administrators, and teacher trainers. As we address these topics, we caution the reader that (a) courts will clarify many of the provisions, and (b) states will have to change their special education regulations to align with IDEIA. To understand and implement IDEIA appropriately, teachers and administrators will have to monitor these due process hearings, court cases, and state law, regulations, and guidelines.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"39 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.V39I1.6824","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598251","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 Role of Instructional Planning in Math Instruction for Students with Learning Disabilities.","authors":"E. Meyen, Diana L. Greer","doi":"10.17161/FOEC.V41I5.6837","DOIUrl":"https://doi.org/10.17161/FOEC.V41I5.6837","url":null,"abstract":"Instructional planning is an essential skill for teaching mathematics to students with learning disabilities and other struggling learners. The authors' frame of reference is based on their experiences in developing and testing mathematic lessons for the Blending Assessment With Instruction Program (BAIP) over a five-year period. The authors stress the view that in addition to possessing content knowledge, teachers must be proficient in translating their knowledge of curriculum standards into detailed instructional plans. Such planning is essential to the alignment of instruction with standards.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"41 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.V41I5.6837","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41826757","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":"Preparing Youth with Disabilities for College: How Research Can Inform Transition Policy","authors":"Michael G. Wilson, A. Hoffman, M. Mclaughlin","doi":"10.17161/FOEC.V41I7.6839","DOIUrl":"https://doi.org/10.17161/FOEC.V41I7.6839","url":null,"abstract":"Special education policy as articulated through the Individuals with Disabilities Education Improvement Act (IDEA) focuses on improving the postschool outcomes of students with disabilities, including enrollment in college. The transition requirements of the 2004 IDEA amendments (P.L. 108-446) require school systems to determine postschool goals for youth with disabilities and to provide individualized transition services to enable them to reach those goals. College enrollment and access have recently become an important postsecondary outcome measure for students with disabilities (Horn, Berktold, & Bobbitt, 1999). However, programming, transition services, and research have historically centered on increasing skills (e.g., self-determination, parental support, work-based learning) associated with independent living and postschool employability rather than with college enrollment (Bremer, Kachgal, & Schoeller, 2003; Leucking & Mooney, 2002; Roy & Casper, 2006). This focus has been justified by the dismal employment outcomes for many youth with disabilities, specifically those with moderate to severe intellectual and developmental disabilities. Notwithstanding, in recent years legislation has increasingly focused on promoting enrollment in twoand four-year colleges as a means of improving employment outcomes for all students with disabilities. The 1997 and 2004 amendments to IDEA included several new provisions that place a greater emphasis on ensuring youth with disabilities access to the general education curriculum and inclusion in state accountability programs. In addition, changes to transition provisions in the law require greater focus on developing a course of study for secondary students with disabilities that will lead to , desired outcomes, such as college enrollment. Despite these efforts, relatively little research has been conducted to inform practice related· to transition services leading to college enrollment.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48532830","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":"Family Adjustment and Adaptation With Children With Down Syndrome","authors":"B. Abery","doi":"10.17161/FOEC.V38I6.6820","DOIUrl":"https://doi.org/10.17161/FOEC.V38I6.6820","url":null,"abstract":"Jim and Sally French* were both in their mid-20s when they got married. Sally worked as a teacher, and Jim was employed part-time as an electrical engineer, completing a master's degree with the goal of soon assuming a management-level position with his company. During Jim's school years the couple spent a lot of time dreaming about their life in the future. Well-educated individuals dedicated to their chosen professions, they saw themselves buying a house in the suburbs and starting a family. When Sally became pregnant, both parents-to-be were overjoyed and waited for the birth with great expectations. They planned for Sally to take a year off from work and then for her mother to assume child-care responsibilities. The pregnancy itself was without complications, and, as the due date approached, extended family members telephoned regularly to see what assistance they might offer the young couple. When Michael was born, at 6 pounds 8 ounces, he appeared to be a healthy little boy. Twelve hours later the attending obstetrician informed Sally and her husband that their son was \"severely retarded-a child with Down syndrome.\" Although Michael had no obvious medical problems, his parents were informed that he would be at high risk for a variety of health complications throughout his life. Professionals suggested on several occasions that the best thing for the family and the child would be to place him in an institution where, according to their physician, \"he will get the best care possible.\" Immediately rejecting this idea, both parents looked to their families for emotional support. Unfortunately, this was not forthcoming, as relatives on both sides of the family seemed to agree that the young couple would not be able to rear a child with a \"severe disability\" successfully. Michael's birth set into motion a chain of events that, according to Jim and Sally, \"drastically changed our lives.\" Despite a lack of family support, Sally and Jim were adamant that Michael would be reared at home. Years later the couple seem sure they made the right decision. Jim describes Michael as \"a determined young man who knows what he","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"38 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.V38I6.6820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44930064","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":"New Ways of Thinking about Assessment and Curriculum.","authors":"Beth K. Berghoff","doi":"10.17161/FOEC.V32I7.6774","DOIUrl":"https://doi.org/10.17161/FOEC.V32I7.6774","url":null,"abstract":"Almost every first grade has at least one Peter, one youngster with thick glasses halfway down his nose who comes to school wearing shoes without socks. He is a likeable guy, but he's always a little lost. His pencil is broken and chewed so that it barely writes, and he can't find his book even though it is in the pile of papers and books he is rummaging through. Peter is the child who delivers the important note from his mother at the end of the day instead of in the morning