Are There Toxic Plants in Your Classroom? A Resource For Educators Of Children With Exceptional Needs
description- – In elementary and secondary classrooms, educators use plants for various reasons. Plants are often used during learning activities and science experiments. Also, educators frequently decorate their classrooms with plants to make the room more inviting and comfortable. Few new educators have been informed of the potential hazards of commonly known plants that have toxic characteristics. Because of this lack of knowledge, children may be harmed by touching or ingesting parts of plants found in the classroom. This article presents ten plants often found in the classroom that have toxic characteristics. Plants that are non-toxic and can be safely substituted in the classroom are also described.
- – 2008-01-30
- – application/pdf
Reality Lessons in Traumatic Brain Injury
description- – This article goes beyond the typical guidance on how to address the educational needs of students with traumatic brain injury (TBI). A survivor of TBI and his parent advocate describe real-life encounters in the education arena and offer ways to respond to the problems depicted in the situations. Their candor enhances educator awareness of the users' perspective. Ten topical incidents are provided, each followed by a summary of the lesson learned from the incident. Some of the issues and responses are controversial. All increase awareness of the realities faced by survivors of TBI and should spark discussions of alternative approaches for addressing the needs of students with TBI. Topics range from structuring a purposeful classroom environment to stimulating student creativity.
- – 2008-01-30
- – application/pdf
Teaching Data Analysis to Elementary Students with Mild Disabilities
description- – The purpose of this manuscript is to describe the implementation of an action research project in a fifth grade resource classroom. Students with mild disabilities were taught how to conduct surveys using three data collection methods, display the data collected in tables and graphs, and use the data to answer survey questions.
- – surveys
- – 2008-01-30
- – application/pdf
Who are the Interventionists? Guidelines for Paraeducators in RTI
description- – As a Response to Intervention approach begins to be utilized in our schools, there is growing confusion regarding the role of teacher assistants/paraeducators in this problem solving approach. In this article, the authors share survey and interview data from their experiences working with Rhode Island teacher assistants - both in leading teacher assistant training on RTI and in researching implementation of RTI in RI elementary schools. Both challenges and guidelines for the use of teacher assistants in a RTI model are presented. Recommendations for the effective use of teacher assistants in general education and special education classrooms include: teacher assistants as members of school-wide intervention teams; a greater focus on the use of teacher assistants during the assessment process; better professional development; and increased common planning time for enhanced communication about student learning.
- – 2008-01-30
- – application/pdf
Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard
description- – This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares for place value, color-coded bead bars for representing digits, and small numeral tiles in a procedure related to lattice multiplication. The article presents a brief introduction to the Montessori approach to learning, an overview of Montessori mathematics, and an explanation of the Checkerboard for Multiplication with related multiplication manipulatives. Pretest/posttest results of the four students indicated that all increased their understandings of multiplication. The results of an attitude survey showed students improved in enjoyment, perceived knowledge, and confidence in solving multiplication problems.
- – 2008-01-30
- – application/pdf
Restricted Interests as Motivators: Improving Academic Engagement and Outcomes of Children on the Autism Spectrum
description- – One way improve engagement and ensure motivation for students with autism spectrum disorders (ASD) during academics is to use restricted interests in instruction and activities. Embedding these interests into the curriculum can motivate the student with ASD to attempt tasks that were previously less preferred or difficult. This article demonstrates how elementary, middle, and high school teachers improved academic engagement and outcomes for three students with ASD. Guidelines are provided along with numerous examples of creative ways for embedding restricted interests across subject areas and grade levels.
- – 2008-08-02
- – application/pdf
The Seattle Decision on Race and Public Schools: Implications for Special Education
description- – In a recent ruling, the U.S. Supreme Court in Parents v. Seattle (2007) determined that race cannot be the sole factor in the assignment of children to public schools. The court also identified the conditions which would justify the use of race in assigning children to schools. In this article we (a) provide a historical background to the Supreme Court decision, (b) summarize the facts and analyze the reasoning of the majority and dissenting opinions in the decision, and (c) address the implications of the Parents v. Seattle decision for the field of special education. We suggest that at present the Court appears determined to weight substantive educational gains for students more heavily than social integration in evaluating the constitutionality of school policies aimed at equalizing opportunities for students.
