WorldWideScience

Sample records for justice student disability

  1. New Labour, Social Justice and Disabled Students in Higher Education

    Science.gov (United States)

    Riddell, Sheila; Tinklin, Teresa; Wilson, Alastair

    2005-01-01

    This article draws on findings from an Economic and Social Research Council funded research project entitled "Disabled Students and Multiple Policy Innovations in Higher Education"(R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may…

  2. JUSTICE FOR DISABLED PERSONS

    OpenAIRE

    Brčić Kuljiš, Marita

    2014-01-01

    Symbol of justice is a blindfolded lady. Blind to all diversity, it provides impartial law and equal treatment for all citizens. Their rationality, cooperativeness, autonomy and independence confirm their legal equality. However, what about the people who, for various reasons, do not meet those conditions? Can a political community apply the principles of (political) justice to them? Does it relate to them unfairly excluding them from political relationships or building relationships with the...

  3. Disability in Higher Education: A Social Justice Approach

    Science.gov (United States)

    Evans, Nancy J.; Broido, Ellen M.; Brown, Kirsten R.; Wilke, Autumn K.

    2017-01-01

    "Disability in Higher Education: A Social Justice Approach" examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text…

  4. Social Justice, Disability, and Rehabilitation Education

    Science.gov (United States)

    Kelsey, Daniel; Smart, Julie F.

    2012-01-01

    The academic field and the professional practice of rehabilitation counseling focuses on one aspect of social justice, assisting individuals with disabilities to attain full community inclusion. Nonetheless, social justice focuses on many marginalized groups and in the related fields of counseling and psychology, those with disabilities are rarely…

  5. Disabling Juvenile Justice: Engaging the Stories of Incarcerated Young Women of Color with Disabilities

    Science.gov (United States)

    Annamma, Subini Ancy

    2014-01-01

    One of the field's most enduring problems is the overrepresentation of students of color in special education. A less acknowledged challenge is the overrepresentation of students with disabilities in juvenile incarceration. Quantitative studies have documented the overrepresentation of students with disabilities in juvenile justice. Yet,…

  6. Student Perceptions of Social Justice and Social Justice Activities

    Science.gov (United States)

    Torres-Harding, Susan R.; Steele, Cheronda; Schulz, Erica; Taha, Farah; Pico, Chantal

    2014-01-01

    Encouraging students to engage in activities that actively seek to promote social justice is a goal of many educators. This study analyzed college student perceptions around social justice and related activities in a medium-sized, urban university in the United States. Students' open-ended responses to questions assessing their perceptions of…

  7. Student Perceptions of Social Justice and Social Justice Activities

    Science.gov (United States)

    Torres-Harding, Susan R.; Steele, Cheronda; Schulz, Erica; Taha, Farah; Pico, Chantal

    2014-01-01

    Encouraging students to engage in activities that actively seek to promote social justice is a goal of many educators. This study analyzed college student perceptions around social justice and related activities in a medium-sized, urban university in the United States. Students' open-ended responses to questions assessing their perceptions of…

  8. Learning Disabilities and Criminal Justice: Custody Sergeants' Perceptions of Alleged Offenders with Learning Disabilities

    Science.gov (United States)

    Hellenbach, Michael

    2012-01-01

    Recent research demonstrates that despite increased attention and awareness by politicians and decision-makers, people with learning disabilities are still disadvantaged when engaging with the criminal justice system. It has been argued that shortcomings in providing support are because of criminal justice professionals lacking necessary skills…

  9. Access to Justice for Persons with Disabilities: An Emerging Strategy

    Directory of Open Access Journals (Sweden)

    David Allen Larson

    2014-05-01

    Full Text Available Persons with disabilities often find themselves marginalized by society and by our justice systems. We can improve access to justice by training better advocates. Advocates not only must be knowledgeable concerning relevant laws and regulations, but also must be able to interact effectively on a personal, professional level with persons who have disabilities. We also want to make certain that persons with disabilities have the opportunity to learn to advocate for themselves and for other persons with disabilities. Technologies are available that can help us accomplish these goals. This article provides a brief survey of legal protections (and gaps in such protection for persons with disabilities. Successful advocate training programs from around the world are identified and described. The article provides examples of how technology is being used to support these efforts and provides suggestions regarding additional ways in which technology could be employed. Law schools around the world have begun to embrace the goal of better advocacy, but improving access will require well-prepared advocates to answer the call. Training advocates to provide services to a population that may have significantly different needs even within that population may be a more efficient and effective way to improve access to justice than by attempting to draft laws and regulations that somehow address all possible circumstances.

  10. Learning Disabled Students.

    Science.gov (United States)

    Hoy, Cheri; Gregg, Noel

    1986-01-01

    The emerging population of learning disabled college students is presenting a new challenge to college professionals: admission officers, counselors, financial aid personnel, academic advisors, and professors. Learning disablities interfere with the ability to perceive, process, sort, store, or retrieve information regardless of level of…

  11. Corrections and Juvenile Justice: Current Education Practice for Youth with Learning and Other Disabilities. Monograph Series on Education, Disability and Juvenile Justice.

    Science.gov (United States)

    Howell, Kenneth W.; Wolford, Bruce I.

    This monograph, one of a series on youth with disabilities and the juvenile justice system, focuses on the educational services provided to youth with behavioral and cognitive disabilities placed in the juvenile justice system. It reports on a review of correctional system monitoring reports, materials from enforcement actions taken against…

  12. Using Social Justice Pedagogies to Improve Student Numeracy in Secondary School Education

    Science.gov (United States)

    Voss, Richard; Rickards, Tony

    2016-01-01

    This unique Australian paper presents a study involving a Western Victorian District High School year nine mathematics class using social justice pedagogy to learn Mathematics. The class was comprised of gifted students, mainstream students and students who had diagnosed learning disabilities, all key foci in Australian Education research. The…

  13. Changing Student Attitudes about Disabilities.

    Science.gov (United States)

    Trent, Linda M.

    1993-01-01

    Troubled by students' attitudes toward disabled children, a Florida elementary school principal asked special education teachers to brainstorm some awareness activities. The resulting program, Handicapped Awareness through Stimulation (HATS), had four objectives: sensitizing students, providing interaction opportunities, developing empathy, and…

  14. Exploring the Corollaries of Students' Social Justice Intentionality

    Science.gov (United States)

    Smith, Laura; Lau, Michael Y.

    2013-01-01

    The preparation of students to take part in social justice advocacy has been increasingly embraced within higher education in the USA; nevertheless, the corollaries of social justice intentionality and commitment among students have yet to be investigated thoroughly. To contribute to the study of this question, data from 217 American psychology…

  15. Justicia = Justice. Level II. Student Book and Teacher's Edition.

    Science.gov (United States)

    Center for Civic Education, Calabasas, CA.

    This curriculum is designed to help students understand and apply basic principles and considerations useful in examining issues of justice so they can determine for themselves what would be just in a particular situation. From such activities, students should gain an increased awareness of the importance of justice in their own lives and its…

  16. Justicia = Justice. Level II. Student Book and Teacher's Edition.

    Science.gov (United States)

    Center for Civic Education, Calabasas, CA.

    This curriculum is designed to help students understand and apply basic principles and considerations useful in examining issues of justice so they can determine for themselves what would be just in a particular situation. From such activities, students should gain an increased awareness of the importance of justice in their own lives and its…

  17. Social Justice Advocacy among Graduate Students: An Empirical Investigation

    Science.gov (United States)

    Linnemeyer, Rachel McQuown

    2009-01-01

    Although social justice advocacy has increasingly been acknowledged as important in the field of psychology (e.g., Goodman et al., 2004; Toporek et al., 2006a, Vera & Speight, 2003), there is a dearth of empirical research examining social justice advocacy across graduate psychology students. This mixed-methods study examined demographic and…

  18. College Students with Psychiatric Disabilities

    Science.gov (United States)

    Singh, Delar K.

    2011-01-01

    This paper focuses on college students with psychiatric disabilities. It defines and discusses various psychiatric conditions such as mood disorders, anxiety disorders, eating disorders, and personality disorders. It concludes with accommodations that a college professor can make to help these students succeed in higher education. (Contains 1…

  19. Classroom Justice and Psychological Engagement: Students' and Teachers' Representations

    Science.gov (United States)

    Berti, Chiara; Molinari, Luisa; Speltini, Giuseppina

    2010-01-01

    This article presents the results of a study carried out with the aim to: (1) analyze secondary school students' and their teachers' ideal representations of classroom justice, (2) deepen the topic of students' sense of injustice, and (3) explore the links between students' perceived injustice and their psychological engagement in school, measured…

  20. Attitudes of juvenile justice staff towards intellectual, psychiatric, and physical disabilities.

    Science.gov (United States)

    Caldwell, Ann Cameron

    2007-04-01

    Juvenile justice employees' attitudes towards diverse impairments and their ideological and demographic predictors were examined. Supporting theories are that attitudes are comprised of ideological constructs and demographic variables and that there is a hierarchy of disability present in attitudes towards diverse disabilities. A cross-sectional design with quantitative measures was used. Results indicate that attitudes towards different types of disabilities vary considerably and are hierarchical in nature and that independent variables of demographics, social desirability in responding, and ideological constructs of social dominance orientation, normativism, and humanism have some effects on attitude outcomes, but not universally.

  1. The virtual courtroom: a view of justice. Project to prepare witnesses or victims with learning disabilities to give evidence.

    Science.gov (United States)

    Cooke, P; Laczny, A; Brown, D J; Francik, J

    With the advent of 'The Youth Justice and Criminal Evidence Act 1999' passed by Parliament in August 1999, vulnerable witnesses can for the first time give evidence to the court with the support of 'special measures'. People with a learning disability fall into the category of vulnerable witnesses, and the purpose of this paper is to describe the development of the virtual courtroom, a virtual reality (VR) and multimedia based training platform to prepare this group of people for such an eventuality. A user-centred design methodology was adopted, with a user group being formed of students and adults with learning disabilities. This group, working together with facilitators, experts on the new act, and experienced designers of VR based training systems, designed and implemented the virtual courtroom. The virtual courtroom model has been produced using the Realimation Virtual Reality software tool. The next stage of the project is to design and develop three multimedia-based scenarios showing a variety of situations in which a person with a learning disability could give evidence in court. One of the recommendations in the 'Speaking up for justice' report, suggested that the Home Office develop further material to assist vulnerable witnesses to prepare for their attendance at court. The virtual courtroom provides one of the first and most innovative of such solutions.

  2. Saving Face: Inclusive Communication With College Students With Disabilities Using Politeness And Face Negotiation

    Directory of Open Access Journals (Sweden)

    Karen A. Myers

    2012-12-01

    Full Text Available Have I offended anyone today? Have I been insensitive? Creating welcoming inclusive environments for students with and without disabilities is a higher education imperative. The academy strives to create diverse and welcoming atmospheres for students and educators and employ social justice and face saving measures to encourage respectful communication and discourage discriminatory behaviors. With the increase of college students with disabilities, professionals need to be comfortable and confident in their communication tactics. Applying politeness and face-negotiation theories to the communication preferences and behaviors of college students with disabilities, this article offers practice-oriented applications for respectful inclusive communication.

  3. Using Social Justice Vignettes to Prepare Students for Social Action Engagement

    Science.gov (United States)

    Burrell Storms, Stephanie

    2014-01-01

    One of the learning goals for social justice education courses is to prepare students for social action engagement. Teaching students about issues related to social justice is complex. Prior studies have found a positive relationship between student enrollment in social justice education courses and action-oriented outcomes. While these findings…

  4. Perceptions about disability among Ghanaian university students.

    Science.gov (United States)

    Naami, Augustina; Hayashi, Reiko

    2012-01-01

    An exploratory/descriptive study was conducted on a sample of university students, including 305 social work and sociology majors, in Ghana to evaluate their attitudes toward disabilities. The findings indicate that the students in general agree with the idea of community integration and equal rights of persons with disabilities. At the same time, they are ambivalent about characteristics of persons with disabilities and feel uncomfortable interacting with them. Further, a substantive minority holds strong prejudices against persons with disabilities. Universities should provide their students with opportunities to improve knowledge and attitudes about disabilities.

  5. Visiting Teachers and Students with Developmental Disabilities

    Science.gov (United States)

    Stanley, Summer G.

    2011-01-01

    The profession of school social work began in 1906 but was not recognized in federal legislation for students with disabilities until nearly 70 years later. However, since 1906, school social workers have worked with students considered at-risk for academic failure, including students with disabilities. This article highlights the beginning of the…

  6. Teaching Algebra to Students with Learning Disabilities

    Science.gov (United States)

    Impecoven-Lind, Linda S.; Foegen, Anne

    2010-01-01

    Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive…

  7. Social justice in medical education: strengths and challenges of a student-driven social justice curriculum.

    Science.gov (United States)

    Ambrose, Adrian Jacques H; Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

    2014-08-01

    In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai'i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service.

  8. Social Justice in Medical Education: Strengths and Challenges of a Student-Driven Social Justice Curriculum

    Science.gov (United States)

    Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

    2014-01-01

    In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai‘i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service. PMID:25157325

  9. Addressing Students with Disabilities in School Textbooks

    Science.gov (United States)

    Cheng, Karen Kow Yip; Beigi, Amir Biglar

    2011-01-01

    Inclusive education can help facilitate the inclusion of students with disabilities in mainstream schools. Inclusive education has proven to be a key benefit for disabled children as an end in itself and as a means to an end of greater social acceptance of difference and disability. However there needs to be greater awareness-raising measures at…

  10. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

  11. Recognizing Special Talents in Learning Disabled Students.

    Science.gov (United States)

    Baum, Susan; Kirschenbaum, Robert

    1984-01-01

    Approaches to working with learning disabled students who are also gifted, talented, or creative are illustrated in the example of a secondary student with special abilities in photography. Several of his photographs and accompanying narratives are included. (CL)

  12. Adaptive Instruments for Students with Physical Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    The main adaptations that will be made for music students with physical disabilities are those that make the classroom accessible and those that make classroom instruments accessible. There are a number of principles to guide one when selecting instruments for students with physical disabilities. These principles can assist one in determining the…

  13. Remembering Memories about Students with Disabilities

    Science.gov (United States)

    Miller, Maury; Gresham, Pamela; Fouts, Bonnia

    2011-01-01

    Preservice general education classroom teachers in an inclusion course were asked to describe their own earliest memories of students with disabilities in school. Substantial literature links early memories to subsequent thoughts and attitudes. Subjects also completed the Opinions Relative to Integration of Students with Disabilities attitude…

  14. Dare To Dream--Juvenile Justice. A Guide to Planning Your Future for Students in the Juvenile Justice System.

    Science.gov (United States)

    Repetto, Jeanne; Webb, Kristine; Beutel, Adory; Perkins, Dollean; Bailey, Mary

    This workbook is designed to help Florida students in the juvenile justice system plan for their desired postschool outcomes. It includes activities to help students make good decisions that will affect their entry into adult life. "Dare to Know" boxes are found throughout the workbook and provide important information to students to…

  15. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  16. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  17. The learning-disabled medical student.

    Science.gov (United States)

    Accardo, P; Haake, C; Whitman, B

    1989-10-01

    Developmental pediatricians are being consulted by medical school promotion committees with regard to the course of action to be taken with learning-disabled medical students experiencing academic difficulties. Faculty attitude, a difficulty understanding the nature of learning disabilities, appears to be a major contributor to poor medical school performance on the part of learning-disabled adults. Utilizing the sequential-simultaneous information processing model as a simplified introduction to learning disability patterns, the authors argue that recommending intensive remediation of rote spelling and writing skills in students engaged in graduate education represents both a waste of time and a further emotional trauma to these young professionals.

  18. Identifying the Career Development Needs of College Students with Disabilities.

    Science.gov (United States)

    Hitchings, William E.; Luzzo, Darrell Anthony; Retish, Paul; Horvath, Michael; Ristow, Robert S.

    1998-01-01

    Compared career maturity levels of students with (n=44) and without (n=31) disabilities. Results indicate that many disabled students are not fully aware of the impact that their disabilities have on career development. Students with physical disabilities were better able than those with learning disabilities to describe the impact on career…

  19. ISLAMIC SCHOOLS AND SOCIAL JUSTICE IN INDONESIA: A Student Perspective

    Directory of Open Access Journals (Sweden)

    Raihani R.

    2012-07-01

    Full Text Available The study explores how students of two different Islamic Senior Secondary Schools in Palangkaraya, Indonesia experience school practices in regards to social justice. Employing a qualitative approach, the researcher conducted ethnographic observations of the schools’ practices and events, and interviewed more than fifty students of the two schools individually and in groups to understand their feelings and perspectives about how the schools promote social justice among them. The findings suggest that several school structures including the subject stream selection, student groupings, the emergence of the model or international classroom were found to have been sources for social injustice. Students of the Social Sciences and Language groups, of low academic performance and economically disadvantaged admitted the feeling of unfair treatment because of this structuration. Confirming the theory of social reproduction, the schools failed to provide distributive, cultural and associational justices, and reasserted further inequalities among members of society.[Artikel ini menjelaskan bagaimana siswa pada dua Sekolah Menengah Atas di Palangkaraya, Indonesia merasakan praktek pendidikan di sekolah mereka, khususnya terkait dengan masalah keadilan sosial. Melalui studi kualitatif, penulis melakukan observasi etnografis terhadap praktek pendidikan dan kegiatan sekolah serta melakukan wawancara dengan lebih dari lima puluh orang siswa, baik secara individual maupun dalam kelompok, untuk mengetahui pandangan mereka mengenai bagaimana sekolah mereka mendorong pelaksanaan prinsip keadilan sosial. Artikel ini menemukan bahwa struktur pendidikan di sekolah tersebut, seperti pengelompokan kelas berdasarkan konsentrasi jurusan, pola keberkelompokan siswa, dan munculnya kelas-kelas internasional, menyebabkan ketidakadilan sosial di dalam institusi pendidikan. Siswa kelas Ilmu Sosial dan Bahasa cenderung minim dalam pencapaian akademik, dan secara ekonomi

  20. Student Antisocial Compliance-Gaining as a Function of Instructor Aggressive Communication and Classroom Justice

    Science.gov (United States)

    Claus, Christopher J.; Chory, Rebecca M.; Malachowski, Colleen C.

    2012-01-01

    This study investigated students' perceptions of their instructors' argumentativeness and verbal aggressiveness, classroom justice, and effectiveness of and likelihood of communicating student antisocial behavior alteration techniques (BATs). Results indicate that student perceptions of instructor argumentativeness were not related to their…

  1. Using Movies To Teach Students about Disabilities.

    Science.gov (United States)

    Safran, Stephen P.

    2000-01-01

    This article discusses using movies to teach students about disabilities. It addresses considerations in choosing movies, gauging the accuracy of the portrayal, and identifying positive images and negative stereotypes. A checklist for evaluating positive and negative representations is provided, along with a format to assess disability portrayal…

  2. College Students with Disabilities' Motivation to Utilize Disability Support Services: A Qualitative Investigation

    Science.gov (United States)

    Meyer, Rachel Heather

    2012-01-01

    The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of…

  3. Preventing Students with Disabilities from Dropping out

    Science.gov (United States)

    Pyle, Nicole; Wexler, Jade

    2012-01-01

    Schools are tasked with the challenge of not only raising graduation rates for students with and without disabilities but also preparing these students to meet college and career readiness standards. Recent studies and reviews of the literature suggest promising practices to ensure that educators meet these goals by increasing students' engagement…

  4. Transition Programming for Students with Learning Disabilities.

    Science.gov (United States)

    Harrington, Stuart A.

    1997-01-01

    Successful transition programs for students with learning disabilities have some common elements: job-related academic instruction, interpersonal skills development, vocational education, and follow-along counseling after formal schooling ends. (SK)

  5. Does How Students Serve Matter? What Characteristics of Service Programs Predict Students' Social Justice Attitudes?

    Science.gov (United States)

    Littenberg-Tobias, Joshua

    2014-01-01

    Volunteering is often touted as a method to educate college students about social justice by providing students with an opportunity to apply classroom knowledge in a real-world setting. However, many critics have noted that service does not necessarily lead to social justice outcomes and that some forms of service may reinforce students'…

  6. "Managing" Disability: Early Experiences of University Students with Disabilities

    Science.gov (United States)

    Goode, Jackie

    2007-01-01

    Recent UK legislation, operational from December 2006, places a duty on all public authorities, including higher education institutions, to actively promote equality of opportunity for people with disabilities. The university studied here has a number of initiatives in place to develop good practice in this area, but how do students themselves…

  7. Pursuing Justice for Refugee Students: Addressing Issues of Cultural (Mis)Recognition

    Science.gov (United States)

    Keddie, Amanda

    2012-01-01

    In this paper Nancy Fraser's conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing…

  8. Teaching Social Justice Research to Undergraduate Students in Puerto Rico: Using Personal Experiences to Inform Research

    Science.gov (United States)

    Ginwright, Shawn A.; Cammarota, Julio

    2015-01-01

    This article explores the process of teaching undergraduate students to conduct social justice research. We were interested in understanding how to develop a social justice perspective among students while training them in conventional research methods. The following questions guided our research activities. How can the principles of social…

  9. Addressing the Needs of Youth with Disabilities in the Juvenile Justice System: The Current Status of Evidence-Based Research.

    Science.gov (United States)

    Mears, Daniel P.; Aron, Laudan; Bernstein, Jenny

    This report summarizes the state of knowledge about children and youth with disabilities at risk of delinquency or already involved with the juvenile justice system. It reviews the existing research as well as perspectives of service providers, administrators, policy makers, and advocates. Following an executive summary and introductory chapter,…

  10. Investigating alternative conceptions in learning disabled students

    Science.gov (United States)

    Cole, Terry Stokes

    Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

  11. Commercializing Success: The Impact of Popular Media on the Career Decisions and Perceptual Accuracy of Criminal Justice Students

    Science.gov (United States)

    Barthe, Emmanuel P.; Leone, Matthew C.; Lateano, Thomas A.

    2013-01-01

    Interest in the field of criminal justice continues to grow and attract students to this area of higher education. These students typically represent society in that their beliefs about the justice system are based on media depictions, not education or experience. This study surveyed Introduction to Criminal Justice students from two universities,…

  12. Teaching Piano Students with Learning Disabilities.

    Science.gov (United States)

    Cahn, Lorynne D.

    The relationship between the teacher of piano and the learning disabled student and some issues in piano instruction for such students are examined. Perceptual deficiencies and perceptual motor problems are noted. Techniques for dealing with poor visual discrimination are suggested; these include doing the simplest type of theory work to help the…

  13. Including students with disabilities in Learning Communities

    Directory of Open Access Journals (Sweden)

    Silvia Molina

    2010-05-01

    Full Text Available Learning Communities is a project for school transformation theobjective of which is to achieve high quality education for all students, avoiding all type of segregation due to students’ level of attainment or other characteristics, and any type of differentiation or acritical adaptation of the curriculum, which may lead to unequal learning results. Students with disabilities have traditionallybeen subject to these types of practices which, nevertheless, have dubious results as far as the learning and social integration of these students is concerned. It is necessary to identify educational strategies which respond to the specific needs of these students within the framework of the same educational environment and the same learning objectives, as is being claimed from the inclusive education perspective. Starting from these premises, in this article we review the Learning Communities model as a school model which contributes to the inclusion of students with disabilities. Firstly, we will define the term “disability” and its educational implications as compared to other concepts which have also been usedin this field. Secondly, we describe some of the characteristics of the learning communities in relation to inclusive education and we focus particularly on the way in which the learning communities approach responds to the specific educational needs of students with disabilities. Finally, we will focus on a specific classroom practice, the interactive groups, and its contributions to the inclusion of students with disabilities.

  14. Review of Mathematics Interventions for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Marita, Samantha; Hord, Casey

    2017-01-01

    Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…

  15. Social Psychological Support of Students with Disabilities

    Directory of Open Access Journals (Sweden)

    Aismontas B.B.,

    2017-08-01

    Full Text Available In this article we study the main goals, objectives, functions and mechanisms of social psychological support of students with disabilities and special needs in higher education. We describe the experience in providing such support at the Department of Distance Learning of the Moscow State University of Psychology and Education. We show that social psychological support of students with disabilities is a specially organized process involving the creation of an optimally accessible and nurturing environment which contributes to the development of general cultural, professional competencies as well as to healthy personality development in individuals. Macro social, psychological and pedagogical features of the environment play a key role in social psychological support. Psychological and educational support of students with disabilities involves several types of assistance, each with its own tasks and features, however only the optimal combination of these forms embodies social psychological support as a whole.

  16. Tutorials in university students with a disability

    Directory of Open Access Journals (Sweden)

    Joaquín Gairín Sallán

    2013-10-01

    Full Text Available This article places an emphasis on the importance of tutorials for students with a disability in universities. It presented the most significant results of the study of tutorials carried out in help services, units or offices for students with a disability inmore than 45 Spanish universities, in relation to promotion, reception, completion and graduation. The contributions highlight the importance of organising a response through a Tutorial Action Plan made up of the stages of motivation and awareness-raisin, planning, execution, evaluation and institutionalisation. Among the principle conclusions, the importance of moving towards a truly inclusive university through tutorial activity is highlighted, thereby providing a guide for providing assistance to university students with a disability.

  17. Assessment and Documentation Considerations for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Lindstrom, Jennifer H.; Lindstrom, Will

    2011-01-01

    In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

  18. Three Cases of Student Teaching Practice for Social Justice in Early Childhood Education

    Science.gov (United States)

    Lee, Young Ah

    2014-01-01

    Although teachers may agree that it is important to teach all learners equitably, it is challenging to practice social justice oriented pedagogy due to its multiplicity and complexity. This participatory action research attempted to examine student teaching practices that three teacher candidates approached to teach for social justice with young…

  19. Schools, Justice, and Immigrant Students: Segmented Assimilation, Race, Ethnicity, Gender, and Perceptions of Fairness and Order

    Science.gov (United States)

    Peguero, Anthony A.; Bondy, Jennifer M.

    2015-01-01

    Background/Context: Students' perceptions of justice, fairness, and order within their schools are arguably key building blocks of socialization to participation within a democratic society. The ideals of justice, fairness, and order within their schools are particularly imperative because the educational system is founded on a belief of democracy…

  20. Justice in and through Education? Students' Participation in Decision-Making

    Science.gov (United States)

    Rönnlund, Maria

    2014-01-01

    Drawing on one year of ethnographic work in three Swedish lower secondary schools, this article problematizes students' participation in decision-making in everyday school life in the perspective of social justice. In order to extend the traditional liberal understanding of justice and include also relational, procedurial, social and cultural…

  1. Schools, Justice, and Immigrant Students: Segmented Assimilation, Race, Ethnicity, Gender, and Perceptions of Fairness and Order

    Science.gov (United States)

    Peguero, Anthony A.; Bondy, Jennifer M.

    2015-01-01

    Background/Context: Students' perceptions of justice, fairness, and order within their schools are arguably key building blocks of socialization to participation within a democratic society. The ideals of justice, fairness, and order within their schools are particularly imperative because the educational system is founded on a belief of democracy…

  2. Hypertext support for remedial students and students with learning disabilities.

    Science.gov (United States)

    Higgins, K; Boone, R; Lovitt, T C

    1996-07-01

    Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.

