Council for Exceptional Children Journals

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

Matthew James Welch — Wed, 04 Aug 2010 11:24:51 PDT

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

Justin A. Haegele et al. — Wed, 04 Aug 2010 11:24:50 PDT

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

Sharon Davis Bianco — Wed, 04 Aug 2010 11:24:49 PDT

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

Diana B. Baker — Mon, 17 May 2010 11:05:10 PDT

This article reviews: Freedman, Miriam K. (2008) IEP and Section 504 Team Meetings…and the Law. Park Place Publications

Differentiating with Technology

Pokey Stanford et al. — Mon, 17 May 2010 10:53:39 PDT

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

Robin Burden et al. — Mon, 17 May 2010 10:51:36 PDT

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

Anne Rinn et al. — Mon, 17 May 2010 10:51:34 PDT

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

E Stephen Byrd — Mon, 22 Mar 2010 06:01:27 PDT

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

Thomas E. Moran et al. — Mon, 22 Mar 2010 05:59:17 PDT

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

Shireen Pavri — Mon, 22 Mar 2010 05:59:15 PDT

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.

An Adaptation Tool Kit for Teaching Music

Carol McDowell — Mon, 22 Mar 2010 05:56:22 PDT

Music-education majors often struggle when making classroom and curricular modifications for their lesson plans during their university coursework. This article offers behavioral, curricular, environmental, motivational, organizational, and presentational strategies for planning instruction for various disabilities in the music classroom.

Children's Perceptions of Peers with Disabilities

Wendy M. Smith-D'Arezzo et al. — Mon, 22 Mar 2010 05:54:21 PDT

Children’s books with characters that have disabilities have been touted as an avenue to introduce children to their peers with disabilities. Children’s literature specialists have suggested that the use of these books may result in a more positive attitude on the part of children without disabilities toward their peers with disabilities. Working with fifth grade children in an urban school setting, structured book discussion groups were held during the reading of two books that feature a main character with a learning disability. Data was gathered using an attitude survey, audio-tapes of group discussions and focus group interviews before and after the intervention. Results showed there was not a clear increase in positive attitudes toward peers with learning disabilities. In fact, the focus on the topic may have reinforced some children’s negative attitudes. Further study is warranted to examine the premise that these books will improve children’s attitudes toward their peers.

Dual Familial Roles: An Asperger’s Syndrome Case Story

Julie K. Ivey et al. — Mon, 22 Mar 2010 05:51:23 PDT

Sibling interactions are challenges that all families face on a daily basis. These interactions are significantly more difficult when one child has autism. With the apparent increase in diagnoses of autism, there are more families each year who are dealing with issues of relationships. Children learn, as part of the growing up experience, how to interrelate with their brothers and sisters. They also acquire future parenting styles by watching their own parents and how they relate to children with and without disabilities. This case study explores one woman’s childhood experiences with a sibling of undiagnosed Asperger’s Syndrome and the effects of her experiences as a parent of a son with Asperger’s Syndrome.

A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities

James S. Leffert et al. — Thu, 14 Jan 2010 16:48:33 PST

This article shows school personnel ways to infuse social skills instruction into their existing instructional activities throughout the school day by: • Integrating social skills and academic instruction. • Amplifying the impact of preplanned instruction through impromptu responses to naturally occurring social skills problems. • Adding a social skills dimension to the classroom environment and routines. This article introduces and illustrates use of the Social Skills Tools for Teachers, a suite of instructional planning aids available on the web at www.csde.umb.edu/ToolsforTeachers.php Findings presented show that school personnel have successfully utilized the Tools to incorporate social skills instruction into daily teaching activities.

A Review of the Book, Working with Troubled Children

Richard L. Mehrenberg — Mon, 04 Jan 2010 16:22:28 PST

In their new book, Working with Troubled Children (2009), authors and childhood behavior disorder experts, James M. Kauffman and Frederick J. Brigham have created a data-driven, yet reader-friendly resource for educators. It is an excellent addition to the library of new and experienced special education teachers, general education teachers, pre-service teacher candidates and anyone else who would appreciate a better understanding of how to work with children with challenging behaviors.

