Will and Skill Building in Inclusion Teams: a Review of The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom
This article reviews: Jorgensen, C. M., McSheehan, M. M., & Sonnenmeier, R. M. (2010). The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom. Baltimore: Brookes Publishing.
A continuum of paraeducator support for utilization in adapted physical education
This article describes three levels of utilization of paraeducators during adapted physical education. This includes having paraeducators read a portion of the lesson plan that describes the desired support towards lesson objectives. Paraeducators then assist all students when needed. Second, specific modifications for paraeducators assigned through the IEP process to one child are listed on a lesson plan. The paraeducator then provides specific support for a particular child. Finally, video modeling is where the physical educator creates media clips for paraeducators to view prior to assisting children during the lesson. The media clips include modeling of key lesson concepts aimed at helping paraeducators understand physical education activities that a child is expected to accomplish during the lesson. The physical educator is then free to attend to other learners with different needs during parts the lesson. The range of supports and recommendations for using video technology are provided.
Improving Student Outcomes: Data-driven instruction and fidelity of implementation in Response To Intervention (RTI) MODEL
As teachers, administrators, and members of intervention teams utilize student performance data to inform instructional decisions and monitor implementation of tiered instruction in a Response to Intervention (RTI) model, ways to assure fidelity of implementation or treatment integrity continues to be a challenge. This article describes how one school district established a model of RTI including three mechanisms to enhance data-driven instruction and fidelity of implementation through the use of: (1) a student intervention tracking form, (2) reading coaches, and (3) teacher-made video clips.
A Review of the book IEP and Section 504 Team Meetings …and the Law
This article reviews: Freedman, Miriam K. (2008) IEP and Section 504 Team Meetings…and the Law. Park Place Publications
Differentiating with Technology
There are many challenges for teachers today. One of the most difficult challenges for diligent teachers is reaching the needs of an increasingly diverse student population. In order for teachers to reach ALL students, teachers must begin where students are which means recognizing individual differences. Differentiated Instruction with the use of technology offers the opportunity for teachers to engage students in different modalities, while also varying the rate of instruction, complexity levels, and teaching strategies to engage and challenge students. Differentiated Instruction (DI) also allows teachers to begin to think and work smarter and more efficiently rather than trying to work harder to meet the needs of such a diverse student population.
Video Case Studies: Preparing Teachers for Inclusion
Balancing the need to prepare pre-service teachers with the skills necessary to effectively participate in Individualized Education Programs (IEPs) with the constraints of confidentiality as required by law has led one university to develop video scenarios that can be used as teaching tools. Three scenarios have been created, two at the secondary level and one at the elementary level. The videos, which can be streamed via the internet as well as through the university’s course management software, deal with the interpersonal interactions that occur during IEP meetings rather than paperwork completion. Thus, the use of the video scenarios serves to alleviate the concerns of pre-service teachers regarding an area that is often perceived to be secretive and daunting. To date, the scenarios have been used with classes in two different university departments and have resulted in richer and more in-depth discussions of what can be expected in actual IEP meetings.
Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept
The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed.
India, Families, and a Special School
Families in India face many challenges in caring for and educating their children with disabilities. India has enacted a landmark special education law, Persons with Disabilities Act of 1995, which provides schooling and services to all children. For some students with disabilities, however, integrated and special schools are providing schooling. This paper highlights one school, the Bethshan Special School, a private day-school for students with intellectual disabilities. At Bethshan, teachers provide quality academic instruction and job readiness skills for a range of children and young adults, as well as support programs for parents. Concluding this brief examination, several challenges and positive directions for Indian special education and teacher preparation are highlighted.
Barriers to Participation in Youth Sports
Youth sports were created as opportunities for children to play, be active, and begin learning how to become better or more successful at a given sport. Unfortunately for many children with disabilities they may not get the same opportunities that are available to other children. There are a number of barriers that may inhibit children with significant disabilities from either participating in the youth sport programming all together or have a strong impact their level of successful participation. This article both identifies key barriers as well as provides strategies to eliminate or minimize the impact of the given barrier. This problem-solution approach is meant to help to focus our attention on the root of the problem and begin using some practical strategies that will help better serve and provide opportunities for children with disabilities to help them “get into the game”.
Response to Intervention in the Social-Emotional-Behavioral Domain: Perspectives from Urban Schools
This article examines the application of the popular Response to Intervention (RTI) approach to the early identification and service delivery for students with social, emotional, and behavioral difficulties in schools. The article begins with an explanation of the RTI model as applied to the social behavior domain, based on the empirical research base. It proceeds to share data from focus group interviews with exemplary urban special education teachers about RTI strategies used in their schools and classrooms and what it would take to implement RTI in this domain. The article then discusses implications for school personnel who are interested in adopting an RTI model in this domain.
Recent documents in Council for Exceptional Children Journals