Making the most of computers : an investigation of the attitudes and opinions of students and teachers concerning the use of computers for the instruction of students with special learning needs.

This study investigated the attitudes and opinions of students and teachers regarding the use of computers with students having special learning needs. Using a quasi-experimental design with three non-equivalent groups, within and between subjects effects were studied using a survey instrument and follow-up interviews. The students and teachers at three school sites, consisting of students in grades 5 through 13, participated in pre and post-test surveys. One site served as the experimental group, while the other two were control groups. The experimental condition consisted of the installation of a campus-wide computer network for use by all students and teachers at the experimental site. The survey consisted of demographic questions as well as 26 pre-test and 27 post-test questions. A 19 item scale measured participants\u27 general attitudes about computers in schools. A four item scale measured participants\u27 attitudes about the use of computers by students with special needs. Two items served as independent outcome measures of participants\u27 attitudes about students\u27 and teachers\u27 comfort level and worry about computer use. Twelve follow-up interviews were conducted with two students and two teachers from each school. The interviews focused on having participants discuss their attitudes and opinions about the use of computers in special education. The survey data were analyzed using analysis of variance, multiple regression, and repeated measures procedures. The interviews were evaluated using Glaser and Straus\u27 Grounded Theory methods. Results from the surveys showed that there was no correlation between the experimental condition and changes in students\u27 and teachers\u27 attitudes and opinions about computer use in special education. These data also showed that the most significant variables related to students\u27 and teachers\u27 attitudes and opinions were variables related to past experience using computers as well as their school affiliation. The interview data supported the survey results and showed that how the interview participants had used computers in the past related to their current attitudes, opinions. Taken together, these data suggest that schools can shape the computer-related attitudes and opinions of students and teachers. Recommendations include providing students and teachers with regular access to computer uses that are embedded in curricular activities

Response to Intervention: Principles and Strategies for Effective Practice (2nd Ed.)

This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI—high-quality instruction, frequent assessment, and data-based decision making—and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible planning and implementation worksheets. Book purchasers can download an accompanying PowerPoint presentation for use in RTI training.https://digitalcommons.usm.maine.edu/facbooks/1014/thumbnail.jp

Assessment for Intervention: A Problem-Solving Approach

Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments. Prominent experts demonstrate the key role of assessment throughout the process of supporting at-risk students, from identifying academic and behavioral problems to planning and monitoring interventions. Several chapters include reproducible forms that can be downloaded and printed in a convenient 8 1/2 x 11 size.New to This Edition*Reflects current education policy and best practices.*Seminal chapter on problem solving by Stanley Deno has been updated with a revised model.*All chapters now discuss assessment in the context of multi-tiered systems of support.*Chapter on working with culturally and linguistically diverse learners.*Chapter on graphing student data.https://digitalcommons.usm.maine.edu/facbooks/1013/thumbnail.jp

RTI in the Classroom: Guidelines and Recipes for Success

Written expressly for teachers, this book is jam-packed with tools and strategies for integrating response to intervention (RTI) into everyday instruction in grades K-5. Numerous real-world examples connect RTI concepts to what teachers already know to help them provide effective instruction for all students, including struggling learners.https://digitalcommons.usm.maine.edu/facbooks/1040/thumbnail.jp