- – 2008-08-02
- – application/pdf
Promoting Self-Determination through a Movie Project
description- – The concepts of self-determination and self-advocacy have been a focus in the education of students with disabilities and many new curricula, guidelines, and materials have recently become available for educators. This article describes a project that involved individuals with intellectual disabilities in making a movie as a strategy for exploring and developing self-advocacy skills. A facilitator/ director worked with the individuals as they discussed movie ideas based on self-determination, while learning concepts and working on component skills such as self-advocacy and problem solving. The authors share what they learned during the project and provide ideas for educators to follow a similar model with their students.
- – 2008-08-02
- – application/pdf
Feeding Frenzy: Using Picture Schedules to Reduce Mealtime Struggles
description- – Children with autism and other disabilities frequently do not eat a variety of foods, eating only a few very specific foods. Additionally, many children are extremely resistant to trying different foods and attempts to introduce new foods often result in problem behaviors. This can have serious health implications for some children, as the foods they eat may not provide sufficient nutrients. Food refusal can also be extremely stressful for parents, and while effective strategies supported by research exist, these may be difficult for parents to implement. Our recent work with picture activity schedules suggests that this may be an easy to implement and viable alternative to other more complex procedures. We describe a case study in which introduction of a picture activity schedule significantly increased the types of foods eaten by a young boy with autism, and we offer suggestions for parents and educators interested in implementing such picture schedules.
- – 2008-08-02
- – application/pdf
Using Animated Language Software with Children Diagnosed with Autism Spectrum Disorders
description- – We examined the impact of using an animated software program (Team Up With Timo) on the expressive and receptive language abilities of five children ages 5-9 in a self-contained Learning and Language Disabilities class. We chose to use Team Up With Timo (Animated Speech Corporation) because it allows the teacher to personalize the animation for each student. All five students worked with Team Up With Timo three times a week for four months. We were able to program the software with specific vocabulary and pictures based on each student's needs. We also chose what the animated tutor would say to each student in introducing the words and in responding to students' choices. The results of the intervention showed three of the five students demonstrated increased language ability, while four of the students showed increased time on task. One student showed no motivation to work with the computer, but was able to use a voice output system for communication.
- – 2008-08-02
- – application/pdf
Movement and Dance in the Inclusive Classroom
description- – Movement and Dance in the Inclusive Classroom Abstract Benefits to using creative movement and dance as teaching tools in the classroom include increased student understanding of content, improved classroom behavior, and the development of new forms of assessment. Integration of these activities within the instructional day will meet the needs of a variety of learners, especially kinesthetic learners, in a more meaningful manner. Based on research findings, Rudolf Laban's work on movement analysis, and anecdotal evidence; this article addresses the advantages for all students including those with learning disabilities, emotional disorders, attention deficit disorder, cognitive disabilities, and gifts and talents. Rudolf Laban's work in movement analysis provides a clear framework from which teachers can begin to introduce dance activities to their inclusive classrooms.
- – 2008-08-02
- – application/pdf
I. A.C.C.E.P.T. M.E.: Strategies for Developing Teacher Acceptance when Working with Children who Challenge
description- – The growing frequency, duration, and intensity of children's challenging behaviors makes general and special education teachers' professional lives hazardous to their health. The focus of this article is on helping teachers leave the classroom each day with a feeling of accomplishment and a belief that they have made a difference in the lives of the children they teach. Using the acronym, I ACCEPT ME, nine strategies are suggested to help teachers accept themselves regarding their competence in teaching children who exhibit behavioral and emotional challenges.
- – 2008-08-02
- – application/pdf
Poetry Emotion or Effective Literacy Practices for Individuals with Intellectual Disabilities
description- – Why use poetry to enhance the individual's ability to read and understand the text? How do we assist people with intellectual disabilities, specifically Down syndrome, with an opportunity to bring richer and deeper meaning to what they read? The special education community is waking up to the possibilities for expression which exist for individuals with Down syndrome. For several decades we have assumed that an IQ or intelligence number can assist professionals in determining just how far someone can go or how much we can teach. In reviewing the literature for individuals with other learning disabilities, and those very distinct and effective strategies, we can now ask, why not use these same strategies for the intellectually disabled, specifically those with Down syndrome?
- – 2008-06-05
- – application/pdf
Cortical Visual Impairment in Children: Presentation, Intervention, and Prognosis in Educational Settings
description- – Children with cortical visual impairment (CVI) exhibit distinct visual behaviors which are often misinterpreted. As the incidence of CVI is on the rise, this has subsequently caused an increased need for identification and intervention with these children from teaching and therapy service providers. Distinguishing children with CVI from children with other types of visual impairments in intervention designs and other educational planning is crucial to designing effective programs. To assist to this end, presentation "hallmarks" of CVI are outlined in this paper, as are recommended treatment strategies for optimizing visual performance.
