20,210 research outputs found

    CASE STUDY: A PSYCHOEDUCATIONAL INTERVENTION PROGRAM IN CHILDREN WITH DEAFBLINDNESS

    Get PDF
    The aim of the research is to create an intervention program that will combine the use of alternative and adapted methods of information collection to establish the communicative and cognitive profile of a deaf-blind student. The student who participated in this particular case study is a 11 years old girl who attends a special school in Greece. The results of the research were encouraging and highlighted the importance of creating similar programs in Greece for deaf-blind students. More specifically, they showed that the student can now orient herself spatially and temporally in relation to her daily educational program at school and, moreover, she had now built a better image of the body parts and their function.  Article visualizations

    The Development of Symbolization, the Reinforcement of the Body Image and of the Socialization of Deaf-Blind Students through Social-Emotional Interaction. A Psychodynamic and Psychoeducational Approach

    Get PDF
    The purpose of this paper is to examine whether social interaction can help deafblind students to develop symbolization reinforce their body image and their socialization The possibility of the social emotional development of deafblind students will be studied through the implementation of an educational program the Screening Tool and Psychoeducational Intervention for Deafblind People which refers to the social interaction of deafblind students with their peers The study uses a qualitative research approach and a case study methodology The application of the intervention program planned and tailored by the educator and the psychologist on the students need for social interaction aimed to help a 14 years- old deaf-blind girl in developing her symbolization her body image as well as becoming engaged in social play and social interactions The intervention program consisted of four stages Firstly the deafblind student s cognitive and socio-emotional skills were screened to create a profile that would guide the development of an individualized intervention Secondly the deafblind student was offered multisensory and concrete experiences through structured interaction with her educator in order to promote socio-emotional development through the elaboration of her executive functions and psychomotricity Thirdly the student was introduced to a group of three blind girls of 12 years of age Finally the deafblind student was included in a group of peers during experiential activities Through the intervention program the deafblind student became more socially involved in shared activities with her peers while at the same time the latter overcame their social and communicative barriers in approaching and interacting with the deafblind student and developed her symbolization and her body imag

    Related Services for Vermont\u27s Students with Disabilities

    Get PDF
    The purpose of Related Services for Vermont’s Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Vermont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual’s content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP)

    Project L.I.F.E. (Lifelong Impact from Education): Final report.

    Get PDF
    Project L.I.F.E. (Lifelong Impact From Education) was a three year projectfunded from October 1, 1991 to December 31, 1994 by the United StatesDepartment of Education, Office of Special Education and RehabilitativeServices in the funding category: Innovations for Educating Children andYouth with Deaf-Blindness in General Education Settings (CFDA 84.025F).The purpose of Project L.I.F.E. was to develop, field-test, and disseminate acollaborative model that increases the capacity of neighborhood schools and local education agencies to provide appropriate educational services to children with deaf-blindness in general education settings and improve students\u27 individually determined valued life outcomes. The final report includes: (a) goals and objectives of the project, (b) the conceptual framework & description of the Project L.I.F.E. model, (c) description of research studies, (d) methodological and logistical problems, (e) annotated bibliography of major project products, and (I) dissemination and impact of the project

    Related Services Research Project to Support the Education of Students with Deaf-Blindness: Final Report.

    Get PDF
    This Final Report documents the activities and products of the . Related Services Research Project to Support the Education of Students with Deafblindness, a four-year research project funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. This report provides an introduction to the project followed by: (a) the project\u27s objectives; (b) a conceptual framework and description of VISTA; (c) the research questions and studies conducted by project staff; (d) a bibliography of other project products; (e) major findings and continuing concerns; (f) dissemination and impact; (g) ongoing activities; and (h) an assurance of distribution

    Christian Special Educators Responding to the Call to Serve: The Perception of Disability with a Christian Worldview Lens

    Full text link
    Most Christian special education teachers respond to a call to teach children with disabilities and are inspired to share the plan, purpose, and perspective of Christ; in other words to have the mind of Christ (Tucker, 1996, p. 29). This paper examines how the Old and New Testament traditions permeate the way people with disabilities are perceived in Western culture. An examination of the Old Testament shows a perception of disability as connected with sin, a manifestation of God’s punishment and exclusion of people with disability from the temple (Winzer, 1993, p. 17). The New Testament provides narratives of compassion and inclusion of people with disabilities in the covenant of Christ. Christian special education teachers need to recognize their true calling as one of hope and compassion. Christian institutes of higher education are charged to ensure special education teacher candidates examine their own perceptions of disability with a Christian worldview lens in order to enable full participation of children with disabilities

    Iowa EHDI News, Fall 2010

    Get PDF
    The purpose of the newsletter is to communicate with parents and professionals about newborn hearing screening in Iowa. We will share information about: Hearing screenings Intervention Resources available for parents and professionals “Best practices” by hospitals, AEAs (Area Education Agencies), or private practive audiology offices System goals Family stories Highlights from the EHDI Advisory Committee Updates on Iowa’s EHDI program It is important to point out that we are a diverse team of individuals working together to ensure that all newborns and toddlers with hearing loss are identified as early as possible and provided with timely and appropriate audiological, educational and medical intervention. Each newsletter will introduce you to various team members of the EHDI system in Iowa

    Fiscal Year 2018-2019 accountability report

    Get PDF
    Each year the South Carolina School for the Deaf and the Blind sends a report to the Office of State Budget that includes the agency's mission, goals and objectives to accomplish the mission, and performance measures regarding the goals and objectives

    The Prevalence of Children with Special needs In Inclusive Elementary Schools in Iodine Deficiency Area

    Get PDF
    ABSTRACT Purpose:In general, this research aims to recognize the prevalence of CWSN in inclusive elementary school in the iodine deficiency area. The findings of this research are expected to be proceeded to the intervention programs that enables teachers to help CWSN education in inclusive elementary schools in iodine deficiency area. Method: The research approach uses descriptive study which is conducted in 57 inclusive elementary schools with school requirements: (a) the school has a Decree of the local Education Authority as a school for inclusive education, (b) there is a child with special needs (CWSN) in this certain school, and (c) the school has had a special teacher for CWSN.Collected data includes: (a) the number of CWSN according to class, gender and classification, (b) inclusive school teacher profiles and required teachers for inclusive education implementation for CWSN. The method of collecting data for CWSN and their classification using a screening method with screening instruments needed from Directorate of Special Education and Special Services Ministry of National Education in 2010. While the teachers data profiles are collected by questionnaire method developed by researchers. The validity of this data collection instruments is using content validity with expert judgment. Data analysis method is using percentage quantitative-descriptive technique. Findings: The results can be concluded that: (a) the type of slow-learning CWSN most followed by child learning disabilities, mild mental retardation, behavior disturbances, autistic, physically disabled, visually impaired and deaf-mute, (b) most of the teachers need guidebooks and inclusive education technical guidance, compensatory services and curriculum modifications, learning and assessment of learning outcomes in inclusive schools of CWSN
    • …
    corecore