Technology-Based Model to Support and Enhance Field Experience in Special Education Training Programs in Israel

Education initiatives emphasize the need to use evidence-based practices (EBPs) in general and special education classrooms. To ensure effective teaching it is essential that teachers gain knowledge of EBPs and implement these practices with fidelity. Ongoing changes in teacher training programs (TTPs) such as the reduction in field experience hours and the impact of COVID-19 require exploring new models to support and supplement preservice learning of EBPs. This paper discusses how technologies such as online training modules and coaching can support the training of preservice teachers, and specifically looking, as an example, at the practices in the state of Israel

Introducing Preservice Teachers to Family-Centered Practices: A Scoping Review

Parental involvement in P-12 education could lead to social and academic success for students; however, parents often experience barriers to their involvement. Different or additional barriers exist for parents of children with a disability. School staff can positively influence parents to become involved in their children’s education. Family-centered practices, common in early intervention under special education law (Part C of IDEIA), may foster parent involvement in P-12 schools. In this scoping literature review, we examined 17 studies of teacher preparation programs (TPPs) in higher education in the US who have implemented programs to prepare preservice teachers (PSTs) to collaborate with parents/families. Studies varied by analytic method, participants, purposes, format, and measures. We present a synthesis of the included articles and discuss recommendations for teacher preparation programs

Communication Repair of Young Children Who Lack Language: The Role of the Environment

111 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.Two children, 2--3 years old with developmental disabilities participated in the study. The study was divided into two different sections. The first section included a case study of each child and the second section included an analysis of each child's communication repair in naturalistic and structured contexts. The results of the study suggest that young children with developmental disabilities who lack language discriminated among variables in the environment (i.e., types of activities and breakdowns) and modified their repair behavior to accommodate these variables. In addition, findings from the case studies suggest communication partner behavior and physical environment might also be variables influencing children's communication.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Communication Repair of Young Children Who Lack Language: The Role of the Environment

111 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.Two children, 2--3 years old with developmental disabilities participated in the study. The study was divided into two different sections. The first section included a case study of each child and the second section included an analysis of each child's communication repair in naturalistic and structured contexts. The results of the study suggest that young children with developmental disabilities who lack language discriminated among variables in the environment (i.e., types of activities and breakdowns) and modified their repair behavior to accommodate these variables. In addition, findings from the case studies suggest communication partner behavior and physical environment might also be variables influencing children's communication.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

It’s Our Job to Bridge the Gap: Perspectives of Bilingual Autism Providers on Heritage Language Care

Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N=16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using thematic analysis, which revealed five major themes, including: (a) You Don't Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed

Parent-Implemented Telepractice Autism Intervention: A Case Study of Maintenance and Generalization

The extent to which people maintain new skills and generalize those skills to new contexts without support are two aspects of intervention research that can be difficult to examine, especially over a sustained period of time and across a variety of contexts. In past research, we have explored teaching parents and caregivers to implement evidence-based communication strategies with their young children with autism who are minimally verbal. When a former research participant contacted us with a request to participate in our project again, four years later and with a different son, we used this as an opportunity to ask questions about her maintenance of the skills in using the targeted strategies, and her generalization of those skills to a different child. Using the data collected with her older son, Ali, and new data collected four years later with her younger son, Rami, we present a case study of this mother. We discuss the implications of the findings on interpreting the efficacy of the telepractice intervention’s programming for generalization, identifying opportunities for refining the intervention, and insights useful for other intervention research

sj-docx-1-aut-10.1177_13623613241234413 – Supplemental material for It’s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care

Supplemental material, sj-docx-1-aut-10.1177_13623613241234413 for It’s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care by Melanie R Martin Loya and Hedda Meadan in Autism</p