  3. Student Experiences Utilizing Disability Support Services in a University Setting

    Science.gov (United States)

    Abreu, Marlene; Hillier, Ashleigh; Frye, Alice; Goldstein, Jody

    2016-01-01

    Students with disabilities are a growing population in post-secondary institutions, yet present poorer academic outcomes compared to students without disabilities. The current study examined university students' own perceptions and experiences with disability support services (SDS) including how helpful they found the accommodations they were…

  4. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  5. Students with Learning Disabilities in the Music Classroom

    Science.gov (United States)

    Darrow, Alice-Ann

    2012-01-01

    There are a number of disabilities that music educators may never encounter among their students in the music classroom; however, all music educators will have students with learning disabilities. Students with learning disabilities may have a variety of "presenting problems" that limit their academic and social success in the music classroom. The…

  6. Helping Students with Mathematical Disabilities to Succeed

    Science.gov (United States)

    Wadlington, Elizabeth; Wadlington, Patrick L.

    2008-01-01

    Teachers and parents are often perplexed when an intelligent student performs poorly in mathematics. Research tells us that this is often due to math disability, otherwise known as "dyscalculia". The authors define dyscalculia and describe its major subtypes. Also, the authors describe characteristics of dyscalculia and explain why dyscalculia is…

  7. Remediating Handwriting Skills for Learning Disabled Students.

    Science.gov (United States)

    Highsmith, Victoria

    The paper describes strategies for teaching six different handwriting skills to learning disabled (LD) elementary students. A rationale for each strategy precedes step-by-step procedural descriptions. Strategies in the following areas are described: (1) introducing LD children with motor coordination deficits to alphabetic symbols using sandpaper…

  8. Parentally Placed Private School Students with Disabilities

    Science.gov (United States)

    Sopko, Kimberly M.

    2013-01-01

    This document focuses on state education agency (SEA) support for child find, consultation and provision of equitable service provisions for parentally placed private school students with disabilities. Project Forum at the National Association of State Directors of Special Education (NASDSE) completed this activity as part of its cooperative…

  9. Keyboard Instruction for Students with a Disability

    Science.gov (United States)

    Donne, Vicki

    2012-01-01

    Projected employment reports indicate that most new jobs will involve occupations in which computer skills are essential, but surveys reveal that many people with a disability currently lack these computer skills. One way to address the gap is to prepare students while they are attending primary and secondary school. The National Business…

  10. Red-Shirting College Students with Disabilities

    Science.gov (United States)

    Trammell, Jack

    2009-01-01

    College and university students with disabilities, both visible and invisible, must deal with what sociologist Erving Goffman called information management; they must control and protect their stigmatized identity by considering who to tell what, how much to tell, and when to tell. A growing body of stigma-related educational research, as well as…

  11. Including students with disabilities in Learning Communities

    OpenAIRE

    2010-01-01

    Learning Communities is a project for school transformation theobjective of which is to achieve high quality education for all students, avoiding all type of segregation due to students’ level of attainment or other characteristics, and any type of differentiation or acritical adaptation of the curriculum, which may lead to unequal learning results. Students with disabilities have traditionallybeen subject to these types of practices which, nevertheless, have dubious results as far as the lea...

  12. Educational justice from the perspective of Kermanshah paramedical students in 2014

    Directory of Open Access Journals (Sweden)

    m jalalvandi

    2016-07-01

    Full Text Available Introduction: Equity in education is meant providing equal educational opportunities for students that often included the equality in professors' behaviors with their students. This form of justice can improve students' performance. So, considering the importance of educational equity and the its special position in medical education, this study was performed to investigate the situation of educational justice from the perspective of paramedical students in Kermanshah Faculty of Paramedical Sciences. Methods: In this analytical cross-sectional study, which was performed by stratified sampling method in 2014, the required information was collected by educational justice questionnaire. The reliability and validity of this questionnaire was confirmed. Then, the data were analyzed using SPSS software (version 21 and Kruskal–Wallis test. Results: The average score of education justice was 53/48 ± 15/24. A significant relationship was found between the average scores of students educational justice with gender and their field of study (P<0.05. Conclusion: The research findings showed that the students' demographic characteristics are the influencing factors on the situation of education justice in Kermanshah Faculty of Paramedical Sciences. Therefore, the need to creating equal opportunities in education in a way that all students have access to the same facilities in the same environment, must be considered through the university and especially the professors.

  13. Food Justice: Access, Equity, and Sustainability for Healthy Students and Communities

    Science.gov (United States)

    Roselle, René; Connery, Chelsea

    2016-01-01

    Describing how food insecurity is a threat to our country's democratic health and student success, the authors bring the issue of food justice into focus using the inequities in Hartford, Connecticut, and the ways one organization is working toward solutions.

  14. Attitudes towards inclusive higher education of students with physical disabilities

    OpenAIRE

    Sevčnikar, Natalija

    2014-01-01

    The number of physically disabled students in universities is increasing, which is necessary to adapt teaching according the principles of inclusive higher education. To ensure maximum performance of physically disabled students in their studies, it is necessary to make certain system actions, while also properly inform and educate staff and other students on the special needs of physically disabled students. The aim of the study was to analyze the attitudes of students without special needs ...

  15. The Brazilian education system. Students with disabilities

    Directory of Open Access Journals (Sweden)

    Roberto Dainese

    2010-07-01

    Full Text Available The Brazilian education system provides a specific form of organization for the inclusive education of students with disabilities. Law No. 9394 dated December 20, 1996, “Lei de diretrizes e bases da educação nacional”, presents in Chapter V the “educação especial" as a form of organization offered to students "portadores de Necessidades especiais”. Admission of students with disabilities in the Brazilian schools was characterized by several phases: the welfarist phase, the integration phase and the inclusion phase, which is the most recent one and now being debated. The presence of a special device fosters the differences, even when everybody enters the classbecause a separation perspective damps down all the procedural and design efforts towards a true integration, holding back collaboration and action sharing among teachers. We consider however effective an action that accompanies the gradual learning evolution mediating between the student with disabilities and peers, between him and the teachers, between him and the learning tools designed.

  16. Educating Students Who Have Visual Impairments with Other Disabilities.

    Science.gov (United States)

    Sacks, Sharon Z.; Silberman, Rosanne K.

    The 15 papers in this book on teaching students who have visual impairments and other disabilities are grouped into three parts which examine first, characteristics of students with visual impairments and other disabilities; second, the instructional process, curriculum, and methods; and, third, disability-specific curriculum. The papers are: (1)…

  17. Psychological Profile of University Students with Different Types of Disabilities

    Science.gov (United States)

    Dong, Shengli; Lucas, Margaretha S.

    2014-01-01

    Increasing numbers of students with disabilities attend colleges and universities after graduation from high school, but studies show that students with disabilities lag behind academically and fail to make progress and complete academic programs at a level and a timeframe comparable to their peers without disabilities. Studies are needed that…

  18. Educating Students Who Have Visual Impairments with Other Disabilities.

    Science.gov (United States)

    Sacks, Sharon Z.; Silberman, Rosanne K.

    The 15 papers in this book on teaching students who have visual impairments and other disabilities are grouped into three parts which examine first, characteristics of students with visual impairments and other disabilities; second, the instructional process, curriculum, and methods; and, third, disability-specific curriculum. The papers are: (1)…

  19. The Use of Exergaming with Developmentally Disabled Students

    Science.gov (United States)

    Cai, Sean X.; Kornspan, Alan S.

    2012-01-01

    The physical activity patterns of students with disabilities have been studied in order to understand how much moderate and vigorous daily physical exercise is obtained. Literature suggests that students with disabilities are less physically active as compared to children without disabilities. As a result of being less physically active, these…

  20. Gender Discrepancies and Victimization of Students with Disabilities

    Science.gov (United States)

    Simpson, Cynthia G.; Rose, Chad A.; Ellis, Stephanie K.

    2016-01-01

    Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying,…

  1. Promoting Social and Emotional Growth of Students with Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2014-01-01

    Students with disabilities are often faced with numerous challenges as they progress through their school years. In addition to disability-related challenges, they may encounter additional difficulties such as bullying in school and lack of social acceptance by their peers. It is important that students with disabilities develop competence in…

  2. Investigating Visually Disabled Students' Attitudes about Physical Education and Sport

    Science.gov (United States)

    Dalbudak, Ibrahim; Gürkan, Alper C.; Yigit, Sih Mehmet; Kargun, Mehmet; Hazar, Gürkan; Dorak, Feridun

    2016-01-01

    This study aims to investigate visually disabled students', who study in the level of primary education, high school, university, attitudes about physical education and sport in terms of different variables. Totally 100 visually disabled students who are individual and team athletes and study in Izmir, (8 visually disabled athletes study in…

  3. Barriers Impacting Students with Disabilities at a Hong Kong University

    Science.gov (United States)

    Gilson, Christie L.; Dymond, Stacy K.

    2012-01-01

    A qualitative study was conducted to examine the barriers to postsecondary education experienced by students with disabilities in Hong Kong and the impact of those barriers. Data were gathered from six students with disabilities, their instructors, and university staff with whom they interacted to procure disability-related services using…

  4. Providing for Disabled Students: University of Grenoble, France.

    Science.gov (United States)

    PEB Exchange, 2000

    2000-01-01

    Examines how France's University of Grenoble provides for its disabled students in its residence halls, including a description of the university's service for disabled service. A hospital/education center where disabled students can receive care and physiotherapy while attending school is highlighted. (GR)

  5. Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities

    Science.gov (United States)

    Datta, Poulomee

    2014-01-01

    There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in…

  6. Inclusive Education for Students with Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Janaki Balakrishnan

    2012-08-01

    Full Text Available This paper traces briefly the evolution of Inclusive Education for students with special education needs (SEN and discusses some significant challenges in its implementation. While the aim of Inclusive Education is to include all children with SEN in mainstream schools, there are many challenges that have to be overcome for their education to be meaningful. This paper focuses primarily on the inclusion of students with intellectual disability, since they are likely to be the largest number with special education needs in ‘inclusive’ schools. It offers the outline of a curriculum that may be derived from the mainstream one in use, and suggests a model that emphasises the replacement of age / grade placement, as is the present practice, with experience and maturity underpinning learning in persons with intellectual disability. The proposed model needs, of course, to be field-tested.doi 10.5463/DCID.v23i2.111

  7. Learning Disability Documentation in Higher Education: What Are Students Submitting?

    Science.gov (United States)

    Sparks, Richard L.; Lovett, Benjamin J.

    2014-01-01

    This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation,…

  8. Understanding Death Penalty Support and Opposition Among Criminal Justice and Law Enforcement Students

    Directory of Open Access Journals (Sweden)

    Raj Sethuraju

    2016-01-01

    Full Text Available Although a sizable number of studies have gathered information from college students regarding their varying degrees of support for capital punishment, few have explored the underlying rationales behind these students’ death penalty support or opposition. In addition, although criminal justice majors have frequently been used as study participants, little research has sought to explore if law enforcement majors are different in manners for supporting or opposing capital punishment than other criminal justice majors. In the current study, a survey designed to measure reasons for support or opposition to capital punishment was administered to a convenience sample of 135 criminal justice and law enforcement majors at a mid-size Midwestern university. The results indicated that law enforcement majors were not significantly different from criminal justice majors on measures of support or opposition to capital punishment. There were, however, some notable differences found related to the academic standing of the students.

  9. Attitudes of parents of nondisabled students regarding inclusion of disabled students in Nevada's public schools.

    Science.gov (United States)

    Kelly, E J

    2001-02-01

    Opinions of 370 parents of students without disabilities about inclusive programming were compared with those obtained from a previous study of 65 parents of students with disabilities. Both groups of parents positively rated opinion statements favoring inclusion; however, parents of students with disabilities consistently rated inclusion-focused statements more positively than parents of nondisabled students.

  10. Professional School Counselors as Social Justice Advocates for Undocumented Immigrant Students in Group Work

    Science.gov (United States)

    Chen, Eric C.; Budianto, Lina; Wong, Kimberly

    2010-01-01

    Due to cultural and linguistic barriers, as well as a fear of deportation, undocumented immigrant students have remained an invisible group face in the existing school system. We provide specific strategies for school counselors to consider in advocating social justice and in facilitating empowerment of undocumented immigrant students through…

  11. Doing Justice Today: A Welcoming Embrace for LGBT Students in Christian Schools

    Science.gov (United States)

    Joldersma, Clarence W.

    2016-01-01

    The article argues for welcoming LGBT students in Christian schools. The article develops an idea of justice based on Nicholas Wolterstorff's idea of claim-rights of vulnerable groups that have been wronged, and applies this to the security and recognition of LGBT students in Christian schools. The article presents empirical evidence about the…

  12. Professional School Counselors as Social Justice Advocates for Undocumented Immigrant Students in Group Work

    Science.gov (United States)

    Chen, Eric C.; Budianto, Lina; Wong, Kimberly

    2010-01-01

    Due to cultural and linguistic barriers, as well as a fear of deportation, undocumented immigrant students have remained an invisible group face in the existing school system. We provide specific strategies for school counselors to consider in advocating social justice and in facilitating empowerment of undocumented immigrant students through…

  13. "With Great Power Comes Great Responsibility": Privileged Students' Conceptions of Justice-Oriented Citizenship

    Science.gov (United States)

    Swalwell, Katy

    2013-01-01

    How do students from privileged communities respond to educational efforts encouraging them to become justice-oriented citizens? Observational and interview data collected during a semester-long case study of eleven high school students in a social studies class at an elite private school reveal four markedly different interpretations of their…

  14. Doing Justice Today: A Welcoming Embrace for LGBT Students in Christian Schools

    Science.gov (United States)

    Joldersma, Clarence W.

    2016-01-01

    The article argues for welcoming LGBT students in Christian schools. The article develops an idea of justice based on Nicholas Wolterstorff's idea of claim-rights of vulnerable groups that have been wronged, and applies this to the security and recognition of LGBT students in Christian schools. The article presents empirical evidence about the…

  15. Social Justice and Critical Peace Education: Common Ideals Guiding Student Teacher Transformation

    Science.gov (United States)

    Christopher, Doris H.; Taylor, Marilyn J.

    2011-01-01

    The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the…

  16. Teaching and Learning Social Justice as an "Intellectual Community" Requirement: Pedagogical Opportunities and Student Understandings

    Science.gov (United States)

    Fuentes, Rey; Chanthongthip, Lara; Rios, Francisco

    2010-01-01

    This article describes efforts to introduce students in a first-year studies course to social justice principles with attention to the initial preparation of students for social activism. After describing the coursework and related activities, we share the findings--from observation and survey sources--associated with the initial social activism…

  17. DISABILITY OF 'STUDENT IN SCHOOL AGE

    Directory of Open Access Journals (Sweden)

    PERROTTA Francesco

    2010-04-01

    Full Text Available Schools should play a significant role in spreading the message understanding and acceptance of disability rights, helping to dispel fears, myths and prejudices, supporting the efforts of the whole community.Should develop and disseminate educational resources to support students to develop an awareness individual's disability or that of others, helping them to consider in a positive diversity. It is necessary to achieve the goal of 'education for all in compliance the principles of full participation and equality. Education has a roleinstrumental in building from future for all, both for the individual, both for the person as members of society and the world of work. The education system must therefore be the central place that will ensure personal development and social inclusion, that allows children and young people to be as independent as possible. Theeducation system is the first step toward a society of 'integration. [the Declaration of Madrid, Non-discrimination as affirmative action equal social integration, Madrid, 2002

  18. 2011 Montana Youth Risk Behavior Survey: Students with Disabilities

    Science.gov (United States)

    Montana Office of Public Instruction, 2011

    2011-01-01

    This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for students with disabilities. These frequency distributions are based upon surveys with 1,672 high school students with disabilities in Montana during February of 2011. Frequency distributions may not total 1,672 due to nonresponse and…

  19. Academic Performance of Students without Disabilities in the Inclusive Environment

    Science.gov (United States)

    Fruth, Jason D.; Woods, Melanie N.

    2015-01-01

    This study examines the impact of inclusion on secondary students by focusing on the performance of students without disabilities in the inclusive environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the inclusive environment on the performance of students with disabilities.…

  20. Speech Recognition for Students with Disabilities in Writing

    Science.gov (United States)

    Gardner, Teresa J.

    2008-01-01

    The role of technology in education is ever increasing. This article looks at students with disabilities and the problem of writing independently. Speech recognition technology offers an option, or solution, for students who have physical and/or learning disabilities and for students who cannot access and use computer keyboards or switches.…

  1. Teaching the "Invisible" Disabled Students in the Classroom: Disclosure, Inclusion and the Social Model of Disability

    Science.gov (United States)

    Matthews, Nicole

    2009-01-01

    Drawing on the insights of critical disability studies, this article addresses anxieties frequently articulated by academic staff around the implementation of the United Kingdom's Disability Discrimination Act: how to accommodate the needs of students with "hidden" impairments. Following the social model of disability, it argues that…

  2. Using Disability Studies Theory to Change Disability Services: A Case Study in Student Activism

    Science.gov (United States)

    Cory, Rebecca C.; White, Julia M.; Stuckey, Zosha

    2010-01-01

    In 2001, a group of student activists at Syracuse University started an organization called the Beyond Compliance Coordinating Committee (BCCC). The BCCC activists used disability studies theory to engage the campus in conversations about disability and inform significant change in the way Syracuse administration think about disability. This paper…

  3. Reading skills among students with intellectual disabilities.

    Science.gov (United States)

    Ratz, Christoph; Lenhard, Wolfgang

    2013-05-01

    Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Peace, justice and disabled women's advocacy: Tamil women with disabilities in rural post-conflict Sri Lanka.

    Science.gov (United States)

    Kandasamy, Niro; Soldatic, Karen; Samararatne, Dinesha

    2016-10-13

    This article draws on grounded qualitative research with rural Tamil women who acquired a disability during the civil war in Sri Lanka and conceptualizes an intersectionality-peace framework. Three main themes were developed from the interviews: narratives of conflict, survival outcomes of social assistance and mobilization of cross-ethnic relationships. With the support of a local women's disability advocacy organization, Tamil women with disabilities were enabled to overcome social stigma and claim a positive identity as women with disabilities. The organization's focus on realizing disability rights created new opportunities for these highly marginalized rural women. The women were also supported to form cross-ethnic relationships with women who similarly faced multiple oppressions. These relationships transformed the women into 'agents of peace', using their newfound disability identity to foster cross-ethnic dialogue and create safe spaces in the post-conflict context.

  5. Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

    Science.gov (United States)

    Sze, Susan

    2009-01-01

    Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

  6. Analysis of science textbook recommendations provided for students with disabilities.

    Science.gov (United States)

    Parmar, R S; Cawley, J F

    1993-05-01

    Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94-142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there were no consistency in the nature of recommendations provided for any given category of disability. Results indicate that special education and mainstream teachers should monitor the usefulness of published materials that claim to meet the needs of students with disabilities.

  7. Effective Spelling Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Sayeski, Kristin L.

    2011-01-01

    Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history…

  8. Students' Attitudes towards Individuals with an Intellectual Disability

    Science.gov (United States)

    Patel, Meera; Rose, John

    2014-01-01

    The aim of the study was to investigate attitudes held by a British student population towards individuals with an intellectual disability. Students participated in focus groups addressing their attitudes, behaviours and perceptions of individuals with an intellectual disability. Thematic analysis was the method used to identify emergent themes.…

  9. Counseling Needs of Academically Talented Students with Learning Disabilities

    Science.gov (United States)

    Reis, Sally M.; Colbert, Robert

    2004-01-01

    School counselors work individually and with other educators to meet the developmental needs of all students, including those with special needs or disabilities. In this article, the results of qualitative research are summarized involving comparative case studies of university students who were both academically talented and learning disabled.…

  10. Teaching Reading for Students with Intellectual Disabilities: A Systematic Review

    Science.gov (United States)

    Alnahdi, Ghaleb Hamad

    2015-01-01

    A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

  11. Classification/Categorization Model of Instruction for Learning Disabled Students.

    Science.gov (United States)

    Freund, Lisa A.

    1987-01-01

    Learning-disabled students deficient in classification and categorization require specific instruction in these skills. Use of a classification/categorization instructional model improved the questioning strategies of 60 learning-disabled students, aged 10 to 12. The use of similar models is discussed as a basis for instruction in science, social…

  12. Applying Common Core Standards to Students with Disabilities in Music

    Science.gov (United States)

    Darrow, Alice-Ann

    2014-01-01

    The following article includes general information on the Common Core State Standards, how the standards apply to the music and academic education of students with disabilities, and web resources that will helpful to music educators teaching students with and without disabilities.

  13. Students with Disabilities: Using Music to Promote Health and Wellness

    Science.gov (United States)

    Darrow, Alice-Ann; Segall, Lorna

    2015-01-01

    School and community wellness programs are particularly important as many children and adolescents do not learn or are not exposed to healthy behaviors at home. Music has the potential to enhance all areas of wellness programs for students with and without disabilities; however, students with disabilities often face barriers to wellness programs…

  14. Students' Attitudes towards Individuals with an Intellectual Disability

    Science.gov (United States)

    Patel, Meera; Rose, John

    2014-01-01

    The aim of the study was to investigate attitudes held by a British student population towards individuals with an intellectual disability. Students participated in focus groups addressing their attitudes, behaviours and perceptions of individuals with an intellectual disability. Thematic analysis was the method used to identify emergent themes.…

  15. Navigating the Rolling Hills of Justice: Mental Disabilities, Employment and the Evolving Jurisprudence of the Americans with Disabilities Act.

    Science.gov (United States)

    Wylonis, Lauren; Wylonis, Nina T; Sadoff, Robert

    2017-03-01

    Mental illness and disability affect millions of individuals yearly in the U.S. The most important legislation protecting the mentally disabled in the workplace in the U.S. over the last half century has been the Americans with Disabilities Act (ADA) and its associated legislation and guidance. Although the employee should first request reasonable accommodation with the employer, evaluation by a mental health professional is one of the initial steps for individuals who report significant psychiatric symptoms that are impairing their functioning at work in the U.S.. Important regulations and laws in the United States that are essential knowledge to performing thorough mental disability evaluations include the ADA and Americans with Disabilities Act Amendments Act of 2008 (ADAAA), Social Security Disability, Workers' Compensation, and private disability insurance. These laws differ in applicability and in their definitions of disability. Social Security Disability is applicable to workers who have long-term impairments regardless of whether the disability arose on or off the job, while Worker's Compensation is specific to persons with work-related illness and injuries that occur on the job (Reno, Williams, & Sengupta, ). The Social Security definition of a disabled person is a person who is not "able to engage in any substantial gainful activity because of a medically-determinable physical or mental impairment(s): that is expected to result in death, or that has lasted or is expected to last for a continuous period of at least 12 months" (Social Security Red Book, ). However, the Workers' Compensation definition of what illnesses/injuries are compensated, the level of benefits and who provides the insurance are state-specific. Due to these differences in definition of disability, it is essential for the mental health professional performing a mental disability evaluation to clarify with the referral source or referring agency which legislation and laws they feel are

  16. Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers

    Science.gov (United States)

    Kokka, Kari

    2015-01-01

    Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of "conscientização," or learning to perceive social, political, and economic…

  17. Social Justice Teaching through the Sympathetic Touch of Caring and High Expectations for Students of Color

    Science.gov (United States)

    Rojas, Leticia; Liou, Daniel D.

    2017-01-01

    This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for…

  18. An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

    Science.gov (United States)

    Hirschinger-Blank, Nancy Beth; Simons, Lori; Kenyon, Alexandra

    2009-01-01

    A triangulation mixed-methods design was used to measure differences in service-learning outcomes for 32 students enrolled in criminal justice courses during the academic years 2003 (n = 16) and 2005 (n = 16). Results show that service-learners increase their political awareness and course value but experience a decrease in problem-solving skills…

  19. Psychological Sense of Community and University Mission as Predictors of Student Social Justice Engagement

    Science.gov (United States)

    Torres-Harding, Susan R.; Diaz, Elissa; Schamberger, Antú; Carollo, Olivia

    2015-01-01

    Psychological sense of community (PSOC) is a construct that may facilitate social action in university students. Similarly, a social justice-focused university mission statement might also facilitate social action and interest. The current study investigated whether psychological sense of community, agreeing with the mission statement, and taking…

  20. Promoting the Social Justice Orientation of Students: The Role of the Educator

    Science.gov (United States)

    Funge, Simon P.

    2011-01-01

    Thirteen social work educators were interviewed regarding their responsibility to fulfill the CSWE educational standard related to integrating content that prepares students to promote social justice in their practice. Findings revealed differing understandings about this responsibility as well as factors in the institution that were reported to…

  1. You Better Recognize!: The Arts as Social Justice for African American Students

    Science.gov (United States)

    Hanley, Mary Stone

    2011-01-01

    Social justice is a complex theory and practice that includes the equitable redistribution of resources and the recognition of culture. This is a report about the Tubman Theater Project, a culturally relevant drama program in which African American middle and high school students confronted racism and classism, as well as their unexamined…

  2. Social Justice Teaching through the Sympathetic Touch of Caring and High Expectations for Students of Color

    Science.gov (United States)

    Rojas, Leticia; Liou, Daniel D.

    2017-01-01

    This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for…

  3. Perceptions of College of Education Students in Turkey towards Organizational Justice, Trust in Administrators, and Instructors

    Science.gov (United States)

    Kale, Mustafa

    2013-01-01

    In this research, the perceptions of college of education students in Turkey regarding organizational justice, trust in administrators, and trust in instructors were determined. In the present study, the answers to three research questions were sought. The research was done using the survey method. After choosing six universities of various sizes…

  4. Constructing a Social Justice Tour: Pedagogy, Race, and Student Learning through Geography

    Science.gov (United States)

    Barnd, Natchee

    2016-01-01

    This article describes a high-impact learning project that combines geography, history, and ethnic studies. It describes the construction of the course, student outcomes, and the final and publicly presented collaborative project: the Social Justice Tour of Corvallis. Based on work in a small largely white town, this project presents a…

  5. College Students' Social Justice Interest and Commitment: A Social-Cognitive Perspective

    Science.gov (United States)

    Miller, Matthew J.; Sendrowitz, Kerrin; Connacher, Christopher; Blanco, Susana; de La Pena, Cristina Muniz; Bernardi, Shaina; Morere, Lauren

    2009-01-01

    In this study, the authors examined the degree to which social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) explained the development of social justice interest and commitment. Data from 274 college students and latent variable path modeling were used to test theoretically and empirically derived SCCT direct and…

  6. Postsecondary Students and Disability Stigma: Development of the Postsecondary Student Survey of Disability-Related Stigma (PSSDS)

    Science.gov (United States)

    Trammell, Jack

    2009-01-01

    Few instruments or studies have been designed to measure the degree of stigmatization experienced by college and University students with disabilities. Yet, many researchers acknowledge through qualitative studies and other forms of experiential data that postsecondary students with disabilities do in fact encounter significant stigma effects.…

  7. Key Considerations in Providing a Free Appropriate Public Education for Youth with Disabilities in Juvenile Justice Secure Care Facilities. Issue Brief

    Science.gov (United States)

    Gagnon, Joseph C.; Read, Nicholas W.; Gonsoulin, Simon

    2015-01-01

    Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities. This brief discusses…

  8. Youth With Disabilities in the Juvenile Justice System: Prevention and Intervention Strategies. Examining Current Challenges in Secondary Education and Transition. Issue Brief. Volume 4, Issue 1.

    Science.gov (United States)

    Stenhjem, Pam

    2005-01-01

    How do communities begin to address the issue of youth with disabilities who become involved with correctional systems? This brief provides information on proactive solutions based on restorative justice and wrap-around services, models, and strategies. This topic is receiving more attention as research has begun supporting a critical need for…

  9. Attitudes toward Including Students with Intellectual Disabilities at College

    Science.gov (United States)

    Griffin, Megan M.; Summer, Allison H.; McMillan, Elise D.; Day, Tammy L.; Hodapp, Robert M.

