Enriching Students With Developmental Delays In An Early Childhood Classroom Using Ipads With Mathematics Applications

Laws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in inclusive early intervention classrooms. A need for developmentally appropriate quality mathematics instruction exists to prepare students to meet the demands of a global economy; students must demonstrate mastery of core subjects, such as mathematics, along with skills in information and communication technology (Partnership for 21st Century Skills, 2009). To promote mathematics achievement technology should be infused in instruction. Data were collected through a variety of sources including: student records review, TEMA-3 test scores, researcher‘s observation field notes, transcripts from student exit interviews, teacher interviews pre and post data collection, and parent questionnaires. The data were analyzed using Atlas-ti and was triangulated from the various data sources. Inter-observer agreement was obtained for all the results. Researcher observations occurred for 19 days in a pre-kindergarten inclusive classroom. The data were analyzed to identify themes for the four individual cases as well as two overarching themes as it related to the investigation of utilizing handheld technology for mathematics instruction in an early childhood education setting

Using Clickers in Large College Psychology Classes: Academic Achievement and Perceptions

This research study explored the effects of the use of clicker technology as a means of formative assessment in large, college introductory psychology courses. Academic achievement, as measured by performance on tests of knowledge, was compared between students who used clickers and students that did not use clickers. There was a significant difference between the two groups, although a small effect was noted. Students using the clickers responded to survey items created to solicit information regarding student perceptions of increased understanding, ability to self-identify content deficits, fun, and financial value of clickers. Data from the survey indicated that the majority of students perceived the usage of clickers increased their understanding of and ability to self-identify concept areas. All of the students reported that using clickers was fun, although approximately only one third of those same students reported that purchasing a clicker was worthwhile. Implications for administrators are discussed and alternative technologies are explored

Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships

It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The Pew Charitable Trust initiated a survey to uncover resources and experiences impacting doctoral-level preparation at institutes of higher education. Results indicated that fewer than 30 percent of doctoral students were provided the opportunity for an internship experience. Thus, a large university located in the southeast United States created an internshipexperience reflective of current policies and trends within the field of special education. This article discusses interns’ responsibilities with reference to policy and politics, opportunities for mentorship, the development of personal contacts and networking, and the impact of each experience on the intern’s future role in special education teacher education and advocacy

Measuring capacity building in communities: a review of the literature

<p>Abstract</p> <p>Background</p> <p>Although communities have long been exhorted to make efforts to enhance their own health, such approaches have often floundered and resulted in little or no health benefits when the capacity of the community has not been adequately strengthened. Thus being able to assess the capacity building process is paramount in facilitating action in communities for social and health improvement. The current review aims to i) identify all domains used in systematically documented frameworks developed by other authors to assess community capacity building; and ii) to identify the dimensions and attributes of each of the domains as ascribed by these authors and reassemble them into a comprehensive compilation.</p> <p>Methods</p> <p>Relevant published articles were identified through systematic electronic searches of selected databases and the examination of the bibliographies of retrieved articles. Studies assessing capacity building or community development or community participation were selected and assessed for methodological quality, and quality in relation to the development and application of domains which were identified as constituents of community capacity building. Data extraction and analysis were undertaken using a realist synthesis approach.</p> <p>Results</p> <p>Eighteen articles met the criteria for this review. The various domains to assess community capacity building were identified and reassembled into nine comprehensive domains: "learning opportunities and skills development", "resource mobilization", "partnership/linkages/networking", "leadership", "participatory decision-making", "assets-based approach", "sense of community", "communication", and "development pathway". Six sub-domains were also identified: "shared vision and clear goals", "community needs assessment", "process and outcome monitoring", "sustainability", "commitment to action" and "dissemination".</p> <p>Conclusions</p> <p>The set of domains compiled in this review serve as a foundation for community-based work by those in the field seeking to support and nurture the development of competent communities. Further research is required to examine the robustness of capacity domains over time and to examine capacity development in association with health or other social outcomes.</p

Ten golden rules for optimal antibiotic use in hospital settings: the WARNING call to action

Antibiotics are recognized widely for their benefits when used appropriately. However, they are often used inappropriately despite the importance of responsible use within good clinical practice. Effective antibiotic treatment is an essential component of universal healthcare, and it is a global responsibility to ensure appropriate use. Currently, pharmaceutical companies have little incentive to develop new antibiotics due to scientific, regulatory, and financial barriers, further emphasizing the importance of appropriate antibiotic use. To address this issue, the Global Alliance for Infections in Surgery established an international multidisciplinary task force of 295 experts from 115 countries with different backgrounds. The task force developed a position statement called WARNING (Worldwide Antimicrobial Resistance National/International Network Group) aimed at raising awareness of antimicrobial resistance and improving antibiotic prescribing practices worldwide. The statement outlined is 10 axioms, or “golden rules,” for the appropriate use of antibiotics that all healthcare workers should consistently adhere in clinical practice

Spatial ecology and habitat utilization of American alligators in an urban-influenced ecosystem

Previous studies have explored spatial ecology and habitat use of alligators and other crocodilian species. However, few studies have explored these characteristics in urban environments. We studied an alligator population that occurred in an urban-influenced ecosystem, a habitat that has received little scientific attention. Our objectives were to determine spatial ecology and habitat use of American alligators within this urban system and to provide a template of methodology and analytical techniques that can be used by urban biologists, planners and researchers in order to assess and study urban crocodilian populations.We recorded 653 observations of alligators and their locations during 19 alligator surveys at an encounter rate of 0.6 alligators per km/survey. Results indicated that alligators exhibited clustering patterns of distribution. Thirteen different wetland types occurred within our survey area, but alligators were only observed in 10 of the 13. We found few differences in habitat use among size classes. We observed little segregation between adult and subadult size classes. However, there was spatial segregation between hatchlings and all other size classes, presumably due to female nest site selection. Alligators of all size classes seemingly avoided areas of high human activity; therefore, urbanization can influence alligator distribution and habitat use within wetland ecosystems. We provide methods and information that can be incorporated into future research and management of urban crocodilian populations. Utilizing this information, biologists can identify potential target areas for implementing management strategies, identify habitat and nesting areas, and mitigate human-alligator conflict

Empirical Research on Ethnic Minority Students: 1995-2009.

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15-year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence-based practices for ethnic minority students in special education

84-93 C 2011 The Division for Learning Disabilities of the Council for

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15-year period (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence-based practices for ethnic minority students in special education