The Pros and Cons of Inclusion for Children with Autism Spectrum Disorders
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Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords: -
RTI in the General Education Classroom
Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Spring 5-3-2016 Inclusive Settings: RTI in the General Education Classroom Brittany Graves [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Graves, Brittany, "Inclusive Settings: RTI in the General Education Classroom" (2016). Honors Projects. 314. https://scholarworks.bgsu.edu/honorsprojects/314 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Inclusive Settings: RTI in the General Education Classroom Brittany N. Graves Advisor 1 Chris Fluckinger, Ph.D. Advisor 2 Alfred DiVencenzo, M.Ed. Table of Contents Table of Contents pg. 1 Abstract pg. 3 The Dilemma as Presented Through My Pendulum Theory pg. 4 The Pendulum Theory [Figure 1] pg. 6 Overview of Response to Intervention (RTI) pg. 8 Response to Intervention Pyramid [Figure 2] pg. 9 Tier 1 pg. 10 Howard Gardner’s Multiple Intelligences [Figure 3] pg. 13 Tier 2 pg. 15 Tier 3 pg. 17 Field Work Setting pg. 19 Field Work Data Collection Methods & Results pg. 22 Staff Interview [Table 1] pg. 23 Staff Interview [Table 2] pg. -
Autism Spectrum Disorders Resources for Teachers and Parents
Autism Spectrum Disorders Resources for Teachers and Parents The goal of the Autism Spectrum Disorders Strategic Plan is to ensure development and provision of quality special education programs and a full array of educational services for individuals with Autism Spectrum Disorders. One of the key components of the ASD Strategic Plan is to enhance educational programs for students with ASD through development of a comprehensive curriculum that employs “best practices” and meets the unique needs of this student population. This document was created to provide teachers, parents, and community resource providers with access to instructional strategies. Listed below are suggested resources which can be used with students with Autism Spectrum Disorders. Social Stories: Carol Gray created social stories. This is a “must see” website. http://www.thegraycenter.org/ A collection of social stories are provided that can be adapted for your student/child. http://www.polyxo.com/socialstories/ An explanation of social stories is provided on this website. http://www.autism.org/stories.html A description of social stories, comic book conversations and thinking stories is given. http://www.autism.org/stories.html A collection of social stories already created for you to use. http://www.frsd.k12.nj.us/autistic/Social%20Stories/social_stories.htm This link lists the top ten tips for writing a social story and other helpful ideas. http://www.frsd.k12.nj.us/autistic/Parent%20Training/social_stories%20notes.htm Visual Schedules: A definition and sample visual schedules are shown on this website. http://www.cesa7.k12.wi.us/sped/autism/structure/str11.htm The “how to” of organizing a visual schedule is described here. -
The Inclusive Classroom: the Effects of Color on Learning and Behavior
Journal of Family & Consumer Sciences Education, 29(1), Spring/Summer 2011 The Inclusive Classroom: The Effects of Color on Learning and Behavior Kristi S. Gaines Zane D. Curry Texas Tech University Color impacts student behavior within the physical learning environment. Due to the move toward including students with disabilities in the general education classroom, functional color applications are critical. This article reviews and analyzes existing literature and empirical evidence related to use of color in the classroom for students of all abilities. The three major areas reviewed were (1) the inclusive classroom for students with disabilities, (2) color theory, and (3) the physiological and psychological aspects of color. The results show that color is important in designing functional learning spaces. The results of this analysis may benefit educators, parents, and design professionals in designing beneficial learning environments for all students. Color is a powerful design element that produces profound psychological and physiological reactions. Studies have shown a relationship between color preferences, emotions, and academic performance in students (Boyatzis & Varghese, 1993; Imhof, 2004; Karp & Karp, 2001; O’Connor, Sofo, Kendall, & Olson, 1990; Terwogt & Hoeksma, 2001; Wilkins, 2003). The inclusion of learners with disabilities in the general education classroom creates additional challenges for learning and behavior. Federal law requires that children be educated in the least restrictive environment (LRE). The LRE is the requirement that special education students be educated with children without disabilities in the regular educational environment to the maximum extent appropriate to serve their needs. The Individuals with Disabilities Education Act (IDEA) of 2004 addresses the legal rights of students with disabilities. -
The Use of Visual Schedules (Master's Thesis, Northwestern College, Orange City, IA)
Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education 5-2017 The seU of Visual Schedules Amber Connelly Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Early Childhood Education Commons, and the Special Education and Teaching Commons Recommended Citation Connelly, A. (2017). The use of visual schedules (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/40/ This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Use of Visual Schedules 1 The Use of Visual Schedules Amber Connelly Northwestern College Use of Visual Schedules 2 Abstract This paper explores the use of visual schedules to support students diagnosed with Autism Spectrum Disorder with transitions throughout the school day. Students diagnosed with Autism Spectrum Disorder have a tough time interpreting verbal directions throughout the school day; therefore, there is an increase in student behaviors during transitions (Dettmer, Simpson, Brenda, & Ganz, 2000). The students utilized in this study are preschool aged students, which means they are between the ages of three to five. All students are in an integrated preschool classroom. The researcher implemented and created individualized visual schedules for each student in this paper. The researcher collected data and analyzed the data to determine the effects individualized visual schedules have on behaviors displayed during transitions throughout the school day. This paper explores whether individualized visual schedules can be used as an intervention to reduce the number of behaviors displayed during transitions throughout the school day. -
INCLUSIVE EDUCATION and STUDENTS with INTELLECTUAL DISABILITIES (Ids) in the STATE of KUWAIT: ARE WE READY? by HAWAA ALSHEMARI
INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? By HAWAA ALSHEMARI A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning MAY 2016 © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved © Copyright by HAWAA ALSHEMARI, 2016 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of HAWAA ALSHEMARI find it satisfactory and recommend that it be accepted. ___________________________________ Darcy Miller, Ph.D., Chair ___________________________________ Susan Rae Banks, Ph.D. ___________________ ________________ Michael Dunn, Ph.D. ___________________________________ Brenda Barrio, Ph.D. ___________________________________ Richard Lamb, Ph.D. ii ACKNOWLEDGMENT I thank Allah for his grace and mercy upon me, providing me with faith, energy, and support to undertake this journey. I am profoundly thankful to the gift of Allah, my son Salim for being in my life, as he has been the inspiration and motivation of my journey toward helping people with disabilities. I am extremely grateful to my best friend, my oldest son Ghanem for his understanding, patience, and support. I am so fortunate to have him in my life. I would also like to acknowledge my supervisor, Dr. Darcy Miller and my committee members for their scholarly comments, support and encouragement. Thank you for your guidance and trust in completing this study. Finally, my appreciation is for my precious friend, Mary Kaye for her support and unconditional love. iii INCLUSIVE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITIES (IDs) IN THE STATE OF KUWAIT: ARE WE READY? Abstract by Hawaa Alshemari, Ph. -
Visual Strategies Kim Dobson
Visual Strategies Kim Dobson Things to Think About Common Core Student Learning Outcomes Students with Autism Sensory System Communication Visual Strategies QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture. Learning Through Seeing Children with autism and other pervasive developmental disorders learn in a variety of ways. But research has shown that for many children with autism and other similar disabilities, one way of learning is learning through seeing! Making Visual Supports Work in the Home and Community, Savner & Myles (2000) When children with autism are given opportunities to learn with visual cues, they: Learn more quickly Reduce aggressive or self-injurious behavior Decrease frustration and anxiety Learn to adjust to changes at home/school Complete tasks by themselves Gain independence Making Visual Supports Work in the Home and Community, Savner & Myles (2000) I see it . I understand ! Visual Strategies Help Children Follow rules Understand what they are supposed to do Understand how to complete work or play activities and tell someone they are finished Move from one activity to another Make choices about what they want to do “a tool that enables the child to keep track of the day’s events/activities at the same time helps him/her to develop an understanding of time” Visual Strategies Visual Schedules Choice boards Boundary Settings Labels Tasks/Activity Completion Visual Behavior Supports Other Visual Schedules Provides student with structure Capitalizes on students’ visual strengths -
Innovation Configuration for Evidence-Based Practices for Students with Severe Disabilities
Innovation Configuration Evidence-Based Practices for Students With Severe Disabilities Diane M. Browder Leah Wood Julie Thompson University of North Carolina at Charlotte Cecelia Ribuffo University of Florida August 2014 CEEDAR Document No. IC-3 ceedar.org Disclaimer: This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred. Recommended Citation: Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/ Note: There are no copyright restrictions on this document; however, please use the proper citation. Page 2 of 86 Table of Contents Innovation Configuration for Evidence-Based Practices for Students With Severe Disabilities ... 5 Methodology ................................................................................................................................... 6 Terminology ............................................................................................................................ -
Early Long Cane Use: a Case Study