    2012-01-01

    Although inclusive postsecondary education programs are increasingly available, little is known about the attitudes of matriculating college students toward the inclusion of students with intellectual disabilities in their classes. To assess these attitudes, the authors surveyed 256 college students about their attitudes toward students with…

  10. Including Students with Disabilities in Music Performance Classes

    Science.gov (United States)

    Darrow, Alice-Ann

    2010-01-01

    Over the past decade, increasing numbers of students with disabilities have been placed in public school music ensemble classes. Participating in performance groups is an important part of students' music education. All students deserve the opportunity to make music and to experience the thrill of playing or singing with others. When students with…

  11. Support for Restorative Justice in a Sample of U.S. University Students.

    Science.gov (United States)

    Ahlin, Eileen M; Gibbs, Jennifer C; Kavanaugh, Philip R; Lee, Joongyeup

    2017-02-01

    Theories of restorative justice suggest that the practice works best when offenders are enmeshed in multiple interdependencies or attachments to others and belong to a culture that facilitates communitarianism instead of individualism. Restorative justice principles and practices are thus believed to be incongruent with the individualistic culture and legal system of the United States, especially compared with that of nations like Australia and Japan. Using a nonprobability convenience sample of students enrolled in a large public university in the United States, our study examines attitudes toward restorative justice as a fair and just process for reintegrating offenders and meeting the needs of victims. Results indicate that our sample holds less punitive attitudes than citizens in either Australia or Japan. Our findings are discussed in light of recent policy shifts in the United States that suggest a concerted move toward decarceration following the 2008 recession.

  12. Listening to the Experts: Students with Disabilities Speak Out

    Science.gov (United States)

    Keefe, Elizabeth B.,Ed.; Moore, Veronica M., Ed.; Duff, Frances R., Ed.

    2006-01-01

    What's the best way to find out what really works--and doesn't work--in education for students with disabilities? Listen to the experts: the students themselves. In this one-of-a-kind book, students with a wide range of disabilities give readers a rare inside look at their past and present school experiences, both in self-contained classrooms and…

  13. Determinants of students' attitudes towards peers with disabilities.

    Science.gov (United States)

    Vignes, Celine; Godeau, Emmanuelle; Sentenac, Mariane; Coley, Nicola; Navarro, Felix; Grandjean, Helene; Arnaud, Catherine

    2009-06-01

    To explore factors associated with students' attitudes towards their peers with disabilities. All 7th grade students (aged 12-13y) from 12 schools in the Toulouse area were invited to participate (n=1509). Attitudes were measured using the Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH) questionnaire (affective, behavioural, cognitive, and total scores). Personal characteristics, including KIDSCREEN quality of life scores, were recorded. Data regarding information about disabilities received from parents and the media and acquaintance with people with disabilities constituted the 'disability knowledge' factors. The characteristics of the schools were obtained from the local education authority. Multivariate multilevel linear regression analyses were conducted to explore the associations between CATCH scores and these three groups of factors. Responses from 1135 students (612 females, 523 males; mean age 12y 8mo SD 7mo; age range 10y 8mo-15y) were studied (75.2% of the students approached). Factors independently associated with more positive attitudes were being a female, having a good quality of life, being friends with a child with disabilities, or having received information about disabilities from parents and the media. Presence in the school of a special class for children with cognitive disabilities was independently associated with more negative attitudes. This cross-sectional study identified different personal and environmental factors upon which interventions aimed at improving students' attitudes towards their peers with disabilities could be based.

  14. Language Justice for Sign Language Peoples: The UN Convention on the Rights of Persons with Disabilities

    Science.gov (United States)

    Batterbury, Sarah C. E.

    2012-01-01

    Sign Language Peoples (SLPs) across the world have developed their own languages and visuo-gestural-tactile cultures embodying their collective sense of Deafhood (Ladd 2003). Despite this, most nation-states treat their respective SLPs as disabled individuals, favoring disability benefits, cochlear implants, and mainstream education over language…

  15. Students with Psychiatric Disabilities on Campus: Examining Predictors of Enrollment with Disability Support Services

    Science.gov (United States)

    Collins, Mary Elizabeth; Mowbray, Carol T.

    2008-01-01

    Because of advances in psychotropic medications, psychiatric rehabilitation methods, the implementation of civil rights legislation, and empowerment movement of consumers with psychiatric disabilities, students with mental illnesses are increasingly able to access and complete higher education. Disability services offices on college campuses can…

  16. Postsecondary Disability Program Standards and Performance Indicators: Minimum Essentials for the Office for Students with Disabilities

    Science.gov (United States)

    Shaw, Stan F.; Dukes, Lyman L., III

    2006-01-01

    The development and dissemination of Program Standards and Performance Indicators for disability services in higher education provides research-based direction for postsecondary institutions, consumers and governmental agencies with respect to the services necessary to provide equal access for college students with disabilities. Twenty-eight…

  17. Comprehensive Assessment and Evaluation of Students with Learning Disabilities: A Paper Prepared by the National Joint Committee on Learning Disabilities

    Science.gov (United States)

    Learning Disability Quarterly, 2011

    2011-01-01

    The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…

  18. Comparisons of Self-Determination among Students with Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis

    Science.gov (United States)

    Chou, Yu-Chi; Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Jaehoon

    2017-01-01

    This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

  19. Forming Social Justice Projects: Student Activists Reflect on Coalition-Building

    Directory of Open Access Journals (Sweden)

    Darren E. Lund

    2010-05-01

    Full Text Available Student activists share their experiences with racism and more specifically, their attempts to form school diversity initiatives. The author outlines a problematic lack of engagement of student activists in the scholarly literature on social justice, particularly related to their undervalued role as leaders in school-based antiracist coalitions. Excerpts from in-depth interviews with seven student participants in western Canadian schools offer new understandings on the potential of school-based activists. They explain the challenges and successes in building and sustaining activist coalitions and in pursuing their social justice efforts beyond school. Their contributions represent new voices to join the ongoing conversation in educational research and community activism.

  20. Identification of Learning Disabled Bilingual Hispanic Students.

    Science.gov (United States)

    Zavala, Jesus; Mims, Joan

    1983-01-01

    The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

  1. Identification of Learning Disabled Bilingual Hispanic Students.

    Science.gov (United States)

    Zavala, Jesus; Mims, Joan

    1983-01-01

    The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

  2. How do I ask about your disability? An examination of interpersonal communication processes between medical students and patients with disabilities.

    Science.gov (United States)

    Duggan, Ashley; Bradshaw, Ylisabyth S; Altman, Wayne

    2010-04-01

    Medical student behaviors were examined through digital recordings of interpersonal skills communication training framed around a brief curriculum on disability within a family medicine clerkship. This analysis focuses on interpersonal communication processes and ways medical students ask standardized patient educators about visually apparent disability (N = 142). Primary themes of asking about or avoiding disability were identified with regard to language and nonverbal communication in how medical students asked and whether they integrated chronic disability with new musculoskeletal pain complaints. Secondary themes related to timing and communication further contextualized the primary themes. Seventy-four percent of students asked about the disability. Analysis of feedback sessions immediately following the interactions revealed that more than half the students who did not ask about disability spontaneously recognized that they avoided disability language. Results suggest that some ways of asking about disability may inhibit patient disclosure and restrict relationship building. In particular, asking about disability, but then avoiding integrating disability disclosure into the treatment plan, or responding to disability-related disclosure with overly positive, infantilizing-type communication, may pose more difficult dilemmas than never asking about the disability. On the contrary, students who ignored disability altogether often also recognized they missed disability cues, thus providing a learning experience of considerable value. Underlying student attitudes and possibilities for integrating biomedical concerns with social-psychological impacts of disability are addressed.

  3. Experiences of Disabled Students in South Africa: Extending the Thinking behind Disability Support

    Science.gov (United States)

    Matshedisho, K. R.

    2010-01-01

    This article argues that even though the experiences of disabled students have programmatic implications, their needs should not be isolated from other students'. Instead they should be understood as part of the student life cycle within the pluralistic paradigm of education. In demonstrating the argument this article will: (a) outline some of the…

  4. Evaluating Social Work Students' Attitudes toward Physical Disability

    Science.gov (United States)

    Haskell, Rachael A.

    2010-01-01

    Given the social work profession's commitment to serving individuals with disabilities and cultural competence, the promotion of favorable attitudes toward persons with disabilities within social work education is critical. This study examined the question: "what are the attitudes of undergraduate social work students at three universities…

  5. Mental Health and Students with Disabilities: A Review of Literature

    Science.gov (United States)

    McMillan, Julie M.; Jarvis, Jane M.

    2013-01-01

    Students with disabilities are at increased risk of experiencing mental health difficulties, but may not be recognised as an at-risk population in the design of school-based prevention and intervention efforts. Understanding the link between disability and mental health is important for school psychologists and guidance counsellors, teachers, and…

  6. The Subjectivities of "Included" Students with Disabilities in Schools

    Science.gov (United States)

    Whitburn, Ben

    2017-01-01

    The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the "problem" of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students' "included" subjectivities--notwithstanding…

  7. The Disabled Student Experience: Does the SERVQUAL Scale Measure Up?

    Science.gov (United States)

    Vaughan, Elizabeth; Woodruffe-Burton, Helen

    2011-01-01

    Purpose: The purpose of this paper is to empirically test a new disabled service user-specific service quality model ARCHSECRET against a modified SERVQUAL model in the context of disabled students within higher education. Design/methodology/approach: The application of SERVQUAL in the voluntary sector had raised serious issues on its portability…

  8. Socialization of Students with Disabilities in an Inclusive Educational Environment

    Science.gov (United States)

    Zvoleyko, Elena V.; Kalashnikova, Svetlana A.; Klimenko, Tatiana K.

    2016-01-01

    With the implementation of the Educational Standard for children with disabilities, the need for definition of parameters of an inclusive educational environment is high. The article highlights the groups of special conditions of socialization for students with disabilities in an inclusive educational environment; the authors give the content…

  9. Right to Inclusive Education for Students with Disabilities in Kenya

    Science.gov (United States)

    Elder, Brent C.

    2015-01-01

    This article explores the current inclusive education system in Kenya, and how those practices relate to Article 24 of the United Nations' Convention on the Rights of Persons with Disabilities (CRPD). Local laws and international instruments are presented to shed light on the extent to which students with disabilities have a right to inclusive…

  10. Strategies for Supporting Inclusive Education for Students with Disabilities

    Science.gov (United States)

    Mumford, Vincent E.; Chandler, Judy Potter

    2009-01-01

    The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 supports equitable access to educational opportunities for all children who have disabilities. IDEA requires that students who receive services for special needs receive a free appropriate public education, and have access to the general education curriculum, which includes…

  11. Students with Intellectual Disability: Predictors of Accountability Test Participation

    Science.gov (United States)

    Chamberlain, Courtney; Witmer, Sara

    2017-01-01

    Legislation mandates that students with disabilities be included in achievement testing for accountability purposes, with only a few participating in an alternate assessment (Individuals with Disabilities Education Improvement Act [IDEA], 2004). The current study utilized data from the Special Education Elementary Longitudinal Study (SEELS) to…

  12. Right to Inclusive Education for Students with Disabilities in Kenya

    Science.gov (United States)

    Elder, Brent C.

    2015-01-01

    This article explores the current inclusive education system in Kenya, and how those practices relate to Article 24 of the United Nations' Convention on the Rights of Persons with Disabilities (CRPD). Local laws and international instruments are presented to shed light on the extent to which students with disabilities have a right to inclusive…

  13. The Effects of Assistive Technology on Students with Disabilities

    Science.gov (United States)

    Sze, Susan

    2009-01-01

    The purpose of this article is to analyze assistive technology literature for students with disabilities. The literature search rendered N = 57 literature and n = 17 manuscripts were identified in the special education technology field studies. Each source was evaluated according to the following criteria: types of disability, learning objectives…

  14. What We Say Matters: Referring to Students with Disabilities

    Science.gov (United States)

    Darrow, Alice-Ann

    2014-01-01

    As music educators, we can do much to promote the image of students with disabilities in our schools by using appropriate terminology in our teaching and communications with others. For music educators who are already aware of the various reference conventions related to persons with disabilities, perhaps you can do more to educate your students…

  15. Differences in Bullying Victimization between Students with and without Disabilities

    Science.gov (United States)

    Bear, George G.; Mantz, Lindsey S.; Glutting, Joseph J.; Yang, Chunyan; Boyer, Deborah E.

    2015-01-01

    Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The…

  16. Music Therapy and the Education of Students with Severe Disabilities

    Science.gov (United States)

    Stephenson, Jennifer

    2006-01-01

    Music therapists regard music therapy as a valuable intervention for students with moderate to severe intellectual disability or multiple disabilities, but many special educators would regard it as a controversial practice, unsupported by empirical research. This paper reviews the goals and strategies used by music therapists working with students…

  17. Music Therapy and the Education of Students with Severe Disabilities

    Science.gov (United States)

    Stephenson, Jennifer

    2006-01-01

    Music therapists regard music therapy as a valuable intervention for students with moderate to severe intellectual disability or multiple disabilities, but many special educators would regard it as a controversial practice, unsupported by empirical research. This paper reviews the goals and strategies used by music therapists working with students…

  18. Persuading Students with Emotional Disabilities to Write Fluently

    Science.gov (United States)

    Mastropieri, Margo A.; Scruggs, Thomas E.; Mills, Sara; Cerar, Nancy Irby; Cuenca-Sanchez, Yojanna; Allen-Bronaugh, Dannette; Thompson, Catherine; Guckert, Mary; Regan, Kelley

    2009-01-01

    A multiple-baseline design study was conducted to evaluate the effectiveness of strategy instruction in persuasive writing with eighth-grade students who attended a public day school for students with severe emotional and behavior disabilities. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development…

  19. Improving Response Rates among Students with Orthopedic and Multiple Disabilities

    Science.gov (United States)

    Wilkens, Christian P.; Kuntzler, Patrice M.; Cardenas, Shaun; O'Malley, Eileen; Phillips, Carolyn; Singer, Jacqueline; Stoeger, Alex; Kindler, Keith

    2014-01-01

    One challenge teachers of students with orthopedic and multiple disabilities face is providing sufficient time and opportunity to communicate. This challenge is universal across countries, schools, and settings: teachers want students to communicate because communication lies at the core of what makes us human. Yet students with orthopedic and…

  20. Bibliotherapy for Disabled Students in School-to-Work Transition.

    Science.gov (United States)

    Hopkins-Best, Mary; Wiinamaki, Margaret

    1985-01-01

    Applications of bibliotherapy to disabled students facing the transition from school to work are examined. Group discussion, role playing, reading aloud, and creative writing are suggested as bibliotherapy techniques. An annotated bibliography lists 11 references. (CL)

  1. Oral Narrative Abilities of Learning-Disabled Students.

    Science.gov (United States)

    Roth, Froma P.

    1986-01-01

    The literature on oral narrative comprehension, memory, and production abilities of language-learning-disabled students is reviewed. The relationship of these abilities to academic success is noted. (Author/DB)

  2. Distributive Justice among Hong Kong Chinese College Students.

    Science.gov (United States)

    Chiu, Chi-Yue

    1990-01-01

    Presents a naturalistic study involving 112 Hong Kong Chinese college psychology students who worked in small groups. Reveals the perceived fairness of all group members receiving the same grade related positively to group cohesiveness. Also shows students' endorsement of receiving same grade depends on low contributors' personality, previous…

  3. The challenges of multiple disabilities - A look at a Specialized Unit for students with multiple disabilities

    Directory of Open Access Journals (Sweden)

    Estefânia Barroso

    2014-04-01

    Full Text Available The creation of Specialized Units for students with multiple disabilities and congenital deafness-blindness in schools has been one of the implemented measures during the last past years to promote inclusive education. To understand the problem of multiple disabilities and inclusive education for students with multiple disabilities which must ascertain the views of Regular Education teachers who have students with multiple disabilities included in their classes and Special Education teachers about the presence of a Supporting Unit in grouping multiple disabilities they are teaching. To achieve this goal the methodology that seemed most appropriate was the case study and the instruments that have been used to collect data were participant observation and questionnaire. During the investigation it was observed how the Special Unit for Students with Multiple Disabilities was working and it was analyzed the opinions of 24 teachers participating in the samples selected for this study. The results obtained in the empirical component of this study support the conclusion that the teachers surveyed for the Special Unit are the best educational response for children with multiple disabilities to perform both learning and their socialization. We conclude that Special Education teachers feel more prepared to work with this type of audience than teachers from Regular Teaching; and opinions on these issues do not differ substantially between teachers of Special Education and Regular Education teachers .

  4. Social Acceptance of Students with Down Syndrome and Students without Disability

    Science.gov (United States)

    Schwab, Susanne; Huber, Christian; Gebhardt, Markus

    2016-01-01

    We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special…

  5. College Student for a Day: A Transition Program for High School Students with Disabilities

    Science.gov (United States)

    Novakovic, Alexandra; Ross, Denise E.

    2015-01-01

    High school students with disabilities can benefit from early exposure to campus-based accommodations and supports as they transition to college. College Student for a Day (CSFAD) is an on-campus activity-based program that introduces high school students with disabilities to supports and accommodations on a college campus. This Practice Brief…

  6. Every Single Student: A PEER Resource Manual on Standards-Based Education and Students with Disabilities.

    Science.gov (United States)

    Landau, Julia K., Ed.; Romano, Carolyn A., Ed.; Vohs, Janet R., Ed.

    This manual covers thirteen different topics relevant to the education of students with disabilities in the era of educational reform and standards-based education. Sections include: (1) "Raising Standards of Learning: and Students with and Standards-Based Education Students with Disabilities" (Janet R. Vohs, Julia K. Landau, and Carolyn…

  7. Mainstream Students' Attitudes to Possible Inclusion in Unified Sports with Students Who Have an Intellectual Disability

    Science.gov (United States)

    Townsend, Michael; Hassall, John

    2007-01-01

    Background: Schools in New Zealand do not normally include students with intellectual disability in their sports programmes. This study examined regular students' attitudes towards the possible inclusion of students with an intellectual disability in an integrated sports programme within their school. Materials and Methods: A total of 170 school…

  8. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  9. The Role of an Epistemology of Inclusivity on the Pursuit of Social Justice: A Case Study

    Science.gov (United States)

    Scanlan, Martin

    2012-01-01

    Social justice education emphasizes how schools can better serve traditionally marginalized students. This case study examines the pursuit of social justice education in an unlikely setting: a Catholic elementary school that both espouses inclusion of all children and effectively includes children with a wide range of disabilities. The article…

  10. Exploring the Experiences of Abuse of College Students With Disabilities.

    Science.gov (United States)

    Findley, Patricia A; Plummer, Sara-Beth; McMahon, Sarah

    2016-10-01

    Intimate partner violence and sexual assault of college students has garnered increased attention and publicity. Current studies have focused primarily on general campus populations with little to no attention to students with disabilities. While studies suggest the rate of abuse of individuals with disabilities is similar or higher compared to the general population, there remains a lack of focus on this issue. Individuals with disabilities are at particularly high risk for abuse, both through typical forms of violence (physical, sexual, emotional, and economic) and those that target one's disability. In an effort highlight and explore this issue further, an exploratory study was conducted to learn the rates of abuse among university students who have identified as having a disability. This is a cross-sectional survey of 101 students of students with disabilities from a large northeastern public university. Experiences of abuse were measured through the use of the Abuse Assessment Screen- Disability (AAS-D) scale. Students were asked about experiences of physical, sexual, psychological, and disability related abuse within the last year and help seeking behaviors when an incident of abuse occurred. We found that 22 % of participants reported some form of abuse over the last and nearly 62% (n= 63) had experienced some form of physical or sexual abuse before the age of 17. Those who were abused in the past year, 40% reported little or no knowledge of abuse-related resources and only 27% reported the incident. Authors discuss implications results have for programs and policies on campus for individuals with disabilities.

  11. Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

    Science.gov (United States)

    Nwachukwu, Bethel C.

    There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

  12. International experiences of training and support of students with disabilities

    Directory of Open Access Journals (Sweden)

    Melnik Y.V.,

    2017-08-01

    Full Text Available The paper focuses on practices of higher inclusive education in universities of the USA, Canada and Russian Federation and provides their complex assessment. The authors explore modern effective practices of training and support of students with disabilities. The universities are evaluated according to the results of monitoring of accommodations for the disabled carried out in 2015-2016. This evaluation includes assessments made by experts during their visits to the universities as well as an overview of the development of inclusive education practices in each university and, in particular, of the measures aimed at making higher education more accessible to students with disabilities. The authors argue for the necessity of establishing new and developing already existing resource training centers in the Russian regions and discuss the issues concerning the possible use of a single base of educational, information, research and methodological resources to ensure equal access to education and effective learning for students with disabilities.

  13. Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts.

    Science.gov (United States)

    Vaughn, Sharon; Wanzek, Jeanne

    2014-05-01

    We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students.

  14. Close up on Capital Punishment: Challenging Students' Ideas of Justice

    Science.gov (United States)

    Harrison, Christopher W.

    2012-01-01

    Capital punishment, still practiced in many countries around the world, represents a highly controversial human rights issue. As citizens of the world, the existence of a diversity of death penalties challenges some of the most cherished and universal values. For social studies educators seeking to move their students toward finding their voice as…

  15. College Students with Physical Disabilities: Common on Campus, Uncommon in the Literature

    Science.gov (United States)

    Gelbar, Nicholas W.; Madaus, Joseph W.; Lombardi, Allison; Faggella-Luby, Michael; Dukes, Lyman

    2015-01-01

    College students with physical disabilities were among the first students to receive disability supports in higher education in the United States, and the earliest journal articles in disability services focused almost exclusively on this cohort. As more students with a range of disability types have accessed higher education over the past 25…

  16. What Has Limited the Impact of UK Disability Equality Law on Social Justice?

    Directory of Open Access Journals (Sweden)

    Rupert Harwood

    2016-11-01

    Full Text Available The literature indicates that disabled workers in the UK experience more social injustice than UK workers as a whole, including in relation to employment rates and wage levels. Drawing on the author’s 2015 qualitative study of 265 disabled workers, this paper considers how successful the Equality Act 2010 Reasonable Adjustments Duty has been in tackling this social injustice. It finds that in the context of the “flexible” labour force (consisting of insecure jobs, and the “reformed” welfare state, the Reasonable Adjustments Duty is ill-equipped to achieve its original purpose of reducing the substantial disadvantage that disabled workers face. As regards the “flexible” labour force, there appeared, for example, to be a strong reluctance to make reasonable adjustments for workers on zero hours contracts; while, as regards the impact of welfare reform, fear of being dismissed and facing benefit sanctions discouraged zero hours workers from pushing for adjustments which had been refused. The paper goes on to suggest a possible wording for a strengthened Reasonable Adjustments Duty. It concludes, however, that, without changes to unfair dismissal, and other labour laws, to address the wider iniquities of the flexible labour market, a strengthened duty will not be able to prevent a long term increase in social injustice for disabled workers.

  17. Toward a Sustainable Future: The Role of Student Affairs in Creating Healthy Environments, Social Justice, and Strong Economies

    Science.gov (United States)

    ACPA College Student Educators International, 2008

    2008-01-01

    "Toward a Sustainable Future: The Role of Student Affairs in Creating Healthy Environments, Social Justice, and Strong Economies" is a call to action for college student educators, articulating the crucial role they play in the international sustainability movement. It contains valuable information about educating self, educating students, and…

  18. Disability and Spanish University: Protection of university students with disabilities

    Directory of Open Access Journals (Sweden)

    Tamara Álvarez Robles

    2016-06-01

    Full Text Available Right to education is a fundamental right, internationally recognized. However, this assumption is conditioned by personal circumstances, details, of the holder. In any case, we should emphasize the double dimension of this, firstly the right to receive education/teaching, secondly its consideration as a channel of integration and social participation. It is due to this situation, the involvement of the public powers, in order to implement and develop of this right, must be promoted.   The application of the right to education to people that suffer disabilities has got a great degree of importance under The Convention on the Rights of Persons with Disabilities, held in New York in December 2006. At that time the international community implications were really consolidated. This situation has changed dramatically with the economic crisis that we are suffering in recent times. This is the main reason for the present study, an appeal to implement and apply regulation about disabilities at University studies trough the reform of their statutes and by the increase of the level of the information and training of their workers, especially professors. The universalization of rights, such as education, faces difficulties in achieving its fullness as all holders differ with respect to other recipients of this right. The challenge of this work is to visualize the situation in a very specific environment, university education, and in a very precise context that is the Kingdom of Spain. However, globalization should assume ownership the main problems and challenges identified in this work.  It will be checked in the prolix character of legislation that rules theright af everyone, although you were different to be the holder of the right to education. The existence of a huge number of authorities who supports an inclusive model collides with exogenous difficulties, especially the lack of means, but also endogenous, as the lack of involvement of any of the

  19. Responding to and Supporting Students with Disabilities: Risk Management Considerations

    Science.gov (United States)

    Lundquist, Anne; Shackelford, Allan

    2011-01-01

    Making the "right" risk management decisions involving students with significant psychological disabilities requires a clear and comprehensive understanding of the legal obligations and duties at issue. It also requires taking into consideration the best interests of these individual students. At the same time, decision makers must focus on the…

  20. Career Assessment and Planning Strategies for Postsecondary Students with Disabilities

    Science.gov (United States)

    Roessler, Richard T.; Hennessey, Mary L.; Hogan, Ebony M.; Savickas, Suzanne

    2009-01-01

    Career assessment and planning services that enable students with disabilities to make successful transitions from higher education to careers are an important component often missing in the postsecondary educational experience. Comprehensive services in this regard involve students in considering how to incorporate their preferences, assets, and…

  1. Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students.

    Science.gov (United States)

    Sabornie, Edward J.; And Others

    1990-01-01

    Analysis of the sociometric ratings and status of 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) indicated that the pairs did not differ significantly in assigned status to their peers but did differ significantly in acceptance and rejection received from their shared…

  2. Teaching Writing Strategies to Middle School Students with Disabilities

    Science.gov (United States)

    Monroe, Brandon W.; Troia, Gary A.

    2006-01-01

    Following less than 8 hr of instruction in the use of strategies to facilitate planning, self-regulation, and revising while writing opinion essays, a group of 3 middle school students with learning disabilities (LD) made substantial gains in each of 5 quality traits on which their papers were scored. On average, posttest scores of students with…

  3. The Use of Precision Teaching with Learning Disabled Students.

    Science.gov (United States)

    Mesler, Judith Lee

    Learning-disabled students in an after-school program were provided with remedial instruction using precision teaching. The instructional program sought to increase performance of five students (grades 4-8) in specific academic skills by 50%. Skills included, among others, spelling, capitalization and punctuation, reading, and multiplication. The…

  4. Teaching Social Skills and Assertiveness to Students with Disabilities

    Science.gov (United States)

    Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

    2006-01-01

    This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

  5. Faculty Attitudes and Knowledge Regarding College Students with Disabilities

    Science.gov (United States)

    Sniatecki, Jessica L.; Perry, Holly B.; Snell, Linda H.

