Transition Planning for Secondary LD Students

Despite increasing legal requirements in planning and documentation, transition outcomes for secondary LD students continue to fall short of pre-graduation expectations. As students move from the supportive and controlled environment of public school education systems to the less structured world of work or post-secondary education, a myriad of skills, supports, and coordinated efforts are needed for optimal outcomes. As the number of students qualifying for services continues to rise, analysis of the shortcomings and successes of the current special education transition strategies is becoming increasingly important. This meta-synthesis of the literature on transitioning secondary LD students investigates the realities of secondary transition planning and the difficulties in implementation

Transition Planning -- Responsibilities and Strategies

This meta-synthesis of the literature, on transition planning for youth with disabilities, examines several important facets that impact the post school outcomes for students with disabilities. Eight specific areas have been highlighted that point out the common theme areas of this metasynthesis. Research recognizes the responsibilities of the regular and special education teachers to the secondary transition process and the roles of the student and parent are not minimized at all. Professional development and continuous training are needed and highlighted for teachers, counselors, administrators, parents and students. There are specific successful strategies and methods to apply to the transition planning process. Raising expectations will likely result in positive post school outcomes as well. However, it is only too often that teachers, counselors, parents, and students are ill prepared for secondary transitions from high school to employment or further training. Expectations are too low and students are not prepared to make decisions about their employment or training in spite of the fact that self determination and self advocacy are strong tools that can and will promote positive outcomes for students. Indeed, individualized transition planning and person centered planning are valuable tools

Neuro-fuzzy knowledge processing in intelligent learning environments for improved student diagnosis

In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent "imitate" teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments

Student engagement with self-instructional course materials : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Distance and On-line Learning at Massey University, Extramural, New Zealand

This study is concerned with understanding how students engage with self-instructional materials on campus and at a distance within the context of the hybrid course offered at ABC College. This study examines the interrelationship of (a) time engaged with course materials, (b) the perceived value of course materials, (c) student approaches to engagement and (d) the integration of the course materials into the student learning experience in order to construct an understanding of student engagement with course materials. This study employed multiple case studies which formed a holistic collective case study. Data on student engagement with the course materials was collected using a questionnaire instrument. The resulting data was analysed using descriptive statistics to create a picture of how students engaged with the course materials. Correlation statistics were used to identify possible relationships between the items. Emerging themes were then explored in focus groups. Subsequent analysis of the focus group data explored the causation and interrelationships between themes resulting in an understanding of student engagement with the course materials. The findings from this study suggests that student engagement with self-instructional course materials (readings, learning guide, multimedia, etc.) are the result of complex interactions between a student's preferred approach to engagement, their locus of control and the method of integration of the course materials. The majority of participants preferred to engage with the course materials using a deep approach. Participants with an external locus of control reflected the assumptions and approaches they perceived from the method of integration. Participants with an internal locus of control engaged with the course materials using their preferred approach unless they were convinced that another approach served their needs better. The majority of participants exhibited an external locus of control. When a presentation or supplemental method of integrating was used, participants were more likely to engage with the course materials using a surface approach to engagement. They were also more likely to spend less time engaging with the course materials and place a lower value on the course materials. When a discussion or springboard method of integration was used participants were more likely to engage the course materials using a deep approach to engagement. They were also more likely to spend more time engaging with the course materials and place a higher value on the course materials

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

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

Exploring Factors that Influence Post-Secondary Enrollment in Rural Communities

The purpose of this research project was to understand better the factors that influence post-secondary enrollment in rural communities. Several quantitative studies have examined rural students' school experiences and post-secondary aspirations and provide the foundation for this study. This qualitative case study employed one-on-one interviews and document review at a rural high school in southeastern Ohio. The purpose of this research was to explore the lived experience of rural high school students and the influence of economic and social factors on their post-secondary aspirations. The objectives of this study were to: (1) describe students' post-graduation aspirations, (2) examine the influence of high school faculty, community members, immediate family, and economic resources on student's perceptions of enrolling in higher education, and (3) describe students' knowledge of college readiness programs and opportunities. Findings indicate that students need additional support when it comes to seeking a college degree. Out of the students interviewed, half had teachers who encouraged them to seek a college degree. Furthermore, the individuals that students interact with daily influence the chances of a child seeking higher education.No embargoAcademic Major: Agriscience Educatio

Asperger's and the Effective Learning Environment

This meta-synthesis of the literature on developing an effective learning environment for children with Asperger Syndrome examines four critical areas that help support academic and social growth and self-advocacy. Early intervention and social skills instruction, while considering the specific needs of the child are foremost and provide the foundation from which all future learning will evolve. Effective learning not only encompasses approaches that are person-centered but also requires adaptations that support transition. For the Asperger child, as he moves into adulthood, transitioning can be especially challenging. As an adult, with ongoing support and interventions, transitions can be opportunities for self-awareness and growth

Real-ationships an educational philosophy advocating for an increased effort towards authentic teacher-student relationships

The impact an educator has on a student\u27s life far exceeds the academic content being learned. The development of positive relationships between the teacher and student fosters the student\u27s feelings of connectedness to their education. A strengthened connection leads to an increase in motivation, effort, and achievement. Unfortunately, positive teacher-student relationships are not the primary focus of today\u27s educational systems. An educational philosophy advocating for real-ationships emphasizes the need for positive teacher-student relationships. The real-ationship\u27s characteristics and implementation are described in detail, while real-life examples depict the positive experiences I have had as an educator within real-tionships. It is a philosophy that can be adopted by any teacher, any grade, at any type of school: it offers a \u27way of being\u27 that cultivates healthy, positive encounters, interactions, and connections with one\u27s students