and who misses his bus because he detoured through the gym. The most troubling thing about Peter is that he is not making much progress toward learning to read and write. He has all the characteristics that mark him as being one of those children who will struggle throughout his school career. The story that follows is Peter's story, but it is also a story about new visions of assessment embedded in collaborative teaching and multiple ways of knowing curriculum. This new view of assessment is predicated on an aesthetic view of literacy, a view that embraces the notion that literacy develops as individuals make sense of their lived experience using the full range of human meaning-making systems. From this perspective, print literacy is. not a separate strand of knowing but rather a communicative skill that develops simultaneously with other knowledge and skills. Reading is thought of as a larger process than just making meaning of print. It is a process that also goes on when an individual interprets a piece of art, watches a drama, or views a film (Berghoff, 1998). But I am getting ahead of the story. Let me back up and start again by saying that Peter's story comes from the most powerful experience I have had as an elementary teacher. Like many special educators, I was invited to collaborate with a general education classroom teacher, Susan Hamilton. Susan and I had met in a college class that challenged us to read and synthesize current research and to rethink some of our basic assumptions about literacy and curriculum. A few months after that experience, we decided to spend a year working together in Susan's urban first-grade classroom to develop curriculum that reflected the new ideas developing in the language education field and to experiment with new ways of thinking about assessment. It is that year that I am writing about.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"32 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41633730","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":"Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities.","authors":"Mary E. Morningstar, P. J. Kleinhammer-Tramill, Dana L. Lattin","doi":"10.17161/FOEC.V31I9.6770","DOIUrl":"https://doi.org/10.17161/FOEC.V31I9.6770","url":null,"abstract":"","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"31 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V31I9.6770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42327689","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":"Peer-Mediated Instruction and Interventions.","authors":"C. Utley, Susan L. Mortweet, C. Greenwood","doi":"10.17161/FOEC.V29I5.6751","DOIUrl":"https://doi.org/10.17161/FOEC.V29I5.6751","url":null,"abstract":"Intervention(s) should be consistent with NAEYC and with one-to-one instruction or a certain number of hours Package, Peer-Mediated Strategies, Errorless. Peer-mediated interventions are based on principles of behaviorism and social learning theory (Bandura, 1977). Peers are carefully and systematically taught. Peer-Mediated Inmentation of meaningful instruction and experiences to increase knowledge and skills Peer Mediated Instruction and Intervention.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"29 1","pages":"1-23"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17161/FOEC.V29I5.6751","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48992157","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":"Promoting Dignity: Taking the Destructive D's out of Behavior Disorders.","authors":"Patricia A. Gallagher","doi":"10.17161/FOEC.V29I9.6755","DOIUrl":"https://doi.org/10.17161/FOEC.V29I9.6755","url":null,"abstract":"Each year since the passage of PL 94-142 in 1975, about 1 % of the school-age population has been identified as seriously emotionally disturbed and has received special education and related services. Caring, knowledgeable adults who work with these children have had positive influences on their lives. At the same time, however, some adults unknowingly have done a disservice to them. Have the rules and regulations of PL 94-142-which require diagnostic, educational, and support services to children in stress-been implemented by professionals who inadvertently have contributed to a picture of discouragement to the children and their families, as well as school and community members? Have we missed opportunities to develop educational programs that emphasize greatness and show how to attain it? Troubled children rarely are afforded the opportunity to view themselves as valuable and worthy. For a long time they have been the recipients of special services, and \"we have inadvertently given them the message that they are in an inferior position\" (Curwin, 1993, p. 65). Given this backdrop, it is time we concentrate on positive, successful practices and develop new ones that emphasize courage and dignity, thereby rejecting the destructive \"D's.\" This article describes some common discouraging practices that have been used since the passage of PL 94-142 by teachers, psychologists, administrators, university educators, therapists, and related service personnel, many of whom have otherwise dedicated their careers to supporting and guiding troubled youth. These accounts will be followed by descriptions of ways to modify discouraging practices and increase practices that emphasize the creation of safe classroom climates that are permeated with care and include hope, a precursor to optimism and the engine of change.","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"29 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45251009","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":"Disciplining Students with Disabilities.","authors":"M. Yell, Michael E. Rozalski, E. Drasgow","doi":"10.17161/FOEC.V33I9.6783","DOIUrl":"https://doi.org/10.17161/FOEC.V33I9.6783","url":null,"abstract":"Discipline refers to procedures that teachers use to maintain a classroom climate conducive to learning (Walker, Colvin, & Ramsey, 1995). Teachers generally think of discipline as techniques they can use to manage misbehavior (Curwin & Mendler, 1988; Walker, 1995). We believe that discipline involves more than just using procedures to control student misbehavior. It also is a means to teach students about the effects of their behavior on others and to help them learn to control and manage their own behavior. Discipline should maintain an effective classroom environment and positively affect the lives of students in that classroom. Discipline long has been an important concern of administrators, teachers, and parents. Thus, it is not surprising that courts and legislators have addressed issues regarding the use of disciplinary procedures with students in the public schools. In fact, the law has been an important force in the development of ways in which we use discipline. Therefore, we must understand the legal requirements and constraints that guide school personnel when disciplining students. Three sources of law directly affect discipline in schools:","PeriodicalId":89924,"journal":{"name":"Focus on exceptional children","volume":"33 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.V33I9.6783","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41620879","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}