    2015-01-01

    The presence of students with disabilities (SWD) at colleges and universities in the United States has increased significantly in recent years, yet many of these students continue to encounter significant barriers that can have a profound impact on their college experience. Salient factors that contribute to the challenging climate for SWD include…

  6. Responding to and Supporting Students with Disabilities: Risk Management Considerations

    Science.gov (United States)

    Lundquist, Anne; Shackelford, Allan

    2011-01-01

    Making the "right" risk management decisions involving students with significant psychological disabilities requires a clear and comprehensive understanding of the legal obligations and duties at issue. It also requires taking into consideration the best interests of these individual students. At the same time, decision makers must focus…

  7. Self-Disclosure Decisions of University Students with Learning Disabilities

    Science.gov (United States)

    Cole, Emma V.; Cawthon, Stephanie W.

    2015-01-01

    The number of students with learning disabilities (SLD) at postsecondary institutions has tripled over the past three decades and now constitutes about 11% of undergraduate students (Joyce & Rossen, 2006; U.S. Department of Education, 2013). Research has found that SLD who use accommodations at their postsecondary institution are more…

  8. Can International Human Rights Law Help Restore Access to Justice for Disabled Workers?

    Directory of Open Access Journals (Sweden)

    Rupert Harwood

    2016-04-01

    Full Text Available The research literature indicates that legislative changes in recent years, including the introduction of tribunal fees, have made it harder for workers in general to enforce their rights under UK employment laws. Drawing on the author’s qualitative study, conducted in 2015 and with information from 265 participants, this paper finds that these legislative changes could be having disproportionate adverse impacts on disabled workers. Of particular note, fees had deterred substantial numbers from submitting discrimination claims; and it appeared that this reluctance to take legal action had in turn emboldened some employers to commit what might have been found to constitute unlawful acts if taken to tribunal. The paper goes onto consider whether these adverse impacts on disabled workers could render fees unlawful under UK and European equality and human rights law and/or could entail violations of rights under the United Nations Convention on the Rights of Persons with Disabilities. The paper concludes that the intent behind UK laws might (in relation to the lawfulness of fees have been frustrated in the domestic courts and that the impact of any future successes in the domestic courts, or under international law, might be dependent upon public opinion and political expediency. The paper also briefly compares developments in Britain with developments in neighbouring and other comparable jurisdictions.

  9. Assessing Student Performance in Distance Education Courses: Implications for Testing Accommodations for Students with Learning Disabilities.

    Science.gov (United States)

    Banerjee, Manju; Brinckerhoff, Loring C.

    2002-01-01

    This article highlights some of the defining characteristics of distance education courses and their impact on traditional assessment practices for instructors and students, including those with learning disabilities. Factors that instructors need to consider for dealing with test accommodations for students with learning disabilities are…

  10. Algebra I Teachers’ Perceptions of Teaching Students with Learning Disabilities

    OpenAIRE

    2008-01-01

    Although numerous studies have focused on teachers’ perceptions of inclusion, there is a scarcity of subject-specific research on their perceptions of a specific disability. In this study, 63 Algebra I teachers in 27 school districts in Alabama were surveyed to uncover their perceptions of teaching students with learning disabilities (LD) and factors that might affect these perceptions. The results indicated that Algebra I teachers do not have an overall favorable perception of teaching stude...

  11. The Fairness of Report Card Grading Adaptations: What Do Students with and without Learning Disabilities Think?

    Science.gov (United States)

    Bursuck, William D.; Munk, Dennis D.; Olson, Mary M.

    1999-01-01

    A study of 15 high school students with learning disabilities and 257 typical students found no grading adaptation was viewed as fair by a majority of students without disabilities. Changing the grading scale and raising grades to reflect improvement were viewed as fair adaptations by the students with disabilities. (CR)

  12. Transportation challenges for urban students with disabilities: parent perspectives.

    Science.gov (United States)

    Graham, Benjamin C; Keys, Christopher B; McMahon, Susan D; Brubacher, Michael R

    2014-01-01

    This qualitative study explored parent perspectives of the transportation difficulties students with disabilities experienced getting to and around school. Participants were parents of predominantly African American and Latino/a high school youth with disabilities from low income neighborhoods. Content analysis of 14 meetings with 5 to 12 parents sponsored by the school district revealed five primary themes concerning transportation: the role of aides, exclusion from school programming, scheduling problems, equipment problems, and physical safety issues. Findings are discussed in regard to students' social and emotional experiences at school. Implications for school policy include improving the integration of transportation within inclusion best practice models. Incorporating parent perspectives can help school administrators and staff enrich the quality of inclusive, socially just education for students with disabilities.

  13. Public schools welcome students with disabilities as full members.

    Science.gov (United States)

    Davern, L; Schnorr, R

    1991-01-01

    As noted in a parent newsletter, the inclusion of children and young adults with disabilities with other students in our schools will result in "an ever widening circle of people who believe that disabilities are a part of life, that people with disabilities are a part of [our] natural environment who should not be isolated, and that people with disabilities can have a positive effect on non-disabled people and the general community". All students can benefit from regular class activities even though the individual goals for some may be quite different. Such efforts are not always easy to implement, and depend on adequate support for both students and school personnel--but the benefits for all students are substantial. As one regular education teacher noted: "Above all, we want our kids to show concern for others, now and in their future days. Typical kids in integrated classrooms benefit because these goals are as much a part of their daily classroom experience as the 'academics'. In reality, I believe the academics are enhanced because of these goals." And this teacher observed: "I believe that all kids have a right to be in inclusive classrooms--to be educated with their peers. When everybody in a class is considered equal, some very great things will happen."

  14. Financial Barriers for Students with Non-Apparent Disabilities within Canadian Postsecondary Education

    Science.gov (United States)

    Chambers, Tony; Bolton, Melissa; Sukhai, Mahadeo A.

    2013-01-01

    This study examined the education-related debt, sources of debt, and the process of acquiring accommodations for students with non-apparent (such as learning disabilities and mental health disabilities) and apparent disabilities in Canadian postsecondary education. A third group emerged during analyses, students with medical disabilities, which…

  15. Comparison of Race-Gender, Urban-Suburban Criminal Justice College Students Satisfaction of the Police Department

    Science.gov (United States)

    Verga, Christopher; Murillo, Leo; Toulon, Errol D.; Morote, Elsa-Sofia; Perry, S. Marshall

    2016-01-01

    This quantitative study explored criminal justice college students' satisfaction with the police. 176 college students in Suffolk County, Long Island and New York City participated in a survey. The study examined the extent to which satisfaction with the local police department differs by location (urban and suburban), gender (female and male),…

  16. The Effectiveness of Virtual Learning Tools for Millennial Generation Students in a Community College Criminal Justice Degree Program

    Science.gov (United States)

    Snyder, Lawrence

    2013-01-01

    An analysis of data from the Community College Survey of Student Engagement and multiyear analysis of pretest/posttest scores in introductory criminal justice courses revealed there was a systemic decline in student engagement and achievement. Because of this analysis, a commercial virtual learning tool (CJI) that purported great success in…

  17. Accessibility of Higher Education for Students with Disabilities

    Directory of Open Access Journals (Sweden)

    Kurbangaleyeva E.S.,

    2017-08-01

    Full Text Available The Autonomous Non-Commercial Organization “Minority Report” Research Center carried out a complex all-Russian monitoring of accessibility of higher education for students with disabilities in 1/3 of state universities (165 universities in 51 regions. The authors explored the issue from the point of view of organizations offering services in higher education (universities as well as from the point of view of their customers (disabled students and their parents and completed the picture with the data obtained through monitoring and participant observation; this enabled the authors to reveal the main problems that students with disabilities experience in getting higher education – in the stages of career guidance, university admission, studying at university and further employment. For instance, the authors point out to the legal restriction ‘one university – one profession’ referring to admission quotas for students with disabilities; problems with getting documents required for university application; low accessibility of educational environment and insufficient supply of special teaching devices; low accessibility of university websites etc. The authors propose the following specific measures for raising the accessibility of higher education for the disabled: introducing changes to legal acts restricting the opportunities of the disabled in higher education; changing the practices in organizations responsible for medical and social assessment in how they provide documents required for university application; expanding the services offered by resource and training centers; introducing a unified standard for university websites in sections referring to disability services, etc. This project was supported by state grant funds, Executive Order of the President of the Russian Federation issued on April 01, 2015 #79-рп, and on the basis of the contest carried out by the All-Russian Non-Governmental Organization «Liga Zdorovya Natsii».

  18. Influence of service-learning on kinesiology students' attitudes toward P-12 students with disabilities.

    Science.gov (United States)

    Roper, Emily Ann; Santiago, José A

    2014-04-01

    Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students' attitudes toward and experiences working with P-12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P-12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants' experiences and attitudes toward P-12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P-12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.

  19. Learning Disabled Students: An Annotated Bibliography.

    Science.gov (United States)

    Reese, Carol

    1986-01-01

    Lists 3 journal articles and 23 monographs and ERIC documents that can help faculty and laypersons understand the academic and social problems encountered by learning disabled children and adults. A wide variety of materials including research and case studies, present theoretical and practical information. (CDD)

  20. Training of Social Science Students to Work With Disabled Population

    Directory of Open Access Journals (Sweden)

    Carmen Eugenia Carvajal Palacios

    2014-07-01

    Full Text Available The research project was conducted at the University of Nariño in Pasto with undergraduate students of basic education with emphasis in Social Sciences, to care for people suffering from disabilities, this project enrolled within the qualitative paradigm with critical- social approach; it was participatory research-action, which favored the observation, interviews and workshops. 15 students of social science program and 4 teachers linked to PROFESA School, which was established as teaching and research center practice. The data analysis was performed from the categorial system resulting in the conceptualization of disability, feelings towards disability, work with parents and teacher training to look after people with disabilities. It was evident that at the University of Nariño specifically Welfare services does activities, programs and events to support the educational and social inclusion, however the forming of teachers with academic units still pending task of training on disability, inclusion and diversity. It was found that in the undergraduate program of basic education with emphasis on social sciences there is no problem oriented core, seminar or explicit activity in the curriculum regarding disability as indicated by Decree 2082/1996, which in turn, was established in the legal and indicative benchmark of this research.

  1. Dental Hygiene Students' Attitudes and Self-confidence in the Care of the Disabled.

    Science.gov (United States)

    Gruythuysen, R. J. M.

    1987-01-01

    A study measured the influence of treating disabled persons during the practical training period on the dental hygiene student's attitude toward the disabled, and studied whether attitude and self-confidence are related to certain student characteristics. (MSE)

  2. Cyberbullying among students with intellectual and developmental disability in special education settings

    NARCIS (Netherlands)

    Didden, H.C.M.; Scholte, R.H.J.; Korzilius, H.P.L.M.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age

  3. Bullying and Students with Disabilities: A Briefing Paper from the National Council on Disability

    Science.gov (United States)

    Young, Jonathan; Ne'eman, Ari; Gelser, Sara

    2012-01-01

    Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and…

  4. Physical culture in the life of students with disabilities

    Directory of Open Access Journals (Sweden)

    Adyrkhaev S.G.

    2013-12-01

    Full Text Available Consider the ratio of students with disabilities to physical education for learning. Justified starting conceptual tenets of the theory and methodology of physical education students with different nosology. Are proven theoretical knowledge of motor activity with students nosology: vision, hearing, musculoskeletal and cerebral palsy, diabetes mellitus and with somatic diseases. It is noted that in the formation of the modern system of physical education of young people with disabilities to the forefront should be nominated by the humanistic ideas of respect for the individual, taking care of his health and development. Accentuated the need to generate dynamic system of physical education students, which gives a person a deep knowledge of his body, his motor capabilities, effective means of exposure to psychophysical conditions and methods of their use, maintain and improve health.

  5. Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-Academic Factors

    Science.gov (United States)

    Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary

    2016-01-01

    This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…

  6. Assistive Technology for Students with Disabilities: A Legal Analysis of Issues

    Science.gov (United States)

    Etscheidt, Susan Larson

    2016-01-01

    Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the…

  7. Assistive Technologies for Students with Disabilities: A Survey of Access and Use in Turkish Universities

    Science.gov (United States)

    Ari, Ismahan Arslan; Inan, Fethi A.

    2010-01-01

    This study examined the assistive technology needs of university students with disabilities and the availability of these technologies. It also explored the attitudes of the students with disabilities toward computers and the extent to which these are used by students with disabilities. Data was collected through a questionnaire, from 22…

  8. The Lived Experience of Students with an Invisible Disability at a Canadian University

    Science.gov (United States)

    Mullins, Laura; Preyde, Michele

    2013-01-01

    University institutions are required by law to make their services accessible to students with disabilities. Canadian universities have gone a long way to eliminate the physical obstacles that present barriers for students. Many students with disabilities have invisible disabilities that require different types of adjustments. Although some…

  9. Enhance Access to Postsecondary Education for Students with Disabilities

    Science.gov (United States)

    Shaw, Stan F.; Madaus, Joseph W.; Banerjee, Manju

    2009-01-01

    Postsecondary education is a realistic and necessary option for successful adult outcomes. An understanding of the realities in postsecondary education is necessary if students with disabilities and their families are to be prepared to make wise choices for successful transition. School personnel should use the high school years to implement…

  10. Making Accommodations: The Legal World of Students with Disabilities.

    Science.gov (United States)

    Grossman, Paul D.

    2001-01-01

    Describes the legal requirements with which institutions of higher education must comply regarding students with disabilities. Addresses the topics of equal access, degree of deference toward institutions' accommodations decisions, documentation, types of accommodation, and benefits to the academic community from inclusion of people with…

  11. University Teaching with a Disability: Student Learnings beyond the Curriculum

    Science.gov (United States)

    Sheridan, Lynnaire; Kotevski, Suzanne

    2014-01-01

    This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. "Disabled People as Culturally Relevant Teachers." "Journal of Social Inclusion" 1 (1): 43-51] argument that the presence of people with a…

  12. Defining Mild Disabilities with Language-Minority Students.

    Science.gov (United States)

    Rueda, Robert

    1989-01-01

    A discussion of special education placement of language-minority students with mild disabilities focuses on current eligibility criteria, proposing that problems in assessment, diagnosis, and placement reflect problems with larger issues in special education, especially continuing reliance on the psychometric paradigm. Reform attempts are…

  13. Training Paraprofessionals to Support Students with Disabilities: A Literature Review

    Science.gov (United States)

    Walker, Virginia L.; Smith, Carol G.

    2015-01-01

    The purpose of this literature review is to describe intervention research studies in which paraprofessionals received training applicable to student with disabilities. Thirty studies were systematically reviewed to identify (a) characteristics of study participants and settings, (b) characteristics of paraprofessional training and…

  14. A Narrative Approach to Supporting Students Diagnosed with Learning Disabilities

    Science.gov (United States)

    Lambie, Glenn W.; Milsom, Amy

    2010-01-01

    Students diagnosed with learning disabilities experience many challenges that school counselors may address through narrative therapy. Narrative therapy is a postmodern, social constructionist approach based on the theoretical construct that individuals create their notions of truth and meaning of life through interpretive stories. This article…

  15. Higher Education and Students with Orthopedic Disabilities: A Survey Instrument.

    Science.gov (United States)

    Singh, Delar K.

    A survey instrument is presented that was used in a national survey of 160 colleges and universities to explore facilities and services to students with orthopedic disabilities. The survey contains 33 items that focus on the following areas: structural accessibility, academic accessibility, dorm-living, and recreational opportunities. The total…

  16. Teacher Education Students with Disabilities: Participation and Achievement Factors.

    Science.gov (United States)

    Papalia-Berardi, Anne; Hughes, Charles A.; Papalia, Anthony S.

    2002-01-01

    This article examines factors affecting the participation and achievement of students with disabilities in teacher education programs. It considers federal legislation affecting their involvement in such programs, their admission, performance of essential teaching functions, accommodation provision and accessibility, basic skills competency…

  17. Spelling Assessment of Students with Disabilities: Formal and Informal Procedures

    Science.gov (United States)

    Beirne-Smith, Mary; Riley, Tamar F.

    2009-01-01

    Accurate spelling is a complex act that requires cognitive and linguistic knowledge of the phonological, morphological, syntactical, and semantic principles of our language. Students with disabilities frequently exhibit spelling difficulties related to language learning disorders and inefficient cognitive processing. These difficulties often are…

  18. ACCESS! Teaching Writing Skills to Students with Intellectual Disability

    Science.gov (United States)

    Cannella-Malone, Helen I.; Konrad, Moira; Pennington, Robert C.

    2015-01-01

    The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic…

  19. Investigating Access to Educational Assessment for Students with Disabilities

    Science.gov (United States)

    Woods, Kevin; Parkinson, Gill; Lewis, Sarah

    2010-01-01

    Many countries have established systems for identifying, and providing for, the range of students with disabilities during their formal educational assessments. Most systems include the provision of variously termed "special access arrangements" (SAAs), such as the provision of extra time or practical assistance with some aspect of an…

  20. The Benefits of Multimedia Computer Software for Students with Disabilities.

    Science.gov (United States)

    Green, Douglas W.

    This paper assesses the current state of research and informed opinion on the benefits of multimedia computer software for students with disabilities. Topics include: a definition of multimedia; advantages of multimedia; Multiple Intelligence Theory which states intellectual abilities consist of seven components; motivation and behavior…

  1. Helping Your Students with Disabilities during Their College Search

    Science.gov (United States)

    Hamblet, Elizabeth C.

    2009-01-01

    Over the past decade, the number of students with disabilities enrolling in college has increased steadily. Data are not gathered annually, but the figures compiled by the National Center for Education Statistics show that the number of undergraduates at degree-granting institutions rose from 1,508,000 in 1999 to 2,156,000 enrolled in 2003, a 69…

  2. Hearing the Voices of Disabled Students in Higher Education

    Science.gov (United States)

    Vickerman, Philip; Blundell, Milly

    2010-01-01

    Since the return of the Labour government to power in the UK in 1997 issues of social inclusion have risen up the political and statutory agenda within higher education (HE). This study reports the findings of disabled students lived experiences and views of transition from induction through to employability within one HE institution. The study…

  3. Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

    Science.gov (United States)

    Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

    2013-01-01

    This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

  4. Assisted Reading with Digital Audiobooks for Students with Reading Disabilities

    Science.gov (United States)

    Esteves, Kelli J.; Whitten, Elizabeth

    2011-01-01

    The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…

  5. Italy Presses Forward in Educating Students with Learning Disabilities

    Science.gov (United States)

    Giangreco, Michael F.; Doyle, Mary Beth

    2015-01-01

    Italy has a long history of including students with disabilities in general education classes. Their efforts offer unique perspectives and practices from which other countries may benefit. The article highlights four notable attributes about the Italian approach and discusses implications for American schools.

  6. Is Test Anxiety a Peril for Students with Intellectual Disabilities?

    Science.gov (United States)

    Datta, Poulomee

    2013-01-01

    Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in…

  7. Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Judge, Sharon; Watson, Silvana M. R.

    2011-01-01

    Using longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), the authors examined mathematics achievement and growth trajectories by learning disability (LD) subgroups. The 2-level (time-student) growth curve model showed that lower levels of mathematics achievement were already evident at…

  8. Assisted Reading with Digital Audiobooks for Students with Reading Disabilities

    Science.gov (United States)

    Esteves, Kelli J.; Whitten, Elizabeth

    2011-01-01

    The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…

  9. Athletics and Students with Disabilities: What Principals Should Know

    Science.gov (United States)

    Losinski, Mickey; Katsiyannis, Antonis; Yell, Mitchell L.

    2014-01-01

    Public concern over the general health of children in the United States has risen during recent years due to dramatic decreases in physical activity levels and increases in obesity and other health-related issues. This article examines the participation of students with disabilities in extracurricular activities, particularly athletic activities,…

  10. Sport Skills for Students with Disabilities: A Collaborative Effort.

    Science.gov (United States)

    Kasser, Susan L.; And Others

    1997-01-01

    Provides justification for a cross-disciplinary approach to program delivery in physical education for students with physical and cognitive disabilities. Details the positive outcomes possible through a bidirectional relationship between physical education and physical therapy and presents guidelines for collaboration and for sport skill…

  11. Graphic Organizers for Secondary Students with Learning Disabilities

    Science.gov (United States)

    Singleton, Sabrina M.; Filce, Hollie Gabler

    2015-01-01

    Research suggests students with learning disabilities often have trouble connecting new and prior knowledge, distinguishing essential and nonessential information, and applying comprehension strategies (DiCecco & Gleason, 2002; Vaughn & Edmonds, 2006). Graphic organizers have been suggested as tools educators can use to facilitate critical…

  12. Including Students with Disabilities. ERIC Mini-Bib EB14.

    Science.gov (United States)

    Sorenson, Barbara R., Comp.

    This annotated bibliography lists 19 publications to help educators more effectively include students with disabilities in general education classrooms. The publications, including books, journal articles, videotapes, and reports, are dated from 1993 through 1999, and most are available through the ERIC (Educational Resources Information Center)…

  13. Virtual Schools: Improving Outcomes for Students with Disabilities

    Science.gov (United States)

    Repetto, Jeanne; Cavanaugh, Cathy; Wayer, Nicola; Liu, Feng

    2010-01-01

    Individual and social benefits accrue when high school graduation rates increase. One approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5Cs known to increase school completion: connect, climate, control, curriculum, and caring community. Virtual school programs align with…

  14. Discrimination Evidence for Examining Fourth Grade Students' Learning Disability Problems

    Science.gov (United States)

    Hassan, Abdulhameed S.; Al-Harthy, Ibrahim S.

    2014-01-01

    This study investigated the ability of discriminate variables (perceptual-motor, hyperactivity disorder, neurological and psychological skills) to distinguish between normal (n = 68) and students with learning disabilities (n = 72) in fourth grade. Three instruments were developed: perceptual-motor scale, hyperactivity disorder scale, skills test…

  15. Managing the Transition to University for Disabled Students

    Science.gov (United States)

    Taylor, Mark; Baskett, Mike; Wren, Chris

    2010-01-01

    Purpose: The purpose of this paper is to examine mechanisms for managing the transition from school/college/work to university for disabled students Design/methodology/approach: A research project using a case study methodology in a UK university department was conducted over a four year period. Findings: The paper finds that it is important that…

  16. THE PSYCHOMOTOR CAPACITY OF STUDENTS WITH MENTAL DISABILITIES AGED 11

    OpenAIRE

    Andreea VOINEA

    2014-01-01

    The proposed experiment is based on the hypothesis that the development level of psychomotor capacity of students with mental disability is, in the absence of a psychomotor educational program, below that of their biological age. We evaluated the psychomotor ability by using Guillmain Ozeretsky and Piaget-Head tests,in order to validate the hypothesis and to obtain the psychomotor diagnosis of the students with mental deficiencies. I found by descriptive statistical methods that the research ...

  17. Helping student with learning disabilities with learning English

    OpenAIRE

    Šnuderl, Anja

    2013-01-01

    When entering high-school, students are met with new requirements and expectations. A lot of students with learning disabilities have poorly developed basic school skills and metacognitive strategies. These difficulties are most expressed with general educational subjects, including English. Difficulties with learning English are most often derived from the native language and therefore expressed in the same manner, but may also arise because of memory problems, anxiety and difficulties with ...

  18. Self-Concept Development of Students with Disabilities: Disability Category, Gender, and Racial Differences from Early Elementary to High School

    Science.gov (United States)

    Wei, Xin; Marder, Camille

    2012-01-01

    Developmental trajectories of two self-concept constructs (self-confidence and importance beliefs) in three domains (academic, social, and self-image) were estimated in a nationally representative sample of approximately 3,500 students with disabilities ages 8 to 17 representing 11 federal disability categories. Students' self-confidence in the…

  19. Exclusionary Discipline of Students with Disabilities: Student and School Characteristics Predicting Suspension

    Science.gov (United States)

    Sullivan, Amanda L.; Van Norman, Ethan R.; Klingbeil, David A.

    2014-01-01

    Given the negative outcomes associated with suspension, scholars and practitioners are concerned with discipline disparities. This study explored patterns and predictors of suspension in a sample of 2,750 students with disabilities in 39 schools in a Midwestern district. Hierarchical generalized linear modeling demonstrated that disability type,…

  20. Engagement among Students with Intellectual Disabilities and First Year Students: A Comparison

    Science.gov (United States)

    Hendrickson, Jo M.; Therrien, William J.; Weeden, Dustin D.; Pascarella, Ernest; Hosp, John L.

    2015-01-01

    A phenomenon is spreading across institutions of higher education (IHEs)--the participation of students with intellectual disabilities (ID) in inclusive postsecondary education programs. Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student…

  1. Graduation Requirements for Students with Disabilities: Ensuring Meaningful Diplomas for All Students

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    The call to ensure that every student, including students with disabilities, graduates from high school well prepared for college and careers is acknowledged by policymakers, professionals and business leaders. This policy brief was developed to provide guidance to state education policy leaders to support the goal of ensuring that students with…

  2. Cyber Charter Schools and Students with Dis/abilities: Rebooting the IDEA to Address Equity, Access, and Compliance

    Science.gov (United States)

    Collins, Kathleen M.; Green, Preston C., III; Nelson, Steven L.; Madahar, Santosh

    2015-01-01

    This article takes up the question of equity, access, and cyber charter schools from the perspective of disability studies in education (DSE). DSE positions inclusion and educational access as social justice concerns. In doing so, we assert the importance of making visible the social justice implications of the current laws that impact cyber…

  3. DSS and Accommodations in Higher Education: Perceptions of Students with Psychological Disabilities

    Science.gov (United States)

    Stein, Kathleen F.

    2013-01-01

    The number of individuals with psychological disabilities attending colleges and universities has increased steadily over the last decade. However, students with psychological disabilities are less likely to complete their college programs than their non-disabled peers and peers with other types of disabilities. This qualitative study explored how…

  4. Community College Students with Criminal Justice Histories and Human Services Education: Glass Ceiling, Brick Wall, or a Pathway to Success

    Science.gov (United States)

    Rose, Lisa Hale

    2015-01-01

    In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first…

  5. Community College Students with Criminal Justice Histories and Human Services Education: Glass Ceiling, Brick Wall, or a Pathway to Success

    Science.gov (United States)

    Rose, Lisa Hale

    2015-01-01

    In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first…

  6. Prevalence of Physical Disability and Accommodation Needs among Students in Physical Therapy Education Programs

    Science.gov (United States)

    Hinman, Martha R.; Peterson, Cathryn A.; Gibbs, Karen A.

    2015-01-01

    Most research on graduate students with disabilities (SWDs) has focused on medical education. The purposes of this study were to: (1) estimate the prevalence of students with physical disabilities (SWPDs) in physical therapy programs, (2) identify common types of physical disabilities, (3) document the types of accommodations requested by SWPDs,…

  7. Inclusive Postsecondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature

    Science.gov (United States)

    Orr, Ann C.; Hammig, Sara Bachman

    2009-01-01

    One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using…

  8. Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students.

    Science.gov (United States)

    Hannah, C. Lynne; Shore, Bruce M.

    1995-01-01

    This study compared metacognitive performance of gifted, gifted learning-disabled, learning-disabled, and average males in grades 5 and 6 and grades 11 and 12. For metacognitive knowledge, skill on think-aloud error detection reading, and comprehension, the performance of gifted learning-disabled students resembled that of gifted students more…

  9. The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities

    Science.gov (United States)

    Fitzpatrick, Michael; Theoharis, Raschelle

    2014-01-01

    The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be…

  10. Attitudes of Nursing Faculty towards Nursing Students with Disabilities: An Integrative Review

    Science.gov (United States)

    Levey, Janet A.

    2014-01-01

    The Americans with Disabilities Act (ADA, 1990) and Americans with Disabilities Act Amendments Act (ADAAA, 2008) provide students with disabilities access to postsecondary institutions and are applicable to nursing education in all learning environments. Nursing faculty members are charged with admitting, educating, and graduating students, with…

  11. The Legal Context for Serving Students with Learning Disabilities in Postsecondary Education

    Science.gov (United States)

    Keenan, Walter R.; Shaw, Stan F.

