Integrated adaptive skills program model (IASP)

Integrated Adaptive Skills Program Model (IASP) is designed to offer supportive services to disabled students seeking to integrate into a local after-school program. IASP Model focuses on teaching adaptive skills to disabled students that would prepare them to be fully included into an after-school program with their same age peers. The program offers support, training, and consultation to the students and staff involved in the program. A variety of research-methods and assessment screening tools are used to determine eligibility and program implementation. The IASP Model was piloted during the 2011-2012 school year, in California, United States, but due to limited local and state funds the program could not continue. Students with disabilities deserve to be involved in the community and should not be excluded based on funds. Teaching and educating others on how to integrate students with disabilities into programs will minimize and/or eliminate exclusion of participating in recreation programs within residing communities.https://scholar.dominican.edu/books/1179/thumbnail.jp

BEHAVE

BEHAVE is designed to support educators, parents, relatives, and support providers to understand how to effectively work with individuals with challenging behaviors. This book serves as a resource tool to add to your toolbox in the area of behavior management. Dr. Zoee Bartholomew, also known as, “Dr. Behave” writes using explicit clear and concise language to minimize the confusion of behavior terminology. She is an admired confrontational speaker who uses humor paired with some colorful language to emphasize understanding difficult individuals. If you are seeking better clarity on annoying individuals that are driving you crazy this is the book for you.https://scholar.dominican.edu/books/1178/thumbnail.jp

Barriers in Meeting the Needs of Special Education Students: A Qualitative Case Study

Special education students’ needs are not consistently being met in special education programs. This qualitative single case study explored special education programs based on a county education program serving multiple school districts in Northern California. The qualitative approach was selected to explore and identify potential themes in special education programs affecting special education students’ needs not being met consistently. There were 14 themes found in this study, which appeared to be potential barriers impacting students’ needs from being met consistently. The study utilized both a theoretical and conceptual framework for the study. There were 8 recommendations provided to help this educational agency begin to address these barriers within their special education programs. A leadership model was developed to help the educational agency identify a defined leadership style to use in their special education programs. Additionally, educational leaders in the United States could use these findings to begin evaluating special education programs