Functional Story-Based Instruction About Hand Washing to Teach Emergent Literacy Skills and Hand Washing Skills to Three Elementary Students with Significant Intellectual Disabilities

This study used a multiple baseline across participants design to evaluate the effects of Functional Story-Based Instruction about hand washing on the independent and correct emergent literacy responses and independent and correct hand washing responses of three elementary students with significant intellectual disabilities in small inclusive reading groups. Data were collected during baseline, intervention, and generalization phases, and then analyzed using visual analyses. The result of the study indicated a functional relationship between the independent and dependent variables. Social validity indicated Functional Story-Based Instruction about hand washing was an effective approach for teaching both emergent literacy skills and hand washing skills to students with significant intellectual disabilities. Limitations, suggestions for future research, and implications for practice are provided

Chapter 7: Learners with Disabilities and Video-Based Instructional Message Design

Learners with disabilities are entitled to public education that supports their unique needs, but unfortunately, they experience poor post-secondary outcomes when compared to their peers, including lower rates of post-secondary education engagement and employment. Individuals with low incidence disabilities experience lower employment rates when compared to other individuals with disabilities, due to the impact of difficulties with social/communication, self-determination, and executive functioning skills. Researchers have developed video-based instruction with various message design and technology features to support independence for individuals with disabilities, including basic to complex vocational task completion. This chapter will provide useful information for designers, educators, state and private service providers, and families of individuals with disabilities

The nature of friendship between students with and without severe disabilities

Friendships are developmentally important and personally beneficial relationships for all children and youth. Despite emphasis from families and educators of students with severe disabilities on the importance of promoting and supporting friendships with their typically developing (TD) peers in inclusive settings, such relationships remain infrequent. We conducted an integrative thematic literature review of research that directly examined the nature of friendship between students with and without severe disabilities to better understand how researchers define friendship, identify participants, and confirm participants’ friendships. Implications for future research are discussed. We also sought to identify themes in extant research to guide future intervention. The thematic findings point to the importance of adults providing direct support while fading their proximity to students, and of TD peers negotiating the ongoing tension between the roles of helper and friend.Accepted manuscrip

The effectiveness of a program based on symbolic communication in reducing challenging behaviors and improving social interaction among individuals with autism spectrum disorder who have intellectual disability in Jordan

The study aimed to evaluate the effectiveness of a program based on symbolic communication in reducing challenging behaviors and improving social interaction among among individuals with autism spectrum disorder who have intellectual disability in Jordan. The sample of the study consisteded of (8) participants between (8-15) years, at Autism Specialized Center for Autism in Amman. To achieve the aim of the study, the scale challenging behavior, scale of social interaction, and the training program, were constructed. The validity and reliability of the tools were verified. The results indicated that there were statistically significant differences in the scores of the participants in the pre and post applications of the Challenge Behavior Scale, and the differences came in favor of the post-test. The results also showed that there were statistically significant differences in the scores of the participants in the pre and post-test of the social interaction scale, and the differences came in favor of the post measurement. The study ended with recommendations related to the results

Examining the relationship of variables related to litigation regarding students with significant cognitive disabilities

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) contains procedural safeguard provisions for parents [20 U.S.C. § 615]. Among these safeguards are (1) dispute resolution, (2) mediation, and (3) administrative hearing. Getty and Summy (2004) contend that some district litigation could be prevented if districts were aware of the factors which may cause a parent to file for a contested case hearing. Best practice variables for students with significant cognitive disabilities were identified from the literature (Browder & Spooner, 2006; Snell & Brown, 2006), and legislative variables were also identified from IDEA (2004). Survey methodology was used to examine the relationship of the best practice and legislative variables and school district litigation. The respondents included 173 special education administrators from North Carolina, South Carolina, Maryland, Virginia and West Virginia. The results showed little variability in the dependent variable resulting in a lack of statistical significance. While results did not indicate significance for variables affecting litigation, descriptive analysis revealed that respondents self-evaluated their systems much higher on legislative than best practice variables. Implications for practice indicated a need for professional development for special education administrators in the area of best practices for students with significant cognitive disabilities. Implications for future research included expanding the study to include more states or the possibility of a comparative case study focused on identifying variables associated with school district litigation for this population of students

Elementary Teachers’ and Principals’ Concerns in the Implementation of Inclusion in a South Texas School District

The purpose of this study was to examine the concerns that elementary education teachers, special education teachers and campus administrators in one South Texas school district have regarding the use or non-use of inclusionary practices as a means of educating students with special needs. It is important to examine these concerns as they can influence the practice of inclusion, accountability, and campus leadership. This qualitative study explored the concerns of campus administrators who do and do not utilize inclusionary practices in their respective campuses. This study addressed the concerns to determine what suggestions could improve the education of special education students that are and are not participating in inclusionary practices as a method of education. The results of this study revealed that the delivery of inclusion required great support from all individuals within a school setting, especially school administrators

An Investigation Of The Proficiency Level Of High School Students With Autism And Mental Retardation Within Community-based Job Settings: The Relationship Between The Use Of A Hand-held Computer Compared To Staff Modeling For Accurate Novel Job Skill Acquisition And Student Learning

This study examined the effects and efficacy of two vocational instructional interventions - a Hand-Held Computer intervention versus a Staff Model intervention - as vocational instructional tools for high school students with autism and mental retardation. Specifically, the study analyzed the effects of these two treatments on the completion of authentic novel job tasks within a local department store. This research indicated the provision of specific technology as an instructional model positively influenced participants\u27 ability to: accurately complete tasks, exercise increased independence during task completion, reduce problematic behavior during task completion, and lower necessary staff prompts during task completion. The use of technology to support individuals with severe disabilities has the potential to increase their level of independence and accuracy of job completion within community-based settings. Five high school students with autism and mental retardation participated in this study, which compared the use of a palm-top computer with a traditional staff model during the completion of eighteen novel job tasks within various departments of a large department store. Five of eight variables subjected to ANOVA and independent t-test analyses demonstrated significance

Personnel Preparation Projects For Special Education: It Takes More Than Money

The issues regarding teacher shortages and retention have been a concern for many years within the special education field.  School districts have struggled at not only maintaining quality teachers to fill positions for special education programs, but also to retain these quality teachers in their districts.  As an additional challenge, many communities have members that are place bound.  These individuals do not wish to leave their families to move to another location to receive university training.  Specific strategies used in training models from a variety of projects will be discussed