    2011-01-01

    The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA…

  12. Effect of Duration of Peer Awareness Education on Attitudes toward Students with Disabilities: A Systematic Review

    Science.gov (United States)

    Leigers, Kelly L.; Myers, Christine T.

    2015-01-01

    The attitudes of peers towards fellow students with disabilities impacts social participation and the development of relationships within the school context. This systematic review examined the effect of duration of a disability-awareness education program on the attitudes of peers towards students with disabilities. Sources such as the Academic…

  13. KNOWLEDGE AND BEHAVIOR OF REGULAR STUDENTS TOWARD STUDENTS WITH DISABILITIES IN INCLUSIVE SCHOOL

    OpenAIRE

    Grahita Kusumastuti; Abdul Salim Choiri

    2016-01-01

    This research aims to determine the relation between knowledge levels of inclusive education and social behavior of regular students to students with special needs. Method of this research used survey by using sample of 34 students who have students with disabilities as their peers in their class. Data was collected by using questionnaire to determine the relation between knowledge levels of inclusive education and social behavior. Data was analyzed by using bivariate analysis statistic techn...

  14. Leading Inclusive Reform for Students with Disabilities: A School- and Systemwide Approach

    Science.gov (United States)

    Theoharis, George; Causton, Julie

    2014-01-01

    It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students--inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with…

  15. Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

    Science.gov (United States)

    Stetter, Maria Earman; Hughes, Marie Tejero

    2011-01-01

    Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined…

  16. Enhancing classroom participation of students with intellectual and developmental disabilities.

    Science.gov (United States)

    Selanikyo, Efrat; Yalon-Chamovitz, Shira; Weintraub, Naomi

    2017-04-01

    Students with intellectual and developmental disabilities (IDD) have been found to participate less in school-based activities. This study aimed to examine the effectiveness of a combined in-service and collaborative consultation intervention model for enhancing classroom participation of students with IDD. The Collaborative Consultation for Participation of Students With IDD (Co-PID) program involved a multidisciplinary team (an occupational therapist and 17 teachers) as well as 35 students and was compared to an in-service program (20 teachers and 34 students). Students were 8 to 20 years old. The programs aimed to enhance three classroom participation components: communicating, choosing, and initiating. The Co-PID was found to significantly improve students' participation in all areas, whereas the participation of the students in the in-service group decreased. A school-based multidisciplinary intervention program for students with IDD, combining in-service and collaborative consultation (e.g., Co-PID), may assist in enhancing classroom participation among students with IDD.

  17. Analysis of Students with Psychiatric Disabilities in Higher Education

    Directory of Open Access Journals (Sweden)

    Azizi Yahaya

    2009-01-01

    Full Text Available Problem statement: With the advent of improved psychiatric medication, there has been a phenomenal increase of students with psychiatric disabilities studying at higher education in North America. Similarly in Malaysia and unaware to many, there has been a growing number of such a population. The aim of this research was to determine the demographic characteristics of students with psychiatric disabilities studying at higher education in Johore and their level of performance at four related variables (coping difficulties, symptomatology, self-esteem and academic achievement. The survey was conducted at Sultanah Aminah Hospital and Permai Hospital, Johore. (The pilot study was done in Sarawak General Hospital, Kuching. Approach: Data from a sample of 30 respondents was collected using a questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS v.13. Results: Besides reporting descriptive statistics on demographic characteristics, their level of coping difficulties at school was found to be low, illness symptoms low, self-esteem high and academic achievement at a good GPA mean of 3.03 (out of a 4 point system. The findings imply coping difficulties experienced, that they do not pose a danger, the role change to being a “student” assisted recovery and the findings also imply the capability to pursue educational goals. Conclusion: Recommendations were thus made to professionals and co-workers, as well as policy makers (the latter regarding the proposed Persons with Disabilities Act 2002.

  18. Comparison between current and ideal condition of educational justice from the students' viewpoints at Jahrom Nursing and Paramedical School.

    Science.gov (United States)

    Montaseri, Mohammad Ali; Hojat, Mohsen; Karimyar Jahromi, Mahdi

    2014-01-01

    Educational justice is a process by which all those involved in education are pondering and seeking to establish it in their regulatory environments. This study aimed to investigate effective factors in an ideal educational justice and the current condition of educational justice from the students' viewpoint and ultimately increase the awareness and understanding of authorities and educational planners of the existing shortcomings.  This is a descriptive-analytical study. Samples include all nursing, operating room, and anesthesia students of nursing and paramedical college who had passed at least 5 semesters. Data collection was carried out through a scholar questionnaire. Validity was assessed through content validity and reliability of the questionnaire was evaluated using a pilot study.  In order to determine the status of the scores, 5 points (very high), 4 (often), 3 (moderate), 2 (low) and 1 (very low) were assigned, respectively. To determine the justice level, a 35 score interval was considered as very low, low, medium, high and very high. SPSS software, descriptive statistics, independent t-test and ANOVA were used to analyze the data.  There was a significant difference between the ideal and the current conditions in all items (p≤0.001) and also in the total mean score of ideal condition  and mean score of current condition (p=0.010). In an educational system, educational methods and aims should be regulated in a way that principles and components of justice are attainable and distribution and allocation of educational facilities of justice are considered thoroughly.

  19. The Influence of Attitudes toward Students with Disabilities and Counselor Self-Efficacy on School Counselors' Perceptions of Preparedness to Provide Services to Students with Learning Disabilities

    Science.gov (United States)

    Torrence, Jamie N.

    2012-01-01

    The purpose of this quantitative survey study was to determine the influence of attitudes toward students with disabilities and counselor self-efficacy on school counselors' perceptions of preparedness to provide services to students with learning disabilities using the Theory of Planned Behavior (TPB; Ajzen, 1985). One hundred and sixteen…

  20. Vocational Education--The Post Secondary Connection for Learning Disabled Students.

    Science.gov (United States)

    Siefferman, Larry D.

    1983-01-01

    Describes Georgia's Career Development Centers, model programs of support services to enable learning disabled students to enter postsecondary vocational programs successfully. Components include vocational evaluation, disability specialists, modified curriculum, counseling, and remedial instruction. (SK)

  1. Engaging College Students on a Community Engagement with High School Students with Disabilities

    Science.gov (United States)

    Lawler, James; Joseph, Anthony; Narula, Stuti

    2014-01-01

    Community engagement is a common course in college curricula of computer science and information systems. In this study, the authors analyze the benefits of digital storytelling, in a course engaging college students with high school students with disabilities. The authors discover that a project of storytelling progressively enables high…

  2. Student Affairs Professionals Supporting Students with Disabilities: A Grounded Theory Model

    Science.gov (United States)

    Kimball, Ezekiel; Vaccaro, Annemarie; Vargas, Nadia

    2016-01-01

    In an action-based grounded theory project, the authors collected data from 31 student affairs professionals. During seven focus groups, practitioners described feeling unknowledgeable about disability law, accommodations, and diagnoses. However, they drew upon their core values and transferrable skills to support individual students. Participants…

  3. Preventing Sexual Abuse of Persons with Disabilities: A Curriculum for Hearing Impaired, Physically Disabled, Blind and Mentally Retarded Students.

    Science.gov (United States)

    O'Day, Bonnie; And Others

    The curriculum on sexual abuse is intended for professionals working with hearing impaired, physically disabled, blind, and mentally retarded students. Introductory material addresses the vulnerability of disabled adolescents to sexual abuse; presents background information on such topics as victims, offenders, reporting abuse, and Minnesota laws…

  4. Facilitating Participation of Students with Severe Disabilities: Aligning School-Based Occupational Therapy Practice with Best Practices in Severe Disabilities

    Science.gov (United States)

    Mu, Keli; Royeen, Charlotte

    2004-01-01

    School-based occupational therapy is the largest employer of occupational therapists. School-based occupational therapists work extensively with students with severe disabilities. Over the past decade, one significant change in the field of severe disabilities has been the advocacy of best practices. This paper discusses the implications of best…

  5. Physics, Dyslexia and Learning: A Collaboration for Disabled Students

    Science.gov (United States)

    Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

    2014-03-01

    Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

  6. Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers

    Science.gov (United States)

    Burke, Meghan M.; Dalmage, Heather

    2016-01-01

    Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of…

  7. Self-Determined Goal Selection and Planning by Students with Disabilities across Grade Bands and Disability Categories

    Science.gov (United States)

    Kleinert, Jane O'Regan; Harrison, Elizabeth; Mills, Karen Rose; Dueppen, Brittney M.; Trailor, Ann Michelle

    2014-01-01

    The purpose of this study was to analyze a large data base of self-selected/self-determined goals developed by students aged 7-21 that had developmental disabilities. Data included 288 goals developed by 205 students involved in the Kentucky Youth Advocacy Project. Students, teachers, Speech/Language pathologists and families utilized the Self…

  8. Socioemotional and Behavioural Adaptation of Students with Disabilities: The Significance of Teacher-Student Attachment-Like Relationships

    Science.gov (United States)

    Granot, David

    2016-01-01

    The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD),…

  9. Classroom Behaviors of Students in Rural Mainstreamed Settings: A Comparison of Students with Disabilities and Their Normative Peers.

    Science.gov (United States)

    Butera, Gretchen; And Others

    This study compared the behaviors of mainstreamed disabled students to those of their normative peers in the same classroom. Observational sessions were conducted in 48 classrooms in 3 rural West Virginia school districts. Data were collected on 71 disabled students in grades 3-7 over a 4-week period, including students with mild mental…

  10. PSYCHOLOGICAL FACTORS THAT FOSTER OR DETER THE DISCLOSURE OF DISABILITY BY UNIVERSITY STUDENTS.

    Science.gov (United States)

    De Cesarei, Andrea

    2015-06-01

    Despite the increased number of students with disabilities attending university compared to a few decades ago, many students do not declare that they have a disability, reducing their chances to receive support when it is needed. Here, some of the studies investigating the factors that influence disclosure of disability are reviewed. Psychological factors related to identity, stigma, self-worth, and self-awareness are identified as the most important factors in supporting the decision to disclose a disability. Early support for these dimensions is important and should be provided as early as possible in order to facilitate the disclosure and help-seeking of university students with disabilities.

  11. Longitudinal mathematics development of students with learning disabilities and students without disabilities: a comparison of linear, quadratic, and piecewise linear mixed effects models.

    Science.gov (United States)

    Kohli, Nidhi; Sullivan, Amanda L; Sadeh, Shanna; Zopluoglu, Cengiz

    2015-04-01

    Effective instructional planning and intervening rely heavily on accurate understanding of students' growth, but relatively few researchers have examined mathematics achievement trajectories, particularly for students with special needs. We applied linear, quadratic, and piecewise linear mixed-effects models to identify the best-fitting model for mathematics development over elementary and middle school and to ascertain differences in growth trajectories of children with learning disabilities relative to their typically developing peers. The analytic sample of 2150 students was drawn from the Early Childhood Longitudinal Study - Kindergarten Cohort, a nationally representative sample of United States children who entered kindergarten in 1998. We first modeled students' mathematics growth via multiple mixed-effects models to determine the best fitting model of 9-year growth and then compared the trajectories of students with and without learning disabilities. Results indicate that the piecewise linear mixed-effects model captured best the functional form of students' mathematics trajectories. In addition, there were substantial achievement gaps between students with learning disabilities and students with no disabilities, and their trajectories differed such that students without disabilities progressed at a higher rate than their peers who had learning disabilities. The results underscore the need for further research to understand how to appropriately model students' mathematics trajectories and the need for attention to mathematics achievement gaps in policy. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  12. Promoting Access to Postsecondary Education for Low-Income Students with Disabilities

    Science.gov (United States)

    Madaus, Joseph W.; Grigal, Meg; Hughes, Carolyn

    2014-01-01

    Few students with disabilities from high-poverty backgrounds attend college. We discuss the effects of disability and growing up in poverty on expectations for postsecondary education attendance. We describe the limiting effects of attending high-poverty high schools on student achievement followed by challenges faced by low-income students with…

  13. Teacher Preparation to Deliver Inclusive Services to Students with Disabilities: TQ Connection Issue Paper

    Science.gov (United States)

    Holdheide, Lynn R.; Reschly, Daniel J.

    2008-01-01

    Teacher preparation to deliver inclusive services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. Inclusion of students with disabilities in general education environments has a long history in special education law;…

  14. An Exploration into the Support Services for Students with a Mild Intellectual Disability

    Science.gov (United States)

    Datta, Poulomee

    2015-01-01

    Quality support services play a significant role in the overall development of students with an intellectual disability. This qualitative study sought to examine to what extent the support services provided in South Australian schools for students with an intellectual disability influenced these students' problem-solving skills, family, social and…

  15. Sink or Swim: Managing the Academic Transition to College for Students with Learning Disabilities

    Science.gov (United States)

    Connor, David J.

    2013-01-01

    This article focuses on ways in which students with learning disabilities (LD) successfully self-manage the academic demands placed upon them when transitioning into college. Using a conceptual framework guided by Disability Studies in Education (DSE), the author analyzes experiences of 2 college students to: (1) identify student actions that…

  16. Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities

    Science.gov (United States)

    Bellman, Scott; Burgstahler, Sheryl; Hinke, Penny

    2015-01-01

    Faced with poor retention and graduation rates for students with disabilities, postsecondary institutions have experimented with interventions to help students succeed in college. This practice brief describes a pilot initiative in which 41 students with disabilities pursuing science, technology, engineering, and mathematics (STEM) degrees at…

  17. The 2% Transition: Supporting Access to State Assessments for Students with Disabilities

    Science.gov (United States)

    Jamgochian, Elisa M.; Ketterlin-Geller, Leanne R.

    2015-01-01

    Most students with disabilities participate in state assessments with or without accommodations [based on each student's Individualized Education Program (IEP)]. A small number of students with the most severe or profound intellectual disabilities participate in an alternate assessment based on alternate achievement standards (AA-AAS). Until…

  18. Review of Academic Mathematics Instruction for Students with Mild Intellectual Disability

    Science.gov (United States)

    Hord, Casey; Bouck, Emily C.

    2012-01-01

    Mathematics education--like all education--faced changes in recent years including increasing expectations, and these expectations have impacted all students, including students with mild intellectual disability. To explore the impact of the changes on mathematics education on students with mild intellectual disability, the authors reviewed the…

  19. Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disabilities and Autism

    Science.gov (United States)

    McMahon, Don D.; Cihak, David F.; Wright, Rachel E.; Bell, Sherry Mee

    2016-01-01

    The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e.,…

  20. Connecting the GPE and APE Curricula for Students with Mild and Moderate Disabilities

    Science.gov (United States)

    Kelly, Luke E.

    2011-01-01

    Many physical educators today face the challenge of including students with mild and moderate disabilities in their general physical education (GPE) programs. While most GPE teachers are willing to modify their instructional methods and activities to accommodate students with disabilities, this may not be enough to adequately address the students'…

  1. Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities

    Science.gov (United States)

    Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fall, Ana-Mari

    2015-01-01

    This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in…

  2. Students with Learning Disabilities and Attention Disorders: Stories of the College Choice Process

    Science.gov (United States)

    Mercer, Kerri A.

    2012-01-01

    Although there has been legislation that has improved access for students with disabilities, many students are choosing not to pursue postsecondary education. The rate of postsecondary attendance for students with learning disabilities and attention disorders has increased, but they are still enrolling in postsecondary education less frequently…

  3. Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disabilities and Autism

    Science.gov (United States)

    McMahon, Don D.; Cihak, David F.; Wright, Rachel E.; Bell, Sherry Mee

    2016-01-01

    The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e.,…

  4. Creating Cartoons as Representation: Visual Narratives of College Students with Learning Disabilities

    Science.gov (United States)

    Connor, David J.

    2009-01-01

    Students with learning disabilities (LD) are the largest sub-group of all students with disabilities attending college in the United States. However, due to the multiple difficulties involved in transitioning from school to college, many do not succeed during their first year. This article chronicles ways in which three students with LD negotiate…

  5. Promoting Access to Postsecondary Education for Low-Income Students with Disabilities

    Science.gov (United States)

    Madaus, Joseph W.; Grigal, Meg; Hughes, Carolyn

    2014-01-01

    Few students with disabilities from high-poverty backgrounds attend college. We discuss the effects of disability and growing up in poverty on expectations for postsecondary education attendance. We describe the limiting effects of attending high-poverty high schools on student achievement followed by challenges faced by low-income students with…

  6. Reading Interventions for Students with Learning Disabilities in the Upper Elementary Grades

    Science.gov (United States)

    Wanzek, Jeanne; Kent, Shawn C.

    2012-01-01

    For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

  7. Marginalization of Published Scholarship on Students with Disabilities in Higher Education Journals

    Science.gov (United States)

    Pena, Edlyn Vallejo

    2014-01-01

    While numbers of students with disabilities continue to rise in postsecondary education, little is known about the extent to which the scholarship on this student population has kept pace. A critical content analysis was conducted to review articles on students with disabilities published in top-tier journals of higher education between 1990 and…

  8. Examine Counting Procedure among Students with Mild Intellectual Disability: A Case of Penang Malaysia

    Science.gov (United States)

    Taibat, Adiat B.; Ahmad, Aznan Che; Ghazali, Munirah

    2013-01-01

    This study investigates counting procedure in number counting based on gender among students with mild intellectual disability. Quantitative approach was used for testing counting procedure in number counting among these students. The samples for the study comprise fifteen male and fifteen female students with intellectual disability. Descriptive…

  9. Relationships among Middle School Teachers' Perceptions Regarding Inclusion of Students with Disabilities in General Education Classrooms

    Science.gov (United States)

    Forrester, Stacey O.

    2016-01-01

    Accommodating students with disabilities in a general education class often requires instructional modification and extra student support. Research has shown that making required changes can evoke different responses from teachers and can influence their willingness to accommodate the needs of students with disabilities. However, research has not…

  10. Learning from Lectures: The Implications of Note-Taking for Students with Learning Disabilities

    Science.gov (United States)

    Boyle, Joseph R.

    2006-01-01

    Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students…

  11. Experiential Learning and Its Impact on Students' Attitudes toward Youth with Disabilities

    Science.gov (United States)

    Wozencroft, Angela J.; Pate, Joshua R.; Griffiths, Haley K.

    2015-01-01

    This research uses contact theory to examine the impact of a service learning class on college students' attitudes toward people with disabilities. Students were involved in both lecture material and working directly with people with disabilities in a therapeutic camp environment. Eighty-four students responded to the questionnaires at three time…

  12. Exploring the Professional Responsibilities of Educators in Special Day Schools Serving Secondary Students with Emotional Disabilities

    OpenAIRE

    2006-01-01

    The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires a free appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE) with access to the general curriculum. The No Child Left Behind Act of 2001 (NCLB) emphasizes academic achievement for all students in public schools, and the use of challenging assessments to improve the quality of instruction. Because students with emotional disabilities (ED) are more likely to ...

  13. Justice, fairness, and enhancement.

    Science.gov (United States)

    Savulescu, Julian

    2006-12-01

    This article begins by considering four traditional definitions of enhancement, then proposes a fifth, the Welfarist definition. It then considers fairness-based objections to enhancement, using the example of performance enhancement in sport. In so doing it defines sport and the values proper to it, surveys alternative theories of justice, considers the natural distribution of capabilities and disabilities, and draws a distinction between social, psychological, and biological enhancement. The article advances a new argument that justice requires enhancement.

  14. Social Justice and Counselling Psychology: Situating the Role of Graduate Student Research, Education, and Training

    Science.gov (United States)

    Palmer, Angele; Parish, Jessica

    2008-01-01

    While social justice advocacy has been a part of counselling psychology since its inception, its role in the field has been debated. Many professionals have called for increased attention to social justice awareness and advocacy to enable the profession to meet the expanding needs of clients. The present article proposes that a move toward…

  15. Beliefs of chinese physical educators on teaching students with disabilities in general physical education classes.

    Science.gov (United States)

    Wang, Lijuan; Qi, Jing; Wang, Lin

    2015-04-01

    This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators' Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

  16. Gifted students with learning disabilities: who are they?

    Science.gov (United States)

    Lovett, Benjamin J; Lewandowski, Lawrence J

    2006-01-01

    More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed.

  17. Postsecondary STEM Education for Students with Disabilities: Lessons Learned from a Decade of NSF Funding

    Science.gov (United States)

    Thurston, Linda P.; Shuman, Cindy; Middendorf, B. Jan; Johnson, Cassandra

    2017-01-01

    The Research in Disabilities Education Synthesis Project (RDE-SP), a four-year mixed methods research project, assessed a decade of funded projects (2001-2011) under the National Science Foundation's Research in Disabilities Education program which is aimed at increasing participation and retention of students with disabilities (SWD) in Science,…

  18. Barriers to Participation of Women Students with Disabilities in University Education in Kenya

    Science.gov (United States)

    Opini, Bathseba

    2012-01-01

    This paper discusses barriers to the participation of women with disabilities in Kenyan university education. While studies have shown that students with disabilities are increasingly enrolling in and completing university education, the number of women with disabilities in higher education remains low. This paper highlights the factors that…

  19. The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students with Disabilities

    Science.gov (United States)

    Hock, Michael F.; Brasseur-Hock, Irma F.; Hock, Alyson J.; Duvel, Brenda

    2017-01-01

    Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read "below" the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge…

  20. Contextual Predictors of Self-Determined Actions in Students with and without Intellectual Disability

    Science.gov (United States)

    Mumbardó-Adam, Cristina; Shogren, Karrie A.; Guàrdia-olmos, Joan; Giné, Climent

    2017-01-01

    Research in the field of intellectual disability suggests that promotion of self-determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self-determined action in students with and without intellectual disability. The…

  1. A Descriptive Study of Students with Disabilities at Montana State University Billings

    Science.gov (United States)

    Dell, Thomas Francis

    2013-01-01

    The purpose of this study was to describe and analyze how the characteristics of age, major and type of disabilities for students who received services through Disability Support Services at Montana State University-Billings have changed from 1999 to 2011. Furthermore, this analysis contrasted local trends for types of disabilities with national…

  2. Access to Higher Education for Disabled Students in South Africa: A Contradictory Conjuncture of Benevolence, Rights and the Social Model of Disability

    Science.gov (United States)

    Matshedisho, Knowledge Rajohane

    2007-01-01

    The structures of support services for disabled students in the South African higher education system find themselves in a contradictory conjuncture of rights, benevolence and the social model of disability. To elucidate this argument, this paper (a) outlines the status of support provisions for disabled students in South Africa; (b) compares the…

  3. School problems and solutions for students with disabilities: a qualitative examination.

    Science.gov (United States)

    Sorani-Villanueva, Sandra; McMahon, Susan D; Crouch, Ronald; Keys, Christopher B

    2014-01-01

    The inclusion of students with disabilities is a process that requires collaboration among multiple individuals, with teachers, aides, parents, students, and school systems playing important roles in resolving student problems. In the current study, we examined data from 75 teachers concerning 126 students about problems that students with disabilities had following a transition from a school primarily serving students with disabilities to more inclusive schools. Reported problems were reviewed and five major themes emerged: academic, behavioral, mobility/accessibility, social, and transportation issues. Teachers typically resolved academic problems by working directly with the student or collaborating with school staff. Social problems were resolved through student and teacher initiatives. Behavioral, transportation, and mobility/accessibility problems were resolved through collaboration among many key school figures and family members. Implications for theory, research, and inclusive school practices related to academic curricula, resources, services, and architectural accommodations for students with disabilities are discussed.

  4. Collaborative speech and language services for students with learning disabilities.

    Science.gov (United States)

    Elksnin, L K

    1997-01-01

    Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.

  5. Zambian Student Teachers' Attitudes toward Including Students with Disabilities in General Education Classrooms

    Science.gov (United States)

    Muwana, Florence Chuzu

    2012-01-01

    Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from UNESCO and other nongovernmental organizations have contributed to the consensus that all children have a right to a free and appropriate education and that all students…

  6. Educating Students with Disabilities in Inclusive Schools: Results from Two Schools in Tanzania

    Directory of Open Access Journals (Sweden)

    Joseph Reginard Milinga

    2016-12-01

    Full Text Available The quest for equal access, participation and success in education for persons with disabilities is paramount in today’s global education context, and Tanzania is no exception. Since the ages of “denial” to “full inclusion”, educating students with disabilities in inclusive classrooms has had been responded differently by teachers and students alike across countries. Confronted by different challenges in their education, students with disabilities are to devise mechanisms to excel in such restrictive learning environments. Informed by interpretive research traditions with 59 purposefully selected participants, this paper explores challenges that students with disabilities are faced with and coping strategies used by these students in their schooling in two inclusive secondary schools in Tanzania. The findings indicate that, students with disabilities are faced with challenges which are teacher and environment-related. Consequently, the students with disabilities use complaints, assistance seeking, self-initiatives, isolation and despair, and assertiveness to cope with the challenges. The study concludes that; educational stakeholders should work collaboratively in order to lessen the impact of the restrictive nature of learning environments for students with disabilities. The paper recommends on improved teacher preparation and continued professional development in order to cater for the learning needs of students with disabilities in inclusive schools.

  7. An analysis of science conceptual knowledge in journals of students with disabilities and normally achieving students

    Science.gov (United States)

    Grigg, Gail S.

    Science education reforms of the last two decades have focused on raising the bar for ALL students which includes students with mild to moderate disabilities. Formative assessment can be used to assess the progress of these students to inquire, understand scientific concepts, reason scientifically, make decisions, and communicate effectively in science. The purpose of this study is to examine the use of science journals as a formative assessment in a guided inquiry unit of study for students with learning disabilities. Two normally achieving students (NA) and five students with learning disabilities (SLD) participated in a study of mammals that utilized journals to record the development of student knowledge through the course of study. Students were interviewed after the lessons were complete using the same prompts required in the journals. Themes were developed from the student writings and their verbal discourse using Grounded Theory. Journals and verbal discourse were rated following the themes of Knowledge Telling (KT) and Knowledge Transformation (KTR). Concept maps were developed for the Pre and Post test lessons (written and verbal discourses) by the raters in an attempt to further explain the knowledge that the students conveyed. The results of this study suggest that SLD are able to demonstrate knowledge about mammals better through verbal discourse than written discourse. While the NA students wrote more and used more technical discourse than did their SLD peers, the conceptual understanding of the topic by the SLD was no less inclusive than their NA peers when accessed verbally. The journals demonstrated limited conceptual growth for the SLD. Further, while lexical density is important to the development of knowledge in science, this study suggests the "conceptual density" may be another important indicator to examine.

  8. The effects of extended time on algebra test scores for college students with and without learning disabilities.

    Science.gov (United States)

    Alster, E H

    1997-01-01

    The purpose of this study was to assess the effects of extended time on the algebra test performance of community college students with and without learning disabilities. Forty-four students with learning disabilities and 44 students without learning disabilities attending five California community colleges participated in the study. The students each took an algebra test under timed conditions and a comparable test under extended-time conditions. The main results were that the students with learning disabilities scored significantly lower than the students without learning disabilities under timed conditions, the scores of the students with learning disabilities increased significantly with extended time, and the scores of the students with learning disabilities under extended-time conditions did not differ significantly from the timed or extended-time scores of the students without learning disabilities.