Where to Place Wally? A Special Education Due Process Case Study

Paul Beare et al. — Mon, 04 Jan 2010 14:24:33 PST

WThe purpose of this manuscript is to provide the case study of a student with Emotional Behavioral Disorders (EBD) whose services were in dispute resulting in a due process hearing. Wally, age 12, resided with his mother and attended school in his local district. He had a label of EBD since kindergarten. He failed in multiple placements until his district tried a slow, careful process leading to full inclusion in the general education classroom. Following a year of success and a move to a new school, Wally again exhibited serious behavioral outbursts. At the District’s expense and urging, his mother took him to a world famous psychiatric facility to obtain an evaluation. While there, he had serious physical aggression and experienced a number of restraint and time out situations resulting in his mother removing him without completion of the process. The District filed for hearing when Wally’s mother refused placing him in a segregated facility for student with EBD and a return to the psychiatric hospital to complete the aborted evaluation to help determine where to place Wally.

The Importance of Teacher Invovlement in Medication Therapy

Joseph B. Ryan et al. — Mon, 04 Jan 2010 14:21:08 PST

Over the past several decades, there has been a steady increase in the use of medication therapy to help control student behavior within schools. While psychotropic medications do not “cure” mental illnesses, they have demonstrated efficacy in helping children function better at school and within their home environment. However, it is important educators understand these medications may also pose significant risks for children, with potential side effects ranging from mild discomfort to life threatening complications. In this article, the authors review the major types of psychotropic medications, discuss the therapeutic benefits and potential side effects of medications, and provide recommendations regarding how teachers can assist to ensure the safe use of these medications.

Making Accommodations Work for Students in the Special Education Setting

James H. VanSciver et al. — Mon, 04 Jan 2010 14:19:21 PST

With the pressure of No Child Left Behind and state-ordered accountability initiatives building, local educators’ angst with the challenges of documenting improvement on the part of special education students, as a function of their performance on high stakes content assessments, continues to grow.

One major tool used to identify academic needs and provide support is the Individual Education Plan, a model bolstered through the selection of accommodations particular to the individual student.

How are those accommodations identified? What proof may be provided that they have been implemented successfully? And where is the data that may suggest that they be continued on the student’s IEP?

Using data to identify, monitor, and evaluate the use of accommodations for individual special education students is a must if educators are to verify that those students are growing academically. However, the system so implemented to achieve this must be least intrusive for those who will use it lest it suffer from the woes of reduced implementation fidelity.

Double-Check: A Framework of Cultural Responsiveness Applied to Classroom Behavior

Patricia A. Hershfeldt et al. — Mon, 04 Jan 2010 14:16:45 PST

Despite years of investigation and reporting on the disproportionate representation of culturally and linguistically diverse (CLD) students in office discipline referrals and special education, little progress has been made in reducing these disparities. It is recommended that school personnel identify cultural inconsistencies in disciplinary practices, and develop and maintain culturally responsive practices that facilitate improvements in student behavior. The Double-Check framework promotes such practices through self-assessment, and encourages school personnel to recognize their own attitudes and behaviors toward CLD students. In this effort we describe the five components of the Double-Check model and provide a case study example that illustrates how school teams and individual teachers can apply the framework when encountering persistent behavior problems.

Avoiding Math Taboos: Effective Math Strategies for Visual-Spatial Learners

Whitney H. Rapp — Mon, 04 Jan 2010 13:06:03 PST

Mathematics concepts are most often taught using auditory, sequential instructional methods. Not only are these methods ineffective when used with visual-spatial learners, they may be detrimental to both academic and emotional progress. Ways in which visual-spatial learners process information are explained. One child's story is presented, illustrating both negative academic and emotional impact on a visual-spatial learner who possessed exceptional math ability but performed increasingly poorly in math class. An extensive list of effective strategies and resources for teachers is provided.