Volume 3 Number 1 Winter 2010 ISSN 1945-5569 Association for Education and Rehabilitation of the Blind and Visually Impaired 1703 N. Beauregard Street, Suite 440 Alexandria, VA 22311-1744 (877) 492-2708 or (703) 671-4500 Fax: (703) 671-6391 www.aerbvi.org Association for Education and Rehabilitation of the Blind and Visually Impaired AER Journal: Research and Practice in Visual Impairment and Blindness ABBREVIATED INSTRUCTIONS FOR CONTRIBUTORS Authors should refer to full instructions at www.aerbvi.org. The AER Journal is a peer-reviewed member journal that is focused on excellent research that can be applied in a practical setting. The Journal publishes material of interest to people concerned with services to individuals of all ages with visual disabilities, including those who are multiply disabled and/or deafblind. Published submissions include Original Research, Practice Report, Book Review, Professional Corner, and Conference Proceedings papers. Original Research papers reflect the latest scientific discoveries in the fields of education and reha- bilitation in vision impairment and blindness (maximum length: 4,000 words). Practice Report papers reflect examples of best practice in the fields of education and rehabilitation of persons with visual impairments or who are blind. We expect not only academics but also practi- tioners to benefit from the contents (maximum length: 3,000 words). Book Review papers are brief reviews of recently published books which will include a review of both the content and structure of the book (maximum length: 1,500 words). Professional Corner papers are guest articles submitted by an AER member about a recent profes- sional experience or set of experiences (maximum length: 1,500 words). -
The Inclusion of Students with Special Needs in the General Education Classroom
Dominican Scholar Senior Theses Student Scholarship 5-2018 The Inclusion of Students with Special Needs in the General Education Classroom Megan Walsh Dominican University of California https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01 Survey: Let us know how this paper benefits you. Recommended Citation Walsh, Megan, "The Inclusion of Students with Special Needs in the General Education Classroom" (2018). Senior Theses. 69. https://doi.org/10.33015/dominican.edu/2018.EDU.ST.01 This Senior Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Senior Theses by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. !1 Inclusion of Students with Special Needs in the General Education Classroom A Thesis Presented in Partial Fulfillment of the Requirements of the Degree of Bachelor of Arts in Liberal Studies Dominican University of California by Megan Walsh May 2017 !2 This capstone has been presented to and accepted by the Faculty of Education in partial fulfillment of the requirements for the degree of Bachelor of Arts. The content and research methodologies presented in this work represent the work of the candidate alone. ___________________________________ ________________ Candidate Date ___________________________________ ________________ Rosemarie Michaels, LS Instructor Date ___________________________________ ________________ Rosemarie Michaels, Program Chair, Liberal Studies Date !3 Abstract The inclusion of students with special needs in the general education classroom has been a major topic of discussion for many years. Inclusion education means that all students are part of the school community, regardless of their strengths and weaknesses (“Sec. -
Effective Co-Teaching Within the Inclusive Classroom
St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 4-2011 Effective Co-Teaching Within the Inclusive Classroom. Lindsay Holliday St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Holliday, Lindsay, "Effective Co-Teaching Within the Inclusive Classroom." (2011). Education Masters. Paper 70. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_ETD_masters/70 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Effective Co-Teaching Within the Inclusive Classroom. Abstract My literature review was about co-teaching in an inclusive classroom setting. In my review, I discussed about the co-teaching process and how to successfully implement coteaching models into the inclusive classroom. My research consisted of classroom teachers and inclusive classroom students. I constructed surveys to teachers about co-teaching and how they implement co-teaching. I also asked teachers questions about inclusive classrooms and the outcomes that they have seen within those classrooms. I asked the students different questions about how they learn best and what they see their teachers engaging in within the inclusive classroom. I also asked questions about behavior and fairness in the classroom with co-teachers present. -
Examining How the Inclusion of Disabled Students Into the General Classroom May Affect Non- Disabled Classmates Marissa L
Fordham Urban Law Journal Volume 30 | Number 6 Article 7 2003 Examining How the Inclusion of Disabled Students Into the General Classroom May Affect Non- Disabled Classmates Marissa L. Antoinette Follow this and additional works at: https://ir.lawnet.fordham.edu/ulj Part of the Education Law Commons Recommended Citation Marissa L. Antoinette, Examining How the Inclusion of Disabled Students Into the General Classroom May Affect Non-Disabled Classmates, 30 Fordham Urb. L.J. 2039 (2003). Available at: https://ir.lawnet.fordham.edu/ulj/vol30/iss6/7 This Article is brought to you for free and open access by FLASH: The orF dham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Urban Law Journal by an authorized editor of FLASH: The orF dham Law Archive of Scholarship and History. For more information, please contact [email protected]. Examining How the Inclusion of Disabled Students Into the General Classroom May Affect Non-Disabled Classmates Cover Page Footnote J.D. candidate, Fordham University School of Law, 2004; B.S., Cornell University, 2001. I would like to thank Professor Peter Siegelman for his guidance and support. I dedicate this comment to my family for their perpetual love and encouragement, and especially to my mother, a high school teacher, whose numerous dinner conversations about her job first sparked my interest in the inclusion debate. This article is available in Fordham Urban Law Journal: https://ir.lawnet.fordham.edu/ulj/vol30/iss6/7 EXAMINING HOW THE INCLUSION OF DISABLED STUDENTS INTO THE GENERAL CLASSROOM MAY AFFECT NON-DISABLED CLASSMATES Marissa L.