  9. A report of cognitive, academic, and linguistic profiles for college students with and without learning disabilities.

    Science.gov (United States)

    Morris, M; Leuenberger, J

    1990-01-01

    A comparison of cognitive, academic, and linguistic profiles for 74 college students with learning disabilities and 37 college students without learning disabilities resulted in significant differences in achievement for reading, writing, listening, and speaking. No significant differences were found for gender or the presence of a Verbal-Performance split in cognitive ability. Instruments for measuring academic and linguistic skills were similar in their ability to classify students with and without learning disabilities. These findings support the importance of using measures of multidimensional attributes, including language, for making decisions concerning the criteria for learning disabilities.

  10. Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory

    Science.gov (United States)

    Givon, Sara; Court, Deborah

    2010-01-01

    The authors interviewed 20 Israeli high school students with learning disabilities over a three-year period to identify the students' core coping strategies. Four emotional-cognitive strategies were identified: "Avoidance," "Rebellion," "Reconciliation," and "Determination." These strategies appeared in…

  11. Exploring Undergraduate Student Attitudes toward Persons with Disabilities: Application of the Disability Social Relationship Scale

    Science.gov (United States)

    Hergenrather, Kenneth; Rhodes, Scott

    2007-01-01

    The Disability Social Relations Generalized Disability (DSRGD) Scale was used to explore the influence of the social context on attitudes toward persons with disabilities. The DSRGD Scale was based on the Disability Social Relationship (DSR) Scale (Grand, Bernier, & Strohmer, 1982; Strohmer, Grand, & Purcell, 1984). A sample of 1,013 undergraduate…

  12. Success for Students and Nurses With Disabilities: A Call to Action for Nurse Educators.

    Science.gov (United States)

    Marks, Beth; McCulloh, Karen

    2016-01-01

    This article presents a "call to action" for nurse educators to identify and implement best practices supporting the success of students with disabilities given recent federal legislative changes. Best practices for educating students with disabilities in nursing education are discussed. Increasing our understanding of disability from a variety of models--not just the medical model--will promote greater diversity and inclusivity within the nursing profession, which will enhance patient care.

  13. Cyberbullying among students with intellectual and developmental disability in special education settings

    NARCIS (Netherlands)

    Didden, H.C.M.; Scholte, R.H.J.; Korzilius, H.P.L.M.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age com

  14. Cyberbullying among students with intellectual and developmental disability in special education settings.

    NARCIS (Netherlands)

    Didden, R.; Scholte, R.H.J.; Korzilius, H.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age com

  15. Self-Report Assessment of Executive Functioning in College Students with Disabilities

    Science.gov (United States)

    Grieve, Adam; Webne-Behrman, Lisa; Couillou, Ryan; Sieben-Schneider, Jill

    2014-01-01

    This study presents a unique assessment of executive functioning (EF) among postsecondary students with disabilities, with the aim of understanding the extent to which students with different disabilities and in different age groups assess their own difficulties with relevant and educationally-adaptive skills such as planning, initiating, managing…

  16. Like Shadows under a Door: Bullying from the Perspectives of Students with Disabilities

    Science.gov (United States)

    Skillman, Jayme N.

    2014-01-01

    The purpose of this phenomenological study was to understand and describe bullying from the perspective of students who are living with a disability and who have been bullied. The overall research question that guided this study was: What are the perspectives of students with disabilities who have been bullied based on their experiences? A…

  17. Students with Disabilities in the Polish Educational System after the Political Changes (2007-2012)

    Science.gov (United States)

    Apanel, Danuta

    2015-01-01

    In the period of the People's Republic of Poland, there were almost no students with disabilities at universities. The legislative, organisational, social and educational conditions at universities and students' dormitories made it impossible for people with disabilities to start higher education. In the period of serious socio-political,…

  18. Trends in the Use of Service Learning with Students with Disabilities

    Science.gov (United States)

    Dymond, Stacy K.; Renzaglia, Adelle; Slagor, Michael T.

    2011-01-01

    Peer-reviewed journal articles published between 1990 and 2007 examining service-learning (SL) and students with disabilities were reviewed. Thirty-four articles were coded according to type of SL (inclusive, segregated, both), grade level and disability of the students, type of article (general description, program description, research-based),…

  19. The Path to Academic Access for Students with Significant Cognitive Disabilities

    Science.gov (United States)

    Timberlake, Maria T.

    2016-01-01

    Federal special education law (Individuals With Disabilities Education Act) guarantees, but does not define, access to the general education curriculum for all students with disabilities. In-depth qualitative telephone interviews were conducted with special educators (n = 33) about their academic decision making for students with significant…

  20. Graduation Policies for Students with Disabilities Who Participate in States' General Assessments. Synthesis Report 98

    Science.gov (United States)

    Thurlow, Martha L.; Albus, Debra A.; Lazarus, Sheryl S.

    2015-01-01

    Graduation requirements and diploma options for students with disabilities who participate in the general assessment has been a topic of interest for many years. The recent push for all students, including those with disabilities, to leave school ready for college and career has heightened the importance of understanding what states are requiring…

  1. Cue System Usage of Students with and without Learning Disabilities in Oral and Silent Reading.

    Science.gov (United States)

    Schumm, Jeanne Shay; Arguelles, Maria Elena; Bessell, Ann; Giambo, Debra; Shimizu, Ward; Valle-Riestra, Diana; Zhang, Zhigang

    1998-01-01

    Compares how third- and fifth-grade learning-disabled and non-learning-disabled students use orthographic cues and contextual information during oral and silent reading. Finds that reliance on orthographic cues was consistently more pronounced in the oral than in the silent condition for all groups. Finds differences for students with and without…

  2. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    Science.gov (United States)

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  3. Supporting Students with Severe Disabilities in Inclusive Schools: A Descriptive Account From Schools Implementing Inclusive Practices

    Science.gov (United States)

    Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A.

    2015-01-01

    The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…

  4. "So Much Potential in Reading!" Developing Meaningful Literacy Routines for Students with Multiple Disabilities

    Science.gov (United States)

    Fenlon, Amanda G.; McNabb, Jessica; Pidlypchak, Harmony

    2010-01-01

    Children with multiple disabilities, often experience challenges in communication, mobility, and learning. Despite these challenges, substantial research exists that documents successful educational methods and strategies for these students. Specifically, students with multiple disabilities have successfully been taught to use a voice output…

  5. Identifying Interventions for Improving Letter Formation: A Brief Experimental Analysis of Students with Intellectual Disabilities

    Science.gov (United States)

    Ozmen, E. Ruya; Atbasi, Zehra

    2016-01-01

    As a group, students with intellectual disabilities display difficulties in a wide range of academic skills, including the acquisition of basic academic skills such as literacy. Early writing and reading skills must be supported to prepare students with intellectual disabilities to learn to read and write. The goal of this study was to replicate…

  6. School Supported Work Placements for Students with Intellectual Disabilities: Why Inclusive Principles/Principals Matter!

    Science.gov (United States)

    Gallagher, Tiffany L.; Bennett, Sheila M.

    2013-01-01

    This article offers considerations for principals and other educators as they seek to provide students with intellectual disabilities (ID) with authentic work placement experiences. Survey and interview data gathered from 20 employers, 7 paraprofessionals (job coaches), a principal, and 21 students with intellectual disabilities provide a…

  7. Obstacles to Special Education for Students with Intellectual Disabilities in Turkey

    Science.gov (United States)

    Meral, Bekir Fatih

    2015-01-01

    Turkey has regulations in place with regard to the special education of students with intellectual disabilities on the axis of international and national legal texts. However, the gap between law and practice cannot be denied. The existence of obstacles to special education for students with intellectual disabilities (ID) still continues in…

  8. A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education

    Science.gov (United States)

    Yssel, Nina; Pak, Natalya; Beilke, Jayne

    2016-01-01

    Support services and legislation have contributed to the steady increase of students with disabilities in higher education. The question is whether obstacles that impeded success have been removed, or are students with disabilities still a marginalised group, deprived of the benefits of higher education? In this study we interviewed college…

  9. Pedagogies for Inclusion of Junior Primary Students with Disabilities in PE

    Science.gov (United States)

    Overton, Hannah; Wrench, Alison; Garrett, Robyne

    2017-01-01

    Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs…

  10. English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension

    Science.gov (United States)

    Wanzek, Jeanne; Swanson, Elizabeth; Vaughn, Sharon; Roberts, Greg; Fall, Anna-Mária

    2016-01-01

    This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…

  11. When Digital Capital is Not Enough: Reconsidering the Digital Lives of Disabled University Students

    Science.gov (United States)

    Seale, Jane

    2013-01-01

    The relationship that disabled university students have with both their technologies and institutions is poorly understood. This paper seeks to illuminate this relationship using the conceptual lens of digital capital. The results from a study that explored the technology experiences of 31 disabled students studying in one university were analysed…

  12. Exploring the Retention and Success of Students with Disability in Australian Higher Education

    Science.gov (United States)

    Kilpatrick, S.; Johns, S.; Barnes, R.; Fischer, S.; McLennan, D.; Magnussen, K.

    2017-01-01

    The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including…

  13. Examining Postsecondary Education Predictors and Participation for Students with Learning Disabilities

    Science.gov (United States)

    Joshi, Gauri S.; Bouck, Emily C.

    2017-01-01

    Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary…

  14. Cyberbullying among students with intellectual and developmental disability in special education settings

    NARCIS (Netherlands)

    Didden, H.C.M.; Scholte, R.H.J.; Korzilius, H.P.L.M.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    Objective: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. Methods: Students (n = 114) with intellectual and developmental disability who were between 12–19 years of age com

  15. Cyberbullying among students with intellectual and developmental disability in special education settings.

    NARCIS (Netherlands)

    Didden, R.; Scholte, R.H.J.; Korzilius, H.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age com

  16. Cyberbullying among students with intellectual and developmental disability in special education settings

    NARCIS (Netherlands)

    Didden, H.C.M.; Scholte, R.H.J.; Korzilius, H.P.L.M.; Moor, J.M.H. de; Vermeulen, A.; O'Reilly, M.F.; Lang, R.; Lancioni, G.E.

    2009-01-01

    OBJECTIVE: To explore the types, prevalence and associated variables of cyberbullying among students with intellectual and developmental disability attending special education settings. METHODS: Students (n = 114) with intellectual and developmental disability who were between 12-19 years of age com

  17. Voices from the Classroom: Experiences of Teachers of Deaf Students with Additional Disabilities

    Science.gov (United States)

    Musyoka, Millicent Malinda; Gentry, Mary Anne; Bartlett, James Joseph

    2016-01-01

    The purpose of this research is to investigate experiences of K-12 classroom teachers of deaf students with additional disabilities. Today, more deaf and hard of hearing students are identified as having additional disabilities (Bruce, DiNatale & Ford, 2008; Ewing, 2011; Gallaudet Research Institute, 2011; Jones, Jones & Ewing, 2006;…

  18. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  19. Housing and Transport: Access Issues for Disabled International Students in British Universities

    Science.gov (United States)

    Soorenian, Armineh

    2013-01-01

    This article explores two disabled people's "Seven Needs" to independent living, those of "housing" and "transport" issues, in relation to disabled international students in British universities. Firstly, students' living arrangements, including issues related to the suitability of university accommodation to their…

  20. Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students with Intellectual and Other Disabilities

    Science.gov (United States)

    Grigal, Meg; Hart, Debra; Migliore, Alberto

    2011-01-01

    This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside…

  1. Special Education Teachers' Use of Assistive Technology with Students Who Have Severe Disabilities

    Science.gov (United States)

    Connor, Cynthia; Snell, Martha; Gansneder, Bruce; Dexter, Sara

    2010-01-01

    Teachers' integration of computer-based assistive technology has been linked to positive educational outcomes for students with disabilities. This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities.…

  2. Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education

    Science.gov (United States)

    Vannest, Kimberly J.; Mason, Benjamin A.; Brown, Leanne; Dyer, Nicole; Maney, Shell; Adiguzel, Tufan

    2009-01-01

    Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone…

  3. Anxiety and Test Anxiety: General and Test Anxiety among College Students with Learning Disabilities

    Science.gov (United States)

    Custodero, Jeri Lyn

    2013-01-01

    This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning…

  4. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  5. Transition Services for Students with Mild Intellectual Disability in Saudi Arabia

    Science.gov (United States)

    Alnahdi, Ghaleb

    2013-01-01

    This study examined teachers' attitudes and perceptions toward transition services for students with mild intellectual disability in Saudi Arabia, and also examined the relationship between teachers' attitudes regarding transition services for students with mild intellectual disability and teachers' gender and educational background. Three hundred…

  6. Special Education Teachers' Perceptions of Preparedness to Teach Students with Severe Disabilities

    Science.gov (United States)

    Ruppar, Andrea L.; Neeper, Lance S.; Dalsen, Jennifer

    2016-01-01

    In the current study, special education teachers' perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to…

  7. Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education

    Science.gov (United States)

    Lyman, Michael James

    2013-01-01

    Students with disabilities at the postsecondary level face a number of different barriers to accommodation use. Past research has shown that students with disabilities that use accommodations obtain greater academic achievement and higher graduation rates. Limited research has been conducted to identify barriers to accommodation use, and the…

  8. Planning Lessons for Students with Significant Disabilities in High School English Classes

    Science.gov (United States)

    Apitz, Megan; Ruppar, Andrea; Roessler, Karli; Pickett, Kelly J.

    2017-01-01

    Students with significant disabilities have intellectual disability and require individualized modifications, adaptations, and supports to access grade-level content (National Center on Educational Outcomes, 2013). This group of students presents a unique challenge for literacy instruction, particularly at the high school level. Teachers must…

  9. Implementing a Problem-Solving Intervention with Students with Mild to Moderate Disabilities

    Science.gov (United States)

    Cote, Debra L.

    2011-01-01

    Students with mild and moderate disabilities need to be skillful at problem solving. This article provides an overview of a problem-solving intervention designed to teach students with mild and moderate disabilities the skills of problem solving. An explanation of the assessments, materials, instructional outline, and methods is presented.…

  10. Physical Educators and School Counselors Collaborating to Foster Successful Inclusion of Students with Disabilities

    Science.gov (United States)

    Webb, Daniel; Webb, Tammy T.; Fults-McMurtery, Regina

    2011-01-01

    This article explains the impact federal legislation has on educating students with disabilities, the changing roles of physical educators and school counselors relative to educating students with disabilities, and collaborative approaches pertaining to how physical educators and school counselors can collaboratively foster successful inclusion of…

  11. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    Science.gov (United States)

    Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K.

    2016-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic…

  12. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    Science.gov (United States)

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  13. Alternative Assessment Options for Students with Disabilities Who Are Culturally and Linguistically Diverse

    Science.gov (United States)

    Kelley, L. Elena

    2008-01-01

    This review of the literature addresses the issue of assessing students with disabilities who are culturally and linguistically diverse (CLD). An examination of data showing disproportionate representation of students with disabilities who are CLD establishes a case for using alternative forms of assessment. Problems with some forms of traditional…

  14. Closed-Captioned Television: A New Technology for Enhancing Reading Skills of Learning Disabled Students.

    Science.gov (United States)

    Koskinen, Patricia S.; And Others

    1986-01-01

    The measured effects of captioned television upon the sight vocabulary, comprehension, and oral reading performance of 77 learning disabled students from 4 Maryland schools suggest that both captioned television with sound and conventional television enhance the reading skills of learning disabled students. (7 references) (MLF)

  15. The Influence of Psychosocial Factors on Bullying Involvement of Students with Disabilities

    Science.gov (United States)

    Rose, Chad A.; Forber-Pratt, Anjali J.; Espelage, Dorothy L.; Aragon, Steven R.

    2013-01-01

    The involvement of students with disabilities within the bullying dynamic has been recognized as a pressing issue within the nation's schools. Unfortunately, few studies have examined the psychosocial outcomes related to the bullying involvement of students with disabilities. However, involvement in bullying has been linked to negative short-…

  16. The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

    OpenAIRE

    2015-01-01

    This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of all participating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD...

  17. The effect of disability empathy activity on the attitude of nursing students towards disabled people: a pilot study.

    Science.gov (United States)

    Geçkil, Emine; Kaleci, Elanur; Cingil, Dilek; Hisar, Filiz

    2017-02-01

    Nurses care for disabled people in society. The aim of this experimental study was to investigate the effect of disability empathy activities on strengthening the positive attitudes of nursing students towards disabled people. An experimental study. Pretest-Posttest control group arrangement was used. This research has been conducted with 116 nursing students (53 experimental and 63 control). The data were collected with "Attitudes Towards Disabled Persons Scale" (ATDP). Before the experiment, there was no significant difference between ATDP scores of experimental and control groups (p > 0.05). After the experiment, second ATDP scores of experimental group (66.81 ± 14.27) were found to be significantly higher than the scores of control group (59.02 ± 11.71) (p = 0.002). After six months, third ATDP scores of experimental group (63.58 ± 13.46) were also found to be higher than the scores of control group (58.43 ± 11.03) (p = 0.025). Empathy activities applied to understand disabled people affected the attitudes of student nurses towards disabled people positively.

  18. Lived experiences of student nurses caring for intellectually disabled people in a public psychiatric institution.

    Science.gov (United States)

    Temane, Annie; Simelane, Lizzie; Poggenpoel, Marie; Myburgh, C P H

    2016-06-30

    Caring for intellectually disabled people can be demanding for student nurses who are novices in the nursing profession. To ensure that quality nursing care is provided, student nurses should have an understanding of and a positive attitude towards intellectually disabled people. Nursing intellectually disabled people can be a challenge for the student nurses. Therefore, student nurses need to be able to deal with challenges of caring for intellectually disabled people. This article aims to explore and describe experiences of student nurses caring for intellectually disabled people in a public psychiatric institution. A qualitative, exploratory, descriptive and contextual research design was used. Data were collected through individual in-depth phenomenological interviews, naïve sketches and field notes. Thematic analysis was utilised to analyse the collected data. Results were contextualised within the literature and measures to ensure trustworthiness were adhered to. Ethical principals were also applied throughout the research process. Five themes emerged from the data. Student nurses experienced a profoundly unsettling impact on their whole being when caring for intellectually disabled people; they developed a sense of compassion and a new way of looking at life, and experienced a need for certain physical, mental and spiritual needs to be met. From the results, it is evident that student nurses were challenged in caring for intellectually disabled people. However, they developed a sense of awareness that intellectually disabled people have a need to be cared for like any other person.

  19. A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research.

    Science.gov (United States)

    Cammarota, Julio; Romero, Augustine F

    2009-01-01

    The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts.

  20. Characteristics, Academic and Post-University Outcomes of Students with a Disability at the University of Newcastle.

    Science.gov (United States)

    Foreman, Phil; Dempsey, Ian; Robinson, Greg; Manning, Eric

    2001-01-01

    Surveyed students with a disability and a matched sample of students without a disability over a 3-year period at the University of Newcastle. Examined characteristics and academic outcomes of students with a disability because they are significantly underrepresented at Australian universities. Found significant differences between some personal…

  1. A Retention Intervention for First-Year Students with Disabilities in an Art and Design Institution: A Program Evaluation

    Science.gov (United States)

    Cunnien, Taffey

    2016-01-01

    Institutions of higher education are experiencing historic enrollment of students with disabilities. The focus of this evaluation report was Jumpstart, a transition program for students with disabilities entering their first year of college. The Jumpstart program prepares talented students with disabilities to navigate the college environment at a…

  2. Applying Self-Efficacy Theory to Understanding the Behavioral Expectations of College Students with Disabilities in Requesting Accommodations

    Science.gov (United States)

    Snitker-Magin, Mikael C.

    2010-01-01

    The purpose of the study was to apply Bandura's self-efficacy theory to understanding the behavior of college students with disabilities in requesting accommodations. Students with disabilities were recruited from 20 two-year and four-year postsecondary institutions by asking student disabilities services staff to forward an email invitation to…

  3. How Well Does the Theory of Planned Behavior Predict Graduation among College and University Students with Disabilities?

    Science.gov (United States)

    Fichten, Catherine S.; Nguyen, Mai Nhu; Amsel, Rhonda; Jorgensen, Shirley; Budd, Jillian; Jorgensen, Mary; Asuncion, Jennison; Barile, Maria

    2014-01-01

    The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and…

  4. How Well Does the Theory of Planned Behavior Predict Graduation among College and University Students with Disabilities?

    Science.gov (United States)

    Fichten, Catherine S.; Nguyen, Mai Nhu; Amsel, Rhonda; Jorgensen, Shirley; Budd, Jillian; Jorgensen, Mary; Asuncion, Jennison; Barile, Maria

    2014-01-01

    The goal of this research was to develop a model to predict which students with disabilities will drop out before graduation and to investigate the drop out pattern of students with disabilities. To accomplish this we evaluated potential predictors of persistence and drop-out among 611 college and university students with various disabilities and…

  5. Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the USA

    Science.gov (United States)

    Danforth, Scot

    2016-01-01

    Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately 50%. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and…

  6. Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the USA

    Science.gov (United States)

    Danforth, Scot

    2016-01-01

    Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately 50%. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and…

  7. Disabilities

    Science.gov (United States)

    ... unable, and it isn't a sickness. Most people with disabilities can - and do - work, play, learn, and enjoy ... five people in the United States has a disability. Some people are born with one. Others have them as ...

  8. Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

    Science.gov (United States)

    Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

    2014-01-01

    For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

  9. Assessment of the Self-Determination of Spanish Students with Intellectual Disabilities and other Educational Needs.

    Science.gov (United States)

    Gomez-Vela, Maria; Verdugo, Miguel Angel; Gonzalez Gil, Francisca; Corbella, Marta Badia; Wehmeyer, Michael L

    2012-01-01

    The purpose of this study was to assess the self-determination of Spanish high school students with Intellectual Disability and other Special Educational Needs (SEN). A total of 371 students between 11 and 17 years of age participated in the study. Of these, 46.4% (n=171) presented SEN, specifically learning disabilities (n=97; 26.2%), borderline and intellectual disability with higher IQ scores (n=43; 11.6%) and mild intellectual disability (n=32; 8.6%). The remaining students without SEN made up the control group. The assessment was carried out using a translated and validated Spanish version of The Arc's Self-Determination Scale (Wehmeyer, 1995). This measure had appropriate psychometric properties. Students with SEN obtained significantly lower scores than their peers without SEN. However, no differences were found in relation to the type of SEN or, more specifically, in relation to the presence of intellectual disability. The educational implications of the results are discussed.

  10. A working around "it": the experience of occupational therapy students with a disability.

    Science.gov (United States)

    Velde, Beth P; Chapin, Martha H; Wittman, Peggy P

    2005-01-01

    The purpose of this qualitative study was to gain an understanding of the experiences of students with disabilities in occupational therapy (OT) programs. Telephone and email interviews were conducted with five students from different universities who volunteered to participate in the study. Interviews were transcribed, and researchers used the constant comparison method for data analysis. Trustworthiness was assured by using an audit trail, triangulation of data analysis, and member checking. Results revealed that students with disabilities (1) have a strong desire to "work around it," (2) desire support and understanding both within and outside the academic environment, (3) understand that disability is an essential part of who they are as people, and (4) believe that having a disability will enhance their own practice. The discussion includes ways to optimize the experience of being an OT student with a disability.

  11. Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms.

    Science.gov (United States)

    Keel, Marie C.; Dangel, Harry L.; Owens, Sherie H.

    1999-01-01

    This article discusses factors involved in selecting appropriate inclusion intervention strategies for students with mild disabilities. Teacher-directed and student-directed interventions include direct instruction, precision teaching, time delay, story maps, advance organizers, student-directed task engagement, student-directed instruction,…

  12. 42 CFR 57.311 - Cancellation of nursing student loans for disability or death.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Cancellation of nursing student loans for disability or death. 57.311 Section 57.311 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND..., SCHOLARSHIPS AND STUDENT LOANS Nursing Student Loans § 57.311 Cancellation of nursing student loans...

  13. Depression and Suicidal Ideation among College Students with and without Learning Disabilities in Nigeria

    Science.gov (United States)

    Oladele, Adetoun Olubanke; Oladele, Isaac Taiwo

    2016-01-01

    This study investigated depression and suicidal ideation in students with and without learning disabilities in two Colleges of Education in Nigeria. The students in this study were between 18 and 24 years old, numbering 391 in total. The number of male students was 165, while female students were 226. Five valid and reliable instruments were used…

  14. The Social Justice Leadership Retreat: A Phenomenological Case Study of Students' Construction of Race and Its Influence on Beliefs, Behavior, and Actions

    Science.gov (United States)

    Bettendorf, Anthony J.

    2016-01-01

    This study examines students' participation in an intensive intercultural experience, the Social Justice Leadership Retreat. The study utilizes the Intercultural Maturity Model, leadership and democracy outcomes as a framework for the research. Specifically, the study investigates how this experience impacts the ways students make meaning of…

  15. "Social Work Is a Profession, Not an Ideology": A Qualitative Analysis of Student Perceptions of Social Justice Discussions in the Classroom

    Science.gov (United States)

    Hansford, Candace; Ely, Gretchen E.; Flaherty, Chris; Meyer-Adams, Nancy

    2017-01-01

    The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened…

  16. Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

    Science.gov (United States)

    Shifrer, Dara; Callahan, Rebecca

    2010-09-01

    Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

  17. Re-Visiting the Role of Disability Coordinators: The Changing Needs of Disabled Students and Current Support Strategies from a UK University

    Science.gov (United States)

    Koca-Atabey, Mujde

    2017-01-01

    This study aimed to investigate the system designed to support disabled university students from the perspective of disability coordinators. The research on this topic specifically is limited. Disability coordinators from a particular UK university were interviewed to better understand the support system from their own perspective. Interpretative…

  18. Re-Visiting the Role of Disability Coordinators: The Changing Needs of Disabled Students and Current Support Strategies from a UK University

    Science.gov (United States)

    Koca-Atabey, Mujde

    2017-01-01

    This study aimed to investigate the system designed to support disabled university students from the perspective of disability coordinators. The research on this topic specifically is limited. Disability coordinators from a particular UK university were interviewed to better understand the support system from their own perspective. Interpretative…

  19. The Educational Context and Outcomes for High School Students with Disabilities: The Characteristics and Perceptions of Students with Disabilities. Research Report.

    Science.gov (United States)

    Deshler, Donald D.; Grossen, Bonnie; Marquis, Janet; Schumaker, Jean B.; Bulgren, Janis A.; Lenz, B. Keith; Davis, Betsy

    This report discusses the findings of a study that gathered descriptive information in the areas of salient student characteristics (e.g., gender, ethnicity, poverty, disability classification), level of participation in general education classes, current level of functioning, student outcomes (e.g., grade point average, performance on state or…

  20. Service-learning for students of spanish: promoting civic engagement and social justice through an exchange tutoring

    Directory of Open Access Journals (Sweden)

    Clara Burgo

    2016-07-01

    Full Text Available Service-learning courses are designed to promote civic engagement and social justice, and to connect the classroom with the community in an environment of cooperation and mutual interest. In this article, a service-learning course of Spanish at the university level is supported as a reciprocal language exchange between the campus and the community. According to this course proposal, students attend a Latino community site once a week, where their members are tutored in English and American culture, while students are tutored in Spanish and Spanish-speaking culture. This way, service-learning is connected to the Spanish classroom through “Reflection” sessions led by mentors visiting the class periodically. This course was designed so that students would be able to improve their conversation skills in this exchange tutoring service while they are involved with the community by seeing their members as equal peers.

  1. Computer-Assisted Teaching and Assessment of Disabled Students in Higher Education: The Interface between Academic Standards and Disability Rights

    Science.gov (United States)

    Konur, O.

    2007-01-01

    Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the "digital divide" between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However,…

  2. Serving Students with Significant Disabilities in Two-Year Colleges. Office of Disability Services, Springfield Technical Community College, Springfield, MA.

