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The Effect of Vision on Lower Quarter Balance During Y-Balance Test Testing in College Students
No full textIn order to maintain balance and stability, the body relies on the integration of information from the visual, vestibular, and proprioceptive systems. If an individual has an impairment or weakness in one or more systems, their ability to maintain balance may be impaired. Both postural stability and vision contribute to one’s ability to maintain balance in functions of everyday life. The Y-Balance Test (YBT) is a dynamic balance assessment. This study focuses on the visual system and its relation to postural balance, specifically if altered visual states affect one’s ability to maintain balance during a YBT via the use of drunk goggles and blindfolds. The applications of this study hope to provide more information about misperceptions on balance as it’s one of the leading risks of injury in the older population. Through the results of the study, the investigators can draw the conclusion that there is significance in the post medial reach direction with altered vision. These results support the hypothesis that altered visual states have a greater impact on LQ balance than complete blindness compared to uninhibited vision
Effective Programming and Instruction for Students With Social and Behavioral Needs
No full textProviding special education services to students with Emotional Behavioral Disorders (EBD) can be especially complex. EBD students often display academic deficits which are compounded by difficult behaviors and result in many students lagging 1-2 grade levels behind their peers. If not addressed adequately, the combined skill and behavioral challenges continue into adulthood and lead to troubling outcomes such as higher rates of unemployment, dysfunctional relationships, and negative encounters with the legal system. Early and consistent effective intervention is critical to benefit EBD students across academic and social-emotional domains to facilitate as much appropriate inclusion as possible. This review examines: the qualities of effective interventions; potential peer impact; the complexity of co-morbidity; and the atmosphere for teachers and the influence of administration and legislation
Special Education Options, Resources, and Services in Nonpublic Schools
No full textThis thesis explores the concept of special education within private schools, as well as reviews the Individuals with Disabilities Education Act (IDEA) and its implications for educational choice. While IDEA mandates public schools to deliver these services, private school options and educational choice programs have introduced new dynamics, especially post-COVID-19 pandemic, which initiated a significant shift in school enrollment patterns. The review considers state-level school choice legislation aimed at expanding educational options and their impact on special education. The thesis further investigates the practical implications of these policies through a comparative analysis of the rights and services available to publicly placed students under IDEA versus those participating in educational choice programs. This comparison underscores the trade-offs families must consider when opting for private education. Finally, the study proposes a model for integrating special education services within a classical private Christian school setting. By incorporating interviews and case studies from existing private institutions, it outlines strategies for providing early intervention, individualized support, and providing a sense of belonging for all students. The proposed model emphasizes the importance of collaboration between schools and parents, faith integration, and maintaining high standards while accommodating individual learning needs. This review seeks to contribute to the ongoing dialogue on special education in nonpublic schools, offering insights and practical recommendations for educators, policymakers, and families navigating this shifting educational landscape
The Effect of Phonemic Awareness Intervention on Reading Acquisition for Readers at Risk
No full textReading is a fundamental skill, which does not develop naturally, but rather requires careful and explicit instruction. Phonemic awareness has been identified as the most critical pre-reading skill for primary students (National Reading Panel, 2000). This literature review investigated how instruction and intervention in phonemic awareness is implemented for readers, what effect that intervention has, and why a research-to-practice gap exists despite research supporting its critical role in developing early reading skills. A total of 26 studies were reviewed with that focus in mind. The research showed that developing phonemic awareness both helped students gain decoding skills, learn to read, and mitigated later reading difficulties (Carson et al., 2019; Goldstein et al., 2017; Gonzalez-Valenzuela & Martin-Ruiz, 2020; Kjeldsen et al., 2019; Partenan & Siegel, 2014). Findings also demonstrated that struggling readers, including special education students, benefitted from small group interventions in phonemic awareness and that better reading outcomes were associated with intensive action taking place during preschool, kindergarten, and first grade (Alajlan, 2021; Allor et al., 2014: Carson et al, 2019; Denton et al., 2013; Kaminski & Powell-Smith, 2017; Lovett et al., 2017; Washburn et al., 2023). While not explicitly stated, research also suggested that providing educators with explicit instructional materials, training, and ongoing coaching rather than adhering to the business as usual approach positively affected reading growth (Allor et al., 2014; Bratsch-Hines et al., 2020; Carson et al., 2019; Denton et al., 2013; Fien et al., 2015; Goldstein et al., 2017; Gonzalez-Valenzuela & Martin-Ruiz, 2020; Hagan-Burke et al., 2013; Pindiprolu & Marks, 2020; Solari et al., 2018; Vernon-Feagans et al., 2018). Phonemic awareness is a critical component of reading instruction at the early elementary level for all readers and especially for those who struggle
The Neuroscience of Reading and Implications for Early Reading Instruction
No full textThe following literature review investigates current research focused on the neural networks involved in reading and the implications of the research on early literacy education and instruction. The neural network is located in the left hemisphere of the brain and consists of two distinct pathways utilized during