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Students with disabilities and readiness to successfully complete activities of daily living skills: the effects of direct instruction and peer modeling
No full textDo direct instruction and peer modeling in the area of independent living skills increase a student with disabilities\u27 readiness for self-sufficient life upon completion of high school? How to treat and educate individuals with disabilities has been a heated debate throughout every era of our special education history. The United States has gone from the extreme of institutionalizing individuals with disabilities on one end of the spectrum to full inclusion in a regular education setting on the other end of the spectrum, with every other combination of the two falling in between these two polar opposites. This debate has continued through modem times and right through to today. Currently a divide exists in special education, which splits the opinion on to two sides. One side will note that individuals with disabilities should be integrated and mainstreamed in to the regular education classroom. Others believe that students with special education needs should be instructed in the areas of independent and functional living skills, which will prepare them for a self-sufficient life after high school. As a present day special educator, this debate has landed on my doorstep, constantly creating doubt and speculation as to which approach is more beneficial for the students themselves. Purpose of the Study Almost every special education teacher today has come across an individual with special education needs who is unable to perform daily living skills such as cleaning, cooking, paying bills, and the like. How to instruct these individuals in these deficit areas is the problem that needs to be addressed. The purpose of this study was to identify the effects, whether positive or negative, of direct instruction and peer modeling in the area of functional and independent living skills on students with special education needs
Effects of phoneme-grapheme mapping and personal writing by sound on the reading achievement of a secondary student with a phonological memory reading disability
No full textThis project attempted to determine the effects of phoneme-grapheme mapping and personal spelling by sound on reading and writing achievement of a Secondary student at the Cardinal Stritch University Literacy Center. He has a phonological memory reading disability (11 SS,3 percentile), according to the Comprehensive Test of Phonological Processing. This means he is unable to code phonological information (sound structures in language) into short term memory, thus limiting his ability to decode new words. (Wagner, Torgeson, Rashotte, 1999). Intervention emphasized two strategies specifically addressing phonological memory capacity: a). Phoneme-Grapheme Mapping (Grace, 2005): links speech sounds to alphabetic symbols through isolation, manipulation, segmentation, and blending, b). Anderson Spelling by Sound (Anderson personal correspondence): phonetically regular words are repeated slowly, sound by sound, and written using sound-symbol correspondence
Effects of repeated reading and decoding strategies on fluency for a student with a cognitive disability
No full textThis case study considers the impact of using repeated reading and decoding strategies on the fluency level of a student with a cognitive disability. The case study is a one-on-intervention between the investigator and participant. Strategies, such as listening-while-reading, repeated reading, readers\u27 theater, and segmentation activities, are implemented with the participant. Progress is measured by considering the participant\u27s oral fluency rate, word identification skills, and ability to identify unknown words. Limited progress is found due to the length of the intervention and severity of the student\u27s needs. Further research on effective strategies to be implemented with a student with a cognitive disability is necessary to determine the most practical methods of improving a student\u27s fluency
Effects of daily journaling and invented spelling instruction with scaffolds on the development of emergent writers
No full textThis study investigated the effects of daily journaling and invented spelling instruction with scaffolds on the development of emergent writers. A sample of four 4-year-old Kindergarten students was obtained from a school in southern Wisconsin. Each session, students listened to the researcher model writing processes that students would later attempt for themselves. Then, students practiced writing while the researcher and para-educator circulated to provide scaffolds to individual learners. Finally, students had a chance to share their work. Developmentally appropriate practices, best instructional practices, and individual learner needs were considered. Students were assessed on two measures: a Writing Rubric and the Conventions of Writing Developmental Scale. Overall, students improved or stayed the same on the Writing Rubric. All students improved on the Conventions of Writing Developmental Scale. These findings support the use of daily journaling and invented spelling instruction with scaffolds to improve the development of emergent writers
The Troubadour, Issue 135 (April 8, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1134/thumbnail.jp
The Troubadour, Issue 143 (June 17, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1142/thumbnail.jp
Diet and Psychological Health: An Issue not to be Overlooked in Psychological Treatment
No full textWhile research has shown a relationship exists between diet and psychological well being, literature reviews reveal no studies that solely investigate mental and physical health care practitioner’s practices regarding assessment of diet over the course of treatment. The most relevant study to this research (Burks & Keeley, 1989) looked at exercise and diet therapy and the assessment of both over the course of psychotherapy. This research, however, surveyed a limited number of psychotherapists and failed to address how mental health providers as a whole or other health care workers assess diet during the course of treatment
Web based math practice for students with disabilities
No full textThe purpose of this research study was to determine if there would be a positive impact on test scores when students with disabilities practice math skills using a computer program that provided immediate feedback. While developing teaching strategies to meet the needs of all students is important, this research focused on the needs of students identified as having a disability and receiving special education services. Strategies that will help close the achievement gap between students with disabilities and their general education peers is a primary interest of the researcher. It is imperative that strategies that will help students understand and retain mathematics skills and knowledge be identified and implemented for student achievement to improve. It is just as important that ineffective strategies be identified and discarded so that student learning time is spent implementing strategies that are most valuable in increasing student learning. The focus of this study was to gather evidence to determine if the use of a computer program may be an effective strategy in developing and retaining mathematical knowledge and skills for students with disabilities. Web Based Math Practice for Students With Disabilities 8 The program selected for this study was IXL (Quia Corporation, 2010), a web based program that provides students with practice problems for specific math skills. It was selected for several reasons. First, the program provides immediate feedback for the student. Second, the program does not include games which other research has indicated distract the student from focusing on the mathematics. Third, the structure of the program allows for students to work at their current instructional level. Lastly, the program allows the teacher to see how much time students spend actually working on practice problems, the number of problems each student completes, the content the student has practiced, and the percentage of practiced problems the student got correct
The Troubadour, Issue 145 (July 8, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1144/thumbnail.jp
Perceived advantages and disadvantages of inclusion versus self-contained classes for students with moderate to severe cognitive disabilities
No full textSchools that support self-contained classes for students with moderate to severe cognitive disabilities and schools that support inclusive classroom settings continue to assert that their classroom settings are more beneficial. The purpose of this study was to determine which learning environment: self-contained or inclusive, was perceived to allow students with moderate to severe cognitive disabilities to achieve the most success. The research examined which classroom setting was perceived to be more beneficial to former high school students with moderate to severe cognitive disabilities based on student and parental surveys. Participants included two former students; one who experienced inclusive classes and one who experienced a self-contained class, their parents and one additional parent