    Science.gov (United States)

    Gugerty, John, Ed.; Knutsen, Caryl, Ed.

    This report is an outcome of a project designed to seek, screen, evaluate, describe, and disseminate highly effective approaches used by two-year colleges to serve students with significant disabilities. "Two-year colleges" included academic institutions, technical colleges, and vocational institutes. From a pool of 18 applicants, the…

  3. Are we exacerbating students' learning disabilities? an investigation of preservice teachers' attributions of the educational outcomes of students with learning disabilities.

    Science.gov (United States)

    Woodcock, Stuart; Vialle, Wilma

    2011-12-01

    While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.

  4. Culturally and Linguistically Diverse Students with Disabilities: Case Law Review

    Science.gov (United States)

    Maydosz, Ann; Maydosz, Diane

    2013-01-01

    Despite the fact that disability has been recognized as "a natural part of the human experience" (Developmental Disabilities Assistance and Bill of Rights Act of 2000) and that the Education for All Handicapped Children Act of 1975 and its later reauthorizations as the Individuals with Disabilities Education Act (IDEA) should have served…

  5. Evaluating Word Prediction Software for Students with Physical Disabilities

    Science.gov (United States)

    Mezei, Peter; Heller, Kathryn Wolff

    2005-01-01

    Although word prediction software was originally developed for individuals with physical disabilities, little research has been conducted featuring participants with physical disabilities. Using the Co:Writer 4000 word prediction software, three participants with physical disabilities improved typing rate and spelling accuracy, and two of these…

  6. Dating violence and associated health risks among high school students with disabilities.

    Science.gov (United States)

    Mitra, Monika; Mouradian, Vera E; McKenna, Maria

    2013-08-01

    Children with disabilities are at a higher risk for various forms of violence including sexual violence, bullying, and physical violence compared to those without disabilities. However there are no studies documenting the prevalence of dating violence amongst a population-based sample of adolescents with disabilities. The purpose of this study is to assess the prevalence of dating violence victimization against high schools students with and without disabilities and to examine associations of dating violence with health risks by disability status among high school girls. Data from the 2009 Massachusetts Youth Health Survey were analyzed in 2011 using bivariate and multivariate logistic regression. Among high school students who had ever been on a date, girls (25.9 %, 95 % CI 19.9-31.5) and boys (9.1 %, 95 % CI 5.8-12.4) with disabilities were more likely than girls (8.8 %, 95 % CI 6.8-10.8) and boys (4.5 %, 95 % CI 3.1-5.8) without disabilities to report dating violence. Multivariate analyses indicated that high school girls with disabilities who experienced dating violence were more likely to report feeling sad or hopeless for 2 weeks or more in the past year, suicide ideation in the past 12 months, and drug use in the past 30 days compared to those with disabilities who did not report dating violence and those without disabilities who reported and did not report dating violence. High school students with disabilities are at a greater risk for dating violence victimization compared to those without disabilities and high school girls with disabilities who experience dating violence are at increased risk for experiencing poor mental health outcomes and substance abuse.

  7. How Potential Employers Approach Disability: A Survey of Law Students in Georgia

    OpenAIRE

    2008-01-01

    When I set out to discover how potential employers of law students approach issues of disability in their interviews, I did not expect to find a great deal of published information on the topic. The result was even more sparse than I expected. I only found one somewhat relevant article, a transcript of a roundtable discussion on lawyers with disabilities. The roundtable participants, most of whom had a disability, recounted their own experiences. One attorney told of being asked in a job inte...

  8. Principals Learning from Veteran Teachers Serving Impoverished Students: Social Justice Implications for Professors of Educational Administration

    Science.gov (United States)

    Rosine, Dale

    2013-01-01

    This qualitative study of ten elementary veteran teachers used Hargrove's single, double, and triple-loop thinking to understand their perceptions regarding knowledge new principals need to be social justice leaders working in impoverished schools. Findings in three categories revealed the importance of principals learning to identify their…

  9. Organizational Justice Perceptions of Virginia High School Teachers: Relationships to Organizational Citizenship Behavior and Student Achievement

    Science.gov (United States)

    Burns, William R. Travis

    2012-01-01

    An emergent research base suggests that teacher perceptions of fairness with respect to interactions with school administrators, decision-making processes, and decision outcomes have much to contribute to our understanding of effective schools. This study focused on the relationship between organizational justice and organizational citizenship…

  10. Organizational Justice Perceptions of Virginia High School Teachers: Relationships to Organizational Citizenship Behavior and Student Achievement

    Science.gov (United States)

    Burns, William R. Travis

    2012-01-01

    An emergent research base suggests that teacher perceptions of fairness with respect to interactions with school administrators, decision-making processes, and decision outcomes have much to contribute to our understanding of effective schools. This study focused on the relationship between organizational justice and organizational citizenship…

  11. Studying abroad inclusively: Reflections by college students with and without intellectual disability.

    Science.gov (United States)

    Prohn, Seb M; Kelley, Kelly R; Westling, David L

    2016-12-01

    Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group's daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities. © The Author(s) 2015.

  12. Generic skills in students with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Milanović-Dobrota Biljana

    2014-01-01

    Full Text Available Generic skills include transferable skills which contribute to general work skills of an individual and can be used in different jobs and work organizations. Situational assessment is considered to be the best approach in gathering information on generic skills and adaptive behavior in persons with intellectual disabilities (ID, since it enables systematic observation of work related behavior. The aim of this paper is to determine the relation of the degree of generic skills acquisition with regard to the level of intellectual functioning of students with mild intellectual disability (MID. The sample consists of 120 examinees undergoing professional training, of both genders, with IQ between 51 and 70. The sample is divided in two groups: the group with higher level of intellectual functioning (IQ 61-70 which includes 75 examinees (62.5%, and the group lower level of intellectual functioning (IQ 51-60 which includes 45 (37.5% examinees. The results of the adapted Situational assessment form test (Cline et al., 2005 indicate the statistically significant difference between the examinees with different levels of intellectual functioning. The examinees with higher level of intellectual functioning show greater interest in work, they perform the assigned tasks for a longer period of time, they adapt to changes while working more easily, and use the acquired work skills appropriately. They are more independent and mobile during training, they initiate a greater number of social interactions, behave more appropriately in work environment, and manage to control fatigue and stress while working. Information on generic skills can be used for developing individual plan of employment of persons with MID and/or for determining the model of employment, adaptation of work place and temporary placement.

  13. Lived experiences of student nurses caring for intellectually disabled people in a public psychiatric institution

    Directory of Open Access Journals (Sweden)

    Annie Temane

    2016-02-01

    Full Text Available Background: Caring for intellectually disabled people can be demanding for student nurses who are novices in the nursing profession. To ensure that quality nursing care is provided, student nurses should have an understanding of and a positive attitude towards intellectually disabled people. Nursing intellectually disabled people can be a challenge for the student nurses. Therefore, student nurses need to be able to deal with challenges of caring for intellectually disabled people.Objective: This article aims to explore and describe experiences of student nurses caring for intellectually disabled people in a public psychiatric institution.Design and method: A qualitative, exploratory, descriptive and contextual research design was used. Data were collected through individual in-depth phenomenological interviews, naïve sketches and field notes. Thematic analysis was utilised to analyse the collected data. Results were contextualised within the literature and measures to ensure trustworthiness were adhered to. Ethical principals were also applied throughout the research process.Results: Five themes emerged from the data. Student nurses experienced a profoundly unsettling impact on their whole being when caring for intellectually disabled people; they developed a sense of compassion and a new way of looking at life, and experienced a need for certain physical, mental and spiritual needs to be met.Conclusion: From the results, it is evident that student nurses were challenged in caring for intellectually disabled people. However, they developed a sense of awareness that intellectually disabled people have a need to be cared for like any other person.Keywords: experiences, student nurses, caring, intellectually disabled people, public psychiatric institution

  14. An Interview with Mara Sapon-Shevin: Implications for Students and Teachers of Labeling Students as Learning Disabled/Gifted.

    Science.gov (United States)

    Walther-Thomas, Chriss; Brownell, Mary

    1999-01-01

    This interview with Mara Sapon-Shevin discusses her interest in students with learning disabilities and giftedness, the negative effects of labeling students, what teachers can do to improve the social climate and peer acceptance in heterogeneous classrooms, and the need for teachers to teach all students as if they are gifted. (CR)

  15. False recall of critical lures in students with diagnosed learning disabilities.

    Science.gov (United States)

    Branch, David L; Hilgert, Larry D; Browne, Blaine L; Monetti, David M

    2007-06-01

    40 students (M age = 13.5 yr., SD = 1) from a rural south Georgia school system participated. 20 participants (11 boys, 9 girls) were receiving special education services for diagnosed learning disabilities, and 20 were general education students (10 boys, 10 girls). Students attempted to memorize a list of 15 words in 1 min., tried to recall the words, and then repeated the process for each of 10-word lists. As predicted, students with diagnosed learning disabilities recalled fewer words overall and fewer critical lures than did the general education students.

  16. Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities

    Science.gov (United States)

    Chen, Chin-Chih; Symons, Frank J.; Reynolds, Arthur J.

    2011-01-01

    This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted…

  17. Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

    Science.gov (United States)

    White, Jeffry L.; Massiha, G. H.

    2015-01-01

    As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated…

  18. The Heterodoxy of Student Voice: Challenges to Identity in the Sociology of Disability and Education

    Science.gov (United States)

    Peters, Susan J.

    2010-01-01

    This article explores the contributions of students' voices in order to highlight some issues that have been central to disability studies--issues of identities, and their correlations to power, temporality, inclusivity, and place among the most salient to contemporary theories in the sociology of disability and education. Building on previous…

  19. Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success

    Science.gov (United States)

    Williams, Donna Elizabeth

    2012-01-01

    Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This…

  20. The Heterodoxy of Student Voice: Challenges to Identity in the Sociology of Disability and Education

    Science.gov (United States)

    Peters, Susan J.

    2010-01-01

    This article explores the contributions of students' voices in order to highlight some issues that have been central to disability studies--issues of identities, and their correlations to power, temporality, inclusivity, and place among the most salient to contemporary theories in the sociology of disability and education. Building on previous…

  1. Deconstructing Barriers: Perceptions of Students Labeled with Learning Disabilities in Higher Education

    Science.gov (United States)

    Denhart, Hazel

    2008-01-01

    This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology.…

  2. Disability and Tertiary Education: Mature Age Students--Determination, Time and Energy.

    Science.gov (United States)

    Boreham, Kay

    1997-01-01

    Interviews with eight adult students with disabilities determined that their coping with school depended both on their ability to manage their disability and on support services that relieve stress. Their successful integration into the institutional mainstream requires empathy with their frustrations. (SK)

  3. Inclusive Education and Students with Intellectual Disabilities (IDs) in the State of Kuwait: Are We Ready?

    Science.gov (United States)

    Alshemari, Hawaa

    2016-01-01

    Policies regarding inclusion that have been adopted by Kuwait emphasize the rights of individuals with disabilities to be integrated into society and learn beside students without disabilities (Al-Kandari & Salih, 2008). Of particular concern in this study was the lack of research regarding the topic of inclusive education in the State of…

  4. Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

    Science.gov (United States)

    López-Torrijo, Manuel; Mengual-Andrés, Santiago

    2014-01-01

    This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the…

  5. An Assessment of Policies Guiding School Emergency Disaster Management for Students with Disabilities in Australia

    Science.gov (United States)

    Boon, Helen Joanna; Pagliano, Paul; Brown, Lawrence; Tsey, Komla

    2012-01-01

    Recent weather-related disasters (i.e., floods, fires) impacting Australia may potentially increase in frequency and severity as a result of predicted climate variability. The dearth of literature pertaining to school emergency response planning for vulnerable students with disabilities (including those with intellectual disabilities) when such…

  6. An Assessment of Policies Guiding School Emergency Disaster Management for Students with Disabilities in Australia

    Science.gov (United States)

    Boon, Helen Joanna; Pagliano, Paul; Brown, Lawrence; Tsey, Komla

    2012-01-01

    Recent weather-related disasters (i.e., floods, fires) impacting Australia may potentially increase in frequency and severity as a result of predicted climate variability. The dearth of literature pertaining to school emergency response planning for vulnerable students with disabilities (including those with intellectual disabilities) when such…

  7. Postsecondary Students with High Abilities and Reading Disabilities: Case Analyses and Commentary

    Science.gov (United States)

    Mather, Nancy; Gerner, Michael E.

    2008-01-01

    Exceptionally bright and capable students with learning disabilities, often referred to as being twice exceptional, may fail to meet learning disabilities criteria if a strict psychometric approach is taken. To make an accurate diagnosis, an evaluator must consider their special circumstances, unique abilities, educational histories, and…

  8. Social Network to Support Parents and Teachers of Students with Multiple Disabilities

    Science.gov (United States)

    Nunes, Clarisse; Miranda, Guilhermina Lobato; Amaral, Isabel

    2017-01-01

    This study aimed to analyze how the Social Software tools could respond to the needs of parents and teachers of students with multiple disabilities in improving their practices, as well as provide information and resources related to the topic of multiple disabilities. The study was implemented in Portugal and involved 45 participants: 25 special…

  9. Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes

    Science.gov (United States)

    Kupferman, Scott I.; Schultz, Jared C.

    2015-01-01

    We began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability service professionals to possess in order to provide beneficial services to students with psychiatric disabilities in postsecondary education. Using a three-round Delphi survey, two groups of experts identified 54 knowledge, skill,…

  10. Effects of Word Prediction on Writing Fluency for Students with Physical Disabilities

    Science.gov (United States)

    Mezei, Peter J.; Heller, Kathryn Wolff

    2012-01-01

    Many students with physical disabilities have difficulty with writing fluency due to motor limitations. One type of assistive technology that has been developed to improve writing speed and accuracy is word prediction software, although there is a paucity of research supporting its use for individuals with physical disabilities. This study used an…

  11. Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk among High School Students with Disabilities

    Science.gov (United States)

    Blake, Jamilia J.; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R.

    2016-01-01

    The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents' involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study-2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial…

  12. Educating Nursing Students with Disabilities: Replacing Essential Functions with Technical Standards for Program Entry Criteria

    Science.gov (United States)

    Matt, Susan B.; Maheady, Donna; Fleming, Susan E.

    2015-01-01

    Across the globe, students with disabilities have been increasing in prevalence in higher education settings. In the twenty-first century the struggle to include individuals with disabilities into nursing schools and workplaces continues in different parts of the world. Historically, entry criteria in nursing schools have been based on essential…

  13. Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities

    Science.gov (United States)

    O'Mea, Melanie L.

    2013-01-01

    Working with children who have multiple disabilities that include visual impairments can be especially challenging. Many disabling conditions manifest into behavioral difficulties that may take away from learning. Acting out may be a student's way of expressing a lack of healthy coping mechanisms in relation to his or her environment. Implementing…

  14. National Databases with Information on College Students with Disabilities. NCCSD Research Brief. Volume 1, Issue 1

    Science.gov (United States)

    Avellone, Lauren; Scott, Sally

    2017-01-01

    The purpose of this research brief was to identify and provide an overview of national databases containing information about college students with disabilities. Eleven instruments from federal and university-based sources were described. Databases reflect a variety of survey methods, respondents, definitions of disability, and research questions.…

  15. Barriers and Supports to Postsecondary Transition: Case Studies of African American Students with Disabilities

    Science.gov (United States)

    Banks, Joy

    2014-01-01

    Upon exiting high school, some African American students with disabilities experience difficulty accessing disability support services and appropriate accommodations. Many of these difficulties in access can be traced to high school transition planning as the source. To understand the underlying transitional barriers and sources of support, case…

  16. Effects of GO 4 IT . . . NOW! Strategy Instruction on Expository Writing Skills for Students with Disabilities

    Science.gov (United States)

    Konrad, Moira; Clark, Kelly A.; Test, David W.

    2017-01-01

    Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…

  17. Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success

    Science.gov (United States)

    Williams, Donna Elizabeth

    2012-01-01

    Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This…

  18. Managing an E-Mentoring Community to Support Students with Disabilities: A Case Study

    Science.gov (United States)

    Burgstahler, Sheryl; Crawford, Linda

    2007-01-01

    This article provides an introduction to mentor, near-peer, and peer support as they apply to promoting the academic and career success of young people with disabilities. The authors discuss specific benefits of mentoring and document access challenges encountered by students with disabilities. They present a case study of a successful…

  19. Factors Influencing Asian Indian Graduate Students' Attitudes toward People with Disabilities: A Conjoint Analysis

    Science.gov (United States)

    Parashar, Divya; Chan, Fong; Leierer, Stephen

    2008-01-01

    Asian Indians are one of the fastest-growing immigrant groups in the United States, yet little is known about their attitudes toward persons with disabilities and rehabilitation. The purpose of this study was to examine factors influencing Asian Indian students' attitudes toward people with disabilities, using a conjoint analysis design (N = 90).…

  20. Attitudes towards people with physical or intellectual disabilities: nursing students and non-nursing peers

    NARCIS (Netherlands)

    Klooster, ten Peter M.; Dannenberg, Jan-Willem; Taal, Erik; Burger, Gerard; Rasker, Johannes J.

    2009-01-01

    Aim: This paper is a report of a study of the attitudes of Dutch nursing students towards people with physical or intellectual disabilities. - Background: Attitudes of healthcare professionals are a major factor in the rehabilitation and self-acceptance of persons with disabilities. Consequently, i

  1. Disabled Students in the Performing Arts--Are We Setting Them up to Succeed?

    Science.gov (United States)

    Band, Susan Ann; Lindsay, Geoff; Neelands, Jonothan; Freakley, Vivien

    2011-01-01

    Professional training opportunities for students with physical and learning disabilities in the performing arts are conceived and developed in the context of government policy initiatives for inclusion and models of disability that aim to ensure that educational provision is of a kind which does not stigmatise individuals or devalue their…

  2. Recreation as a Related Service: Focusing on the Quality of Life of Students with Disabilities

    Science.gov (United States)

    Diodati, Melissa R.

    2017-01-01

    Leisure participation is influential on the quality of life of individuals. Individuals with disabilities can face barriers in leisure participation, impacting their quality of life. IDEA (2004) recognizes recreation as a related service as one way to enhance the leisure experiences for students with disabilities. The purpose of this embedded case…

  3. Assessment of students with disabilities in physical education: a quantitative research on students in upper secondary schools in Norway

    OpenAIRE

    Mong, Hanne Herigstad

    2014-01-01

    The purpose of this master thesis was to write a research article concerning assessment of students with a disability in physical education. Part I in this thesis is the supplementary theory and method being used, and part II is the research article. The main goal for this master thesis was to understand how students with a disability were assessed, and how they perceive the assessment process in physical education. It was also of interest to find out if there were differences ...

  4. A synthesis of mathematical and cognitive performances of students with mathematics learning disabilities.

    Science.gov (United States)

    Shin, Mikyung; Bryant, Diane Pedrotty

    2015-01-01

    The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. © Hammill Institute on Disabilities 2013.

  5. Disability and Career Services Provision for Students with Disabilities at Institutions of Higher Education in Japan: An Overview of Key Legislation, Policies, and Practices

    Science.gov (United States)

    Boeltzig-Brown, Heike

    2017-01-01

    In 2013, the Japanese government passed antidiscrimination legislation that, starting in April 2016, requires all national and public institutions of higher education (IHEs) to accommodate students with disabilities. The legislative mandate to ensure that higher education is accessible to students with disabilities, coupled with growth in the…

  6. Educational Accountability Tests, Social and Legal Inclusion Approaches to Discrimination for Students with Disability: A National Case Study from Australia

    Science.gov (United States)

    Cumming, J. Joy; Dickson, Elizabeth

    2013-01-01

    The UN Convention on the Rights of Persons with Disability promotes equal and full participation by children in education. Equity of educational access for all students, including students with disability, free from discrimination, is the first-stated national goal of Australian education. Australian federal disability discrimination law, the…

  7. The Effects of Identity and Psychological Empowerment on Accommodation Usage and Achievement for College Students with Disabilities

    Science.gov (United States)

    Lam, Yeana W.

    2015-01-01

    More than ever, students with disabilities are enrolling in higher education, yet despite their growth, they still underperform compared to their nondisabled peers in grades and graduation rates. The Americans with Disabilities Act grants students with disabilities access to special accommodations and services in postsecondary institutions, and…

  8. Effect of coping with stress training on the social adjustment of students with learning disability

    Directory of Open Access Journals (Sweden)

    Saifolah Khodadadi

    2017-06-01

    Full Text Available Learning disability includes wide range of educational problems which treating these problems need child's social, emotional and behavior treatment. As prevalence of learning disabilities among children and their difficulties, the purpose of this study was to investigate the effect of coping with stress training on social adjustment of students with learning disabilities. The statistical population consists of all boy student with learning disabilities in learning disabilities center, in which 34 students were selected by convenience sampling. The social adjustment questionnaire was used. The experimental group had coping strategies training in 9 sessions for 90 minutes every week. Covariance analysis was used to compare the scores. The results showed that there was significant difference in pretest and posttest of experimental group. The findings also indicated that coping strategies training increased social adjustment, affective and educational adjustments of experimental group in comparison of control group. Appropriate strategies can be used for dealing with stress in students with learning disabilities. Coping training can be used as supplemental program in schools and centers of learning disabilities to improve the adjustment problems of these students.

  9. The Effect of Using Laptops on the Spelling Skills of Students with Learning Disabilities

    Science.gov (United States)

    Eden, Sigal; Shamir, Adina; Fershtman, Maayan

    2011-01-01

    The current study examined the effect of using laptops on the spelling skills of students with learning disabilities (LD). It was conducted as part of the Israeli "Katom" (A Computer for Every Class, Student, and Teacher) Program. Participants included 93 Hebrew-speaking students with LD aged 13-16, who attend 10 special education classes in a…

  10. The Effects of Family College Savings on Postsecondary School Enrollment Rates of Students with Disabilities

    Science.gov (United States)

    Cheatham, Gregory A.; Elliott, William

    2013-01-01

    This is the first study to examine whether parents' college savings is positively associated with enrollment in postsecondary education of students in special education programs. In addition to examining postsecondary school enrollment among students with disabilities, we also examine whether students' and parents' college expectations act as a…

  11. The Effects of Family College Savings on Postsecondary School Enrollment Rates of Students with Disabilities

    Science.gov (United States)

    Cheatham, Gregory A.; Elliott, William

    2013-01-01

    This is the first study to examine whether parents' college savings is positively associated with enrollment in postsecondary education of students in special education programs. In addition to examining postsecondary school enrollment among students with disabilities, we also examine whether students' and parents' college expectations act as a…

  12. Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

    Science.gov (United States)

    Rubin, Daniel Ian

    2016-01-01

    The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

  13. Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

    Science.gov (United States)

    Rubin, Daniel Ian

    2016-01-01

    The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

  14. The Perspectives of Students with and without Disabilities on Inclusive Schools

    Science.gov (United States)

    Shogren, Karrie A.; Gross, Judith M. S.; Forber-Pratt, Anjali J.; Francis, Grace L.; Satter, Allyson L.; Blue-Banning, Martha; Hill, Cokethea

    2015-01-01

    The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities…

  15. Students with Disabilities in Higher Education: A Biographical-Narrative Approach to the Role of Lecturers

    Science.gov (United States)

    Moriña Díez, Anabel; Gavira, Rosario López; Molina, Víctor M.

    2015-01-01

    This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with…

  16. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  17. McDaniel Step Ahead: A Summer Transitional Program for First Year College Students with Disabilities

    Science.gov (United States)

    Lawson, Dana L.; Gould, Sarah A.; Conley, Melanie L.

    2016-01-01

    In recent years, there has been a significant increase in the number of students with disabilities seeking postsecondary education. The complexity of needs is also increasing, resulting in more students withdrawing from college or taking leaves of absence in their first year. In 2012, the Student Academic Support Services office (SASS) at McDaniel…

  18. The Effect of Using Laptops on the Spelling Skills of Students with Learning Disabilities

    Science.gov (United States)

    Eden, Sigal; Shamir, Adina; Fershtman, Maayan

    2011-01-01

    The current study examined the effect of using laptops on the spelling skills of students with learning disabilities (LD). It was conducted as part of the Israeli "Katom" (A Computer for Every Class, Student, and Teacher) Program. Participants included 93 Hebrew-speaking students with LD aged 13-16, who attend 10 special education…

  19. Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

    Science.gov (United States)

    Vinciguerra, Salvatore

    2016-01-01

    Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

  20. Using Word Prediction Software to Increase Typing Fluency with Students with Physical Disabilities

    Science.gov (United States)

    Tumlin, Jennifer; Heller, Kathryn Wolff

    2004-01-01

    The purpose of this study was to examine the use of word prediction software to increase typing speed and decrease spelling errors for students who have physical disabilities that affect hand use. Student perceptions regarding the effectiveness of word prediction was examined as well as their typing rates and spelling accuracy. Four students with…

  1. Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities

    Science.gov (United States)

    Lee, Suk-Hyang; Wehmeyer, Michael L.; Soukup, Jane H.; Palmer, Susan B.

    2010-01-01

    This study investigated whether curriculum modifications predicted student and teacher behaviors related to the general education curriculum and if there were differences in ecological, student, and teacher variables depending on the presence of such curriculum modifications. The study observed 45 high school students with disabilities during…

  2. Bullying and Students with Disabilities: A Systematic Literature Review of Intervention Studies

    Science.gov (United States)

    Houchins, David E.; Oakes, Wendy Peia; Johnson, Zachary G.

    2016-01-01

    Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this…

  3. Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses

    Science.gov (United States)

    Skinner, Michael E.; Smith, Allison T.

    2011-01-01

    The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions…

  4. Is There Evidence to Support the Use of Social Skills Interventions for Students with Emotional Disabilities?

    Science.gov (United States)

    Sullivan, Amanda L.; Sadeh, Shanna S.

    2014-01-01

    Scholars and practitioners advocate for the use of social skills interventions for students with emotional disabilities because significant social skills deficits are common among these students. Yet contemporary practices must be vetted for empirical evidence of their efficacy and effectiveness to ensure students are provided appropriate…

  5. Rating Performance Assessments of Students with Disabilities: A Study of Reliability and Bias

    Science.gov (United States)

    Mastergeorge, Ann M.; Martinez, Jose Felipe

    2010-01-01

    Inclusion of students with disabilities in district-wide and state assessments is mandated by federal regulations, and teachers sometimes play an important role in rating these students' work. In this study, trained teachers rated student proficiency in performance assessments in language arts and mathematics in third, fifth, and ninth grades. The…

  6. Use of Reading Pen Assistive Technology to Accommodate Post-Secondary Students with Reading Disabilities

    Science.gov (United States)

    Schmitt, Ara J.; McCallum, Elizabeth; Hennessey, Jenna; Lovelace, Temple; Hawkins, Renee O.

