The Technological Barriers of Using Video Modeling in the Classroom

The purpose of this investigation is to identify the technological barriers teachers encounter when attempting to implement video modeling in the classroom. Video modeling is an emerging evidence-based intervention method used with individuals with autism. Research has shown the positive effects video modeling can have on its recipients. Educators working with individuals with autism have encountered numerous barriers when implementing video modeling as an intervention strategy. Therefore, this project attempts to discover potential barriers on the topic of video modeling and possible solutions to the problem

Perceptions towards Special Education of Japanese Parents of Children with Special Needs in the United States

The purpose of this study was to examine Japanese parents of children with disabilities’ perceptions towards special education in the United States. This study included 40 participants who were born and raised in Japan and they are now living in the United States. The results revealed that most Japanese parents still maintained some negative perceptions towards special education from its history of labeling individuals with disabilities as “abnormal” in Japanese culture. Moreover, a majority of participants agreed that America’s special education was more focused on each individual’s needs and promoted independence whereas Japanese ideas of special education was mainly focused on how to segregate individuals with disabilities from other people or society. Regardless of the language and cultural differences, most participants preferred American service providers who were familiar with special education systems in the U.S. Nevertheless, a significant number of participants claimed that the language barrier and difference in cultures and customs were one of the major disadvantages of receiving services from American professionals

Technologie wspomagające a umiejętności społeczne

Everyday new technology is changing the lives in ways we never imagined. For individual with autism spectrum disorder (ASD), some new technologies can improve communication, assist in the development of social skills and enhance the ability to learn. This paper discusses the concepts of Universal Design for Learning as a context for exploring the use if assistive technology in supporting the developmental of social skill training for children with ASD.Everyday new technology is changing the lives in ways we never imagined. For individual with autism spectrum disorder (ASD), some new technologies can improve communication, assist in the development of social skills and enhance the ability to learn. This paper discusses the concepts of Universal Design for Learning as a context for exploring the use if assistive technology in supporting the developmental of social skill training for children with ASD

A comparison of children’s perspectives: Analyzing cultural and gender issues for preservice teachers around the world

For the past 7 years, preservice teachers in multiple countries around the world have been involved in an international internet project designed to increase their cultural competence, improve their language and technology skills, and enhance their collaboration skills for working with diverse populations. Preservice teachers' reflections are analyzed by gender, years of experience, and outcomes related to the project that will influence their experiences in the education field. Barriers to collaboration and solutions on how to overcome these barriers are presented in this article

Examining California’s Title 22 Community Care Licensing Regulations: The Impact on Inclusive Preschool Settings

Access to general education preschool in California has varied for children with disabilities. One reason for the disparity of educational placement is the preschool regulations outlined in California Department of Education’s Title 22: Community Care Licensing guidelines. These regulations, particularly in preschool, support or hinder preschool inclusion. Examining the preschool section of Title 22 through document analysis resulted in identifying three major themes that embrace or deter inclusive practices: (a) language (i.e., supportive language, antiquated language, and ambiguous language); (b) training, experience, and education; and (c) staff-student ratio. California’s educational leaders should consider these results to provide opportunities for preschool children with disabilities to be in general education environments

Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California

Early childhood special educators in the United States must familiarize themselves with the importance of inclusive practices and how to successfully implement these practices to support young students with disabilities in the least restrictive environment. Depending on the credentialing program special educators in the United States complete, their understanding and training in inclusive education can vary greatly. The purpose of this study was to address the need for training in inclusion by creating an Office of Special Education Program (OSEP) grant-funded inclusive education course for preservice early childhood special educators at one university in California and then to examine how the inclusion course changed early childhood special education teacher candidates’ knowledge and beliefs of inclusion. Over 4 years, 97 early childhood special education preservice teachers participated in pre- and postcourse surveys, which determined their perceptions, understanding, and practical skills of inclusive education increased, demonstrating course effectiveness