- – 2008-06-05
- – application/pdf
Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Difficulties
description- – Difficulties with spelling can impact students' reading acquisition and writing, having a critical impact on overall literacy development. Students with learning disabilities (LD) often struggle with spelling. We describe a case study with three elementary-aged students with LD using a mnemonic approach to spelling sight words. Our approach, called PESTS, included acrostics, pictorial representation, and stories. The instruction was applied to key words in daily instruction and compared to a traditional approach to spelling sight words. Each of the students improved his or her spelling, as measured by a standardized spelling test, a developmental spelling test, and a researcher-developed instrument.
- – 2008-06-05
- – application/pdf
Quick and Easy Adaptations and Accommodations for Early Childhood Students
description- – Research-based information is used to support the idea of the use of adaptations and accommodations for early childhood students who have varying disabilities. Multiple adaptations and accommodations are outlined. A step-by-step plan is provided on how to make specific adaptations and accommodations to fit the specific needs of early childhood students. Pictures of each adaptation and accommodation are also included. This will allow for better understanding when making these materials. Areas that were researched include: autism, behavior disorders, learning disabilities, sensory needs, communication disorders, developmental disorders, attention deficit disorder, and attention deficit hyperactivity disorder. Outlined are instructions to make visual supports, picture schedules, work systems, behavior modification charts, and picture exchange communication (PECS) books.
- – 2008-06-05
- – application/pdf
Enhancing Services for Students with Mild Disabilities in the Middle East Gulf Region: A Kuwait Initiative
description- – Abstract At a conference, titled: "Childhood Disabilities: Assessment and Early Intervention" held between March 20-22, 2006, at Kuwait University, a range of discussion topics were considered that would enhance and design specific best practices in special education for the Middle East Arab Gulf region. Governmental representatives, post-secondary educators, educational specialist, teachers, administrators, parents and concerned citizens grappled with past, current and future educational practices in an attempt to enhance educational services for students with special needs in the Middle East Arab Gulf region. Five distinct topical areas focused on assessment and diagnosis, early intervention, educational strategies, professional development and community awareness as areas of importance. Keynote speakers were drawn from educational specialists in the Middle East Arab Gulf region as well as selected individuals with expertise in best practices from the United States. As a result of the presentations and discussions, recommendations were compiled for implementation.
- – 2008-06-05
- – application/pdf
Transition Works: Self-awareness and Self-advocacy Skills for Students in the Elementary Learning Center
description- – Fifth grade students with learning disabilities receive a ten-week unit on learning styles and the special education process as part of their transition to the middle school. Developed by a learning center teacher and guidance counselor, the program is derived from the literature on self-determination and from the work of Mel Levine. The curriculum includes lessons about special education, specific disabilities and learning styles, coping strategies, and advocacy. These lessons highlight learning strengths, and seek to reframe any negative presumptions students have about their educational program. Student review their academic file to learn more about their learning profile. At the end of the unit, students know more about why they receive special education services, feel positive about their learning strengths, and are empowered to take on new challenges as they move to the middle school.
- – 2008-03-31
- – application/pdf
Fluency: A Necessary Ingredient in Comprehensive Reading Instruction in Inclusive Classrooms
description- – There is a large collection of students who experience difficulty with the development of reading fluency and comprehension. Many students receive little to no benefit from non-systematic instructional methods. In order to become proficient readers many students need explicit instruction in fluency to serve as a building block to comprehension. The creation of both inclusive schools and classrooms has lead to expectations for educators who must instruct all students regardless of ability levels to read fluently with appropriate corresponding comprehension skills. Until recently, a great deal of reading instruction has narrowly focused on comprehension with little attention paid to the direct teaching of fluency. This narrow focus may be an insufficient approach to reading instruction for many students. Instead, students with reading difficulties can benefit from a comprehensive empirically supported reading program in which teachers directly teach and ultimately enhance reading fluency skills. The aim of this article is to describe eight practices for developing fluency through empirically supported approaches appropriate for use in the inclusive classroom.
- – 2008-03-31
- – application/pdf
PIE-R2: The Area of a Circle and Good Behavior Management
description- – When teachers consider behavior management issues in the classroom, they often focus primarily on student behavior. Nevertheless, managing inappropriate student behavior can often be improved by altering teacher behavior. Discussed in the present article are four components of teacher behavior that can lead to more effective management of student behavior. The four components are represented by the acronym PIE - R2. Each component is discussed in terms of its contribution to more effective behavior management.
- – 2008-03-31
- – application/pdf
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