    2012-01-01

    Reading pens are a form of assistive technology that may be used to bypass weak word decoding and vocabulary skills of students with reading disabilities. Only two known studies have examined the effects of reading pens on the comprehension of school-aged students, and no known studies have been published regarding post-secondary students. The…

  7. Utilizing WAIS Scores to Determine Foreign Language Pathways and Learning Assistance for Students with Learning Disabilities

    Science.gov (United States)

    Trammell, Jack

    2016-01-01

    Foreign language (FL) requirements at postsecondary institutions remain a major hurdle for many students with learning disabilities (LD) as well as a significant portion of students without diagnosed LD. Many institutions have developed foreign language substitution (FLS) policies that allow students with LD to take alternate paths to meet the…

  8. Test-Taking Skills of High School Students with and without Learning Disabilities

    Science.gov (United States)

    Lewandowski, Lawrence J.; Berger, Cassie; Lovett, Benjamin J.; Gordon, Michael

    2016-01-01

    This study assessed the test-taking skills of 776 high school students, 35 of whom were diagnosed with learning disabilities (LD). Students completed a computerized battery of timed reading tests as well as scales that assess test anxiety and test-taking perceptions. Students with LD obtained lower scores than the nondisabled group on all of the…

  9. Schoolwork, Homework, Life's Work: The Experience of Students with and without Learning Disabilities.

    Science.gov (United States)

    Nicholls, John G.; And Others

    1994-01-01

    Interviews with 12 students each from grades 1 through 4 found students' attitudes could be placed in four categories differing on attitudes toward school learning, homework, and personal learning projects. More students with than without learning disabilities fell into the category which saw almost all learning as an imposition. (DB)

  10. Teaching Adolescent Students with Learning Disabilities to Self-Advocate for Accommodations

    Science.gov (United States)

    Prater, Mary Anne; Redman, Ashleigh Smith; Anderson, Darlene; Gibb, Gordon S.

    2014-01-01

    In the general education classroom students with learning disabilities (LD) often need academic accommodations to be successful. These accommodations are typically selected and implemented by their general education teachers, not by the students themselves. High school students with LD were taught to recognize when an accommodation was needed,…

  11. Difficulties Associated with the Coding and Categorization of Students with Emotional and Behavioural Disabilities in Alberta

    Science.gov (United States)

    Wishart, Diane; Jahnukainen, Markku

    2010-01-01

    In Canada, there is a recent trend toward non-categorization of services of students with emotional and behavioural disabilities (EBD). Yet in Alberta, the coding of students with EBD provides opportunities to diagnose students' learning difficulties but is hindered in this process, in large part, by being tied into special needs funding. Current…

  12. Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

    Science.gov (United States)

    Vinciguerra, Salvatore

    2016-01-01

    Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

  13. Students' Attitudes towards Peers with Disabilities: A Review of the Literature

    Science.gov (United States)

    de Boer, Anke; Pijl, Sip Jan; Minnaert, Alexander

    2012-01-01

    The trend towards inclusive education has led to an increase of studies focusing on peer attitudes. This review study presents an overview of studies describing attitudes of students, variables relating to students' attitudes, and the relationship between students' attitudes and the social participation of peers with disabilities. Based on a…

  14. Bullying and Students with Disabilities: A Systematic Literature Review of Intervention Studies

    Science.gov (United States)

    Houchins, David E.; Oakes, Wendy Peia; Johnson, Zachary G.

    2016-01-01

    Bullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this…

  15. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

  16. Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?

    Science.gov (United States)

    Dunn, Michael; Barrio, Brenda; Hsiao, Yun-Ju

    2016-01-01

    Students with developmental disabilities often struggle with life-readiness skills (e.g., literacy skills such as reading and writing, task completion, and communication), which also help prepare students for the workplace. Assistive technology tools offer these students a means to do better in these areas. In this action-research study, we…

  17. STUDY OF EPIDEMIOLOGICAL CORRELATES OF PHYSICAL DISABILITY AMONG STUDENTS OF AN EDUCATIONAL INSTITUE OF KANPUR

    Directory of Open Access Journals (Sweden)

    Sandeep Singh

    2010-06-01

    Full Text Available Objective: To study the epidemiological correlates of physical disability among students in an educational institute of Kanpur. Study Design: Cross-sectional study. Study Setting: Dr. Ambedkar Institute of technology for Handicapped, UP., Kanpur. Study Subjects : Physically disabled diploma students in the age group 15 years and above of Dr. Ambedkar Institute of Technology for Handicapped UP, Kanpur were taken as study subjects. Data was collected on pre-designed and pre-tested questionnaire. StatisticalAnalysis : Analysis was done using percentages. Results: Physically disabled students predominantly belonged to age-group of 18-20 years (47.62%, birth order third (28.10%, Hindu religion (95.24%, OBC Caste (47.14% and social class V (51.90%. Poliomyelitis was the most common probable cause of disability in majority of students (77. 14% and right lower limb was the most common site (36.67% affected.

  18. THE EFFECT OF RITATOON MEDIA USAGE TOWARD SCIENCE LEARNING OUTCOMES OF STUDENT WITH INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Denty Yanuarini

    2017-02-01

    Full Text Available Based on observations, there are problems in IPA learning outcomes of student with intellectual disability, which is still relatively low. It is caused by learning methods used are only as a mere lecture, self-employment, textual and less attractive media such as white board. The purposes were to describe: (1 science learning outcomes of grade VIII student with intellectual disability before using ritatoon media, (2 science learning outcomes of grade VIII student with intellectual disability after using ritatoon media, (3 the effect of ritatoon media usage toward science learning outcomes of grade VIII student with intellectual disability. This research used a single subject experimental design with Single Subject Research (SSR method. Results showed that the baseline-1 values obtained was 55% - 65%, the intervention phase values obtained was 80% - 95%, baseline-2 phase values obtained was 90% - 95%. The conclusion was the use of ritatoon media usage gives effect toward the science learning outcomes on natural event materials.

  19. Assessment practices for students with learning disabilities in Lebanese private schools: A national survey

    National Research Council Canada - National Science Library

    ElSaheli-Elhage, Rasha; Sawilowsky, Shlomo

    2016-01-01

    .... The aim of this study is to discover, describe, and compare the assessment practices of teachers and administrators working with students with learning disabilities in Lebanese private schools via...

  20. Advancing the inclusion of STEM students with disabilities through a residential internship programme.

    CERN Document Server

    Guinot, Genevieve; CERN. Geneva. HR Department

    2017-01-01

    The document proposes introducing earmarked positions for candidates with disability in CERN student programmes. The proposal was submitted to the European Physical Society by CERN’s Diversity Office and has received funding.

  1. High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

    Science.gov (United States)

    Steele, Marcee M.

    2010-01-01

    This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

  2. Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.

    Directory of Open Access Journals (Sweden)

    Sharmila Vaz

    Full Text Available Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

  3. Supporting Students with Disabilities Entering the Science, Technology, Engineering, and Mathematics Field Disciplines

    Science.gov (United States)

    Dishauzi, Karen M.

    Extensive research exists on female, African American, and Hispanic students pursuing Science, Technology, Engineering and Mathematics (STEM) field disciplines. However, little research evaluates students with disabilities and career decision-making relating to STEM field disciplines. This study explored the career decision-making experiences and self-efficacy for students with disabilities. The purpose of this research study was to document experiences and perceptions of students with disabilities who pursue, and may consider pursuing, careers in the STEM field disciplines by exploring the career decision-making self-efficacy of students with disabilities. This study documented the level of influence that the students with disabilities had or may not have had encountered from parents, friends, advisors, counselors, and instructors as they managed their decision-making choice relating to their academic major/career in the STEM or non-STEM field disciplines. A total of 85 respondents of approximately 340 students with disabilities at one Midwestern public university completed a quantitatively designed survey instrument. The Career Decision-Making Self-Efficacy Scale-Short Form by Betz and Hackett was the instrument used, and additional questions were included in the survey. Data analysis included descriptive statistics and analysis of variance. Based upon the results, college students with disabilities are not currently being influenced by individuals and groups of individuals to pursue the STEM field disciplines. This is a cohort of individuals who can be marketed to increase enrollment in STEM programs at academic institutions. This research further found that gender differences at the institution under study did not affect the career decision-making self-efficacy scores. The men did not score any higher in confidence in career decision-making than the women. Disability type did not significantly affect the relationship between the Career Decision-Making Self

  4. Do contacts make a difference? The effects of mainstreaming on student attitudes toward people with disabilities.

    Science.gov (United States)

    Wong, Donna Kam Pun

    2008-01-01

    This article examines the effects of mainstreaming on the attitudes of non-disabled students, in a secondary school, toward people with disabilities. Responses from 389 Form 1 and Form 2 students were analyzed. A 47-item Students' Attitudes toward People with a Disability Scale was used to measure student attitudes at the beginning and end of the school year. The effect of educational intervention and daily classroom contacts on student attitudes was examined. The competitive and achievement orientation of Hong Kong's educational environment poses formidable barriers to the adoption of effective inclusive practices in the classroom. The results of this study indicate that educational intervention outside the classroom has a small effect in changing students' attitudes.

  5. Disability-Aware Adaptive and Personalised Learning for Students with Multiple Disabilities

    Science.gov (United States)

    Nganji, Julius T.; Brayshaw, Mike

    2017-01-01

    Purpose: The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is…

  6. Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabilities.

    Science.gov (United States)

    Erickson, Karen A

    2017-05-17

    The purpose of this clinical focus article is to briefly describe comprehensive emergent and conventional literacy instruction for students with severe disabilities. Specific attention is given to interprofessional collaborative practice and the roles of team members in planning and delivering instruction. A rationale for the delivery of comprehensive instruction that balances skill and meaning emphases is provided with reference to new college and career readiness standards, the literature on literacy acquisition for students without disabilities, and, when possible, the literature on literacy acquisition for students with severe disabilities. Specific instructional approaches are presented to demonstrate how teams can actively engage students with severe disabilities in instruction that is collaborative, participatory, and interactive. Successful provision of comprehensive literacy instruction that allows students with severe disabilities to achieve conventional literacy takes time and the efforts of a collaborative interprofessional team. Speech-language pathologists play a critical role on these teams as they ensure that students with severe disabilities have the language and communication supports they need to be successful.

  7. Music Educators' Perceptions Regarding the Inclusion of Students with Severe Disabilities in Music Classrooms.

    Science.gov (United States)

    Darrow

    1999-01-01

    The purpose of the present study was to: (a) examine music educators' perceptions regarding the practice of full inclusion, (b) conduct a descriptive analysis of their perceptions, and (c) compare and contrast choral, instrumental, and general music educators' perceptions regarding the practice of inclusion. The data collection technique used in the study was personal interviewing. Participants were instrumental, choral, and general music educators (N = 35) in a midwestern school district that supports the practice of full inclusion. Written transcripts of the 35 interviews were coded and analyzed for recurring themes and patterns using content analysis. Music educators identified 13 critical issues related to the inclusion of students with disabilities. The need for collaboration or consultation with special educators, music therapists, or others knowledgeable about students with disabilities was identified as a critical issue by nearly all of the participants. Many participants also identified as critical issues: the need for more information about the students included in their music classroom, the amount of time required to successfully include students with disabilities, and the range of abilities often found in the inclusive classroom. Most music educators felt that inclusion has had a positive impact on students both with and without disabilities, though reservations were also expressed by some of the music educators. Subject responses were also analyzed for frequency of: disabilities mentioned, positive and negative statements made regarding inclusion, personal anecdotes, and references to music therapy. Suggestions are given for the role music therapists can play in facilitating the inclusion of students with disabilities.

  8. Creating a Model of Special Educational Settings for Disabled Students in Higher Education

    Directory of Open Access Journals (Sweden)

    Rubtsov V.V.

    2017-08-01

    Full Text Available The authors present their experience of designing a model of special educational settings for students with visual impairments enrolled in bachelor’s programmes in Mathematical Support and Administration of Information Systems and Applied Computer Science. The authors discuss requirements for career guidance, application for university admission, academic and psychological support in students with visual impairments and review the system of employment assistance for graduate students with disabilities. The outcomes of the research indicate that project-based learning, active involvement in research and participation in finding solutions to relevant practical tasks promotes high quality training in disabled students.

  9. Individualized transition support plans for students with intellectual disabilities : implications for involvement of the students and the parents

    OpenAIRE

    Mizutani, Yumi

    2003-01-01

    The present study conserned the student involvement in transition planning, and the partnership among students, their parents, and teachers in Japanese special high schools for students with intellectual disabilities. First, characteristics and problems in current practice of their involvement in individualized plans for instruction and career guidance at Japanese special high schools nationwide (N=220) were surveyed by the questionnaire. It was found that teachers for students with intellect...

  10. Working with the disabled patient: exploring student nurses views for curriculum development using a SWOT analysis.

    Science.gov (United States)

    Willis, Diane S; Thurston, Mhairi

    2015-02-01

    Increased longevity will mean an increase in people presenting with cognitive and physical disabilities, such as sight loss or dementia. The Patient Rights (Scotland) Act 2011 states that health care should be patient-focussed, taking into account patient needs. This will necessitate nursing curricula to reflect the needs of people who have disabilities and equip the future workforce with knowledge and skills to provide appropriate care. This study explores student nurses' strengths and weakness when working with people with disabilities and identifies opportunities and threats to developing their knowledge and skills to meet the needs of this population. As part of a study day, students from the year one Nursing programme were asked to take part in a SWOT analysis and post comments under the categories: strengths, weakness, opportunity and threats on a central wall about working with people with disabilities. Students acknowledged some of the challenges of being disabled especially in a health setting but also believed they were developing their skills to provide holistic care that ensured autonomy. Communication was viewed as both a strength and weakness and was identified as an essential skill to working effectively with people who had a disability. Students acknowledged that clinical staff were not always experts in working with people who were disabled and welcomed the opportunity to work with experts and clients as well as being directed to resources to increase their knowledge. Integration of disability into the nursing curriculum is needed to ensure students have awareness of and the confidence to work effectively with people who have a range of cognitive and physical disabilities alongside other medical problems. Copyright © 2014 Elsevier Ltd. All rights reserved.

  11. Perceptions of Aging and Disability among College Students in Japan

    Science.gov (United States)

    Warren, Nicholas J.; Kamimura, Akiko; Trinh, Ha Ngoc; Stephens, Emily; Omi, Keita; Kanaoka, Ana; Ishikawa, Ai; Yamanaka, Katsuo

    2015-01-01

    Japan launched the Long-term Care Insurance program in 2000, and ratified the United Nations' Convention on the Rights of Persons with Disabilities in 2014. Japan has been taking significant steps to support their elderly population and individuals with disabilities. However, information is lacking on the understanding and opinions of either of…

  12. Accommodating Students with Disabilities in Soil Science Activities

    Science.gov (United States)

    Langley-Turnbaugh, S. J.; Murphy, Kate; Levin, E.

    2004-01-01

    Soil science education is lacking in terms of accommodations for persons with disabilities. Individuals with disabilities are often excluded from soil science activities in school, and from soil science careers. GLOBE (Global Learning Observations to Benefit the Environment) is a worldwide, hands-on primary and secondary school-based education and…

  13. Attitudes toward Students with Disabilities at Notre Dame University, Lebanon

    Science.gov (United States)

    Van Loan, Amira

    2013-01-01

    Disability issues in Lebanon are not being addressed on a national scale. Among the myriad of underrepresented groups, individuals with disabilities in Lebanon continue to be marginalized in education, employment, health care, politics, and all aspects of society. The focus of this project investigation was to identify the attitudes of faculty…

  14. Negotiated meanings of disability simulations in an adapted physical activity course: learning from student reflections.

    Science.gov (United States)

    Leo, Jennifer; Goodwin, Donna

    2014-04-01

    Disability simulations have been used as a pedagogical tool to simulate the functional and cultural experiences of disability. Despite their widespread application, disagreement about their ethical use, value, and efficacy persists. The purpose of this study was to understand how postsecondary kinesiology students experienced participation in disability simulations. An interpretative phenomenological approach guided the study's collection of journal entries and clarifying one-on-one interviews with four female undergraduate students enrolled in a required adapted physical activity course. The data were analyzed thematically and interpreted using the conceptual framework of situated learning. Three themes transpired: unnerving visibility, negotiating environments differently, and tomorrow I'll be fine. The students described emotional responses to the use of wheelchairs as disability artifacts, developed awareness of environmental barriers to culturally and socially normative activities, and moderated their discomfort with the knowledge they could end the simulation at any time.

  15. Social interactions of students with disabilities who use augmentative and alternative communication in inclusive classrooms.

    Science.gov (United States)

    Chung, Yun-Ching; Carter, Erik W; Sisco, Lynn G

    2012-09-01

    The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.

  16. Identifying Interventions for Improving Letter Formation: A Brief Experimental Analysis of Students with Intellectual Disabilities

    Directory of Open Access Journals (Sweden)

    E. Rüya ÖZMEN

    2016-09-01

    Full Text Available As a group, students with intellectual disabilities display difficulties in a wide range of academic skills, including the acquisition of basic academic skills such as literacy. Early writing and reading skills must be supported to prepare students with intellectual disabilities to learn to read and write. The goal of this study was to replicate and extend the current research on Brief Experimental Analysis with letter formation. Three students with intellectual disabilities participated in the study. A brief multi-element design was used to test effectiveness of four interventions on letter formation. These interventions included goal setting plus contingent reinforcement, graphical feedback, error correction and modeling. For one student, modeling was effective; for the two remaining students, goal setting plus contingent reinforcement was effective. The results of this study extend the BEA literature by investigating the effects of interventions for improving letter formation in students with intellectual disabilities. The study findings suggest that using BEA to assess the relative contribution of each intervention can identify the most effective interventions for improving letter formation in students with intellectual disabilities.

  17. The effect of social and token economy reinforcements on academic achievement of students with intellectual disabilities.

    Science.gov (United States)

    Mirzamani, S Mahmood; Ashoori, Mohammad; Sereshki, Narges Adib

    2011-01-01

    This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects.

  18. Exploring assistive technology and post-school outcomes for students with severe disabilities.

    Science.gov (United States)

    Bouck, Emily C; Flanagan, Sara M

    2016-11-01

    This study sought to understand the extent to which students with severe disabilities receive assistive technology in school and out-of-school, and the relationship between receipt of assistive technology in school and post-school outcomes for these students. This study was a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) from the USA. To analyze the data in this correlational study, researchers conducted frequency distributions, Chi Square Tests of Associations, significance tests and logistic regressions. The main results suggest (a) receipt of assistive technology in school varied greatly by disability identification; (b) receipt of assistive technology post-school also varied by disability identification, but receipt was generally lower; and (c) few statistically significant post-school outcome differences existed between students who received assistive technology and those who did not. An under-utilization of assistive technology exists in practice in the USA for students with severe disabilities. Implications for Rehabilitation An under-utilization of assistive technology for secondary students and adults with severe disabilities likely exists. A need exists for improved collaboration between professionals in rehabilitation and professionals in schools to ensure continuation of needed services or aids, such as assistive technology. Additional research is needed to better understand the adult life (or post-school) outcomes of individuals with severe disabilities, factors from PK-12 schooling or post-school services that positively and negative impact those outcomes.

  19. Note-taking skills of middle school students with and without learning disabilities.

    Science.gov (United States)

    Boyle, Joseph R

    2010-01-01

    For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been reported on the problems that school-age students with LD encounter when recording notes during science lectures. Using a sample size of 90 middle school students, the performance of students with LD was compared to students with no learning disabilities (NLD). Results found that students with LD performed significantly worse than students with NLD in terms of the type and amount of notes recorded and test performance.

  20. Partnering to Move Students into College and Community-Oriented Careers: The Administration of Justice Department at East Los Angeles College

    Science.gov (United States)

    Kisker, Carrie B.; Hauser, Patrick

    2007-01-01

    Community colleges' partnerships with other organizations give students opportunities to gain a realistic understanding of what will be expected of them upon graduation, and they help create a seamless path from college to career. This chapter describes how the Administration of Justice (AJ) Department at East Los Angeles College has partnered…

  1. BSW and MSW Students' Opinions about and Responses to the Death of Freddie Gray and the Ensuing Riots: Implications for the Social Justice Emphasis in Social Work Education

    Science.gov (United States)

    Knight, Carolyn

    2017-01-01

    In April 2015, a Black man, Freddie Gray, died in police custody in Baltimore, Maryland. A day of rioting followed. These events provided the researcher with the opportunity to ascertain social work students' opinions about and actions in response to these occurrences and their implications for the social justice mission of the social work…

  2. BSW and MSW Students' Opinions about and Responses to the Death of Freddie Gray and the Ensuing Riots: Implications for the Social Justice Emphasis in Social Work Education

    Science.gov (United States)

    Knight, Carolyn

    2017-01-01

    In April 2015, a Black man, Freddie Gray, died in police custody in Baltimore, Maryland. A day of rioting followed. These events provided the researcher with the opportunity to ascertain social work students' opinions about and actions in response to these occurrences and their implications for the social justice mission of the social work…

  3. Teaching College Students Communication Strategies for Effective Social Justice Advocacy. Black Studies and Critical Thinking. Volume 23

    Science.gov (United States)

    Nash, Robert J., Ed.; Johnson, Richard Greggory, III, Ed.; Murray, Michele C., Ed.

    2012-01-01

    The book deals concretely with the most effective ways for educators to be social justice advocates, with questions about what it means to be a social justice advocate, and with the best communication strategies to advocate for a particular social justice view that might start and sustain an open dialogue. The book presents a number of practical…

  4. Analysis on the Current Situation of College Students' Social Justice View%当代大学生社会公正观现状探析

    Institute of Scientific and Technical Information of China (English)

    江晖

    2015-01-01

    Conception of social justice is not only a basic idea,but also a kind of value judgment. Based on the research back-ground of college students' view of the society justice clearly,and also based on the definition of social justice perspective and the theory of conceptual category problem,using the questionnaire survey supplemented by interviewers who conducted a random sampling survey on anonymous reading students of four universities in Fujian province,the basic situation of the social justice view was understood from the aspects of fair cognitive,fair justice and fair behavior. The thinking of the cultivating college students' rational social justice concept is given.%社会公正观既是一种基本理念,又是一种价值判断。在明确大学生社会公正观研究背景的基础上,基于对社会公正观概念范畴和问题视域的理论界定,采用问卷调查辅以访谈的方式,对福建省四所高校在读大学生进行随机匿名抽样调查,从公正认知、公正原则、公正行为三方面探析其社会公正观的基本状况,并对大学生理性社会公正观的培育提出思考。

  5. Optimization of physical education and sports of students with disabilities throughout the entire period of study at the university

    Directory of Open Access Journals (Sweden)

    Adyrkhaev S.G.

    2013-12-01

    Full Text Available Considered personal and proactive approach to physical education students with different nosologies and ensure close connection processes of personal training and physical development. In the experiment involved 644 students, with 2 and 3 of disability. The level of physical performance determined using the indexes. Identified organizational and methodological priorities of physical education and sports of students. Using the model of physical education allows full integration into the student environment. Students feel more comfortable. Students changing attitude toward themselves, manifested in the appropriate perception, finding camouflage disabilities struggle with her self-presentation. The effectiveness of didactic technology of physical education of students with disabilities in the pedagogical process.

  6. A Comparative Analysis of Language, Suspension, and Academic Performance of Students with Emotional Disturbance and Students with Learning Disabilities

    Science.gov (United States)

    Goran, Lisa G.; Gage, Nicholas A.

    2011-01-01

    This study focused on the relationship among language, behavior, cognitive ability, and academic performance constructs for school-aged students identified with educational disabilities. The authors provide a review of research findings in regard to the language and academic deficits of students with emotional disturbance (ED) and specific…

  7. Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students with Intellectual and Developmental Disabilities

    Science.gov (United States)

    Lee, Suk-Hyang; Soukup, Jane H.; Little, Todd D.; Wehmeyer, Michael L.

    2009-01-01

    The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both…

  8. Functional Literacy for Students with Visual Impairments and Significant Cognitive Disabilities: The Perspective of Teachers of Students with Visual Impairments

    Science.gov (United States)

    Zebehazy, Kim T.

    2014-01-01

    This study reports opinions and practices of teachers of students with visual impairments (TSVIs) in 34 states regarding functional literacy for students with visual impairments (VIs) and significant cognitive disabilities (SCDs). The survey asked TSVIs to select a definition of functional literacy, indicate agreement with a series of literacy…

  9. Modelling the Influence of Teacher Characteristics on Student Achievement for Canadian Students with and without Learning Disabilities

    Science.gov (United States)

    Whitley, Jessica

    2010-01-01

    The present study explored the relationships between teacher characteristics and the academic achievement of students with and without Learning Disabilities (LD) in a path model. Teacher-related variables included teacher self-efficacy, expectations of students' educational attainment, level of education and years of experience. Data were drawn…

  10. Brief Report: Learning via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability

    Science.gov (United States)

    Yakubova, Gulnoza; Taber-Doughty, Teresa

    2013-01-01

    The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe…

  11. Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students.

    Science.gov (United States)

    Silverman, Arielle M; Pitonyak, Jennifer S; Nelson, Ian K; Matsuda, Patricia N; Kartin, Deborah; Molton, Ivan R

    2017-02-25

    To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments. Masters of Occupational Therapy students (n = 14) and Doctor of Physical Therapy students (n = 18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia. Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates. Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients. Implication of Rehabilitation It is important for rehabilitation students to learn how people live well with disabilities. Impairment simulations can improve students' assessments of quality of life with disabilities. To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.

  12. Augmented Reality as a Navigation Tool to Employment Opportunities for Postsecondary Education Students with Intellectual Disabilities and Autism

    Science.gov (United States)

    McMahon, Don; Cihak, David F.; Wright, Rachel

    2015-01-01

    The purpose of this study was to examine the effects of location-based augmented reality navigation compared to Google Maps and paper maps as navigation aids for students with disabilities. The participants in this single subject study were three college students with intellectual disability and one college student with autism spectrum disorder.…

  13. Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

    Science.gov (United States)

    Miller, Bridget; Doughty, Teresa; Krockover, Gerald

    2015-01-01

    This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general…

  14. Administrative Challenge or Ethical Dilemma? Responding Justly when a Student with a Disability Engages in a Violent or Disruptive Act

    Science.gov (United States)

    Faircloth, Susan C.; Ritter, Suzanne T.; Wilson, Felicia R.

    2007-01-01

    This case study involves an 8-year-old American Indian student with a disability, who was videotaped assaulting another student as they exited the school bus. Although acts of school violence are common on campuses across the nation, this incident is particularly complex, given the disability status of the student committing this act. This case…

  15. Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

    Science.gov (United States)

    Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

    2013-01-01

    As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

  16. Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities

    Science.gov (United States)

    Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.

    2016-01-01

    This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12…

  17. The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities

    Science.gov (United States)

    Wexler, Jade; Vaughn, Sharon; Roberts, Greg; Denton, Carolyn A.

    2010-01-01

    This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9-12. Students were paired within…

  18. Bare Bones: An Introduction to Physical Anthropology. Alternative Techniques for Teaching Physical Anthropology to Learning Disabled Students in the University.

    Science.gov (United States)

    Sands, Catherine J. MacMillan

    The booklet describes approaches to teaching learning disabled students introductory physical anthropology, as related by a professor involved in the Higher Education for Learning Disabled Students (HELDS) program. The author suggests ways to identify LD students through observation of short attention span, restlessness, and marked discrepancies…

  19. Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

    Science.gov (United States)

    Miller, Bridget; Doughty, Teresa; Krockover, Gerald

    2015-01-01

    This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general…

  20. THE EFFECT OF TRAIN NUMBER GAME TOWARD THE SUMMATION ARITHMATIC ABILITY FOR STUDENT WITH INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Anita Rachmawati

    2017-02-01

    Full Text Available The purpose of this research was to describe the effect of train number game toward the summation arithmetic ability for student with intellectual disability of the second grade in SDLB Eka Mandiri Kota Batu. Data collecting from students was tests and observation. Data analysis in this study used descriptive statistics analysis of visual graphs on analysis in and intercondition. The results indicated that the train number game contributing in both increasing and effecting of 1-10 summation arithmetic ability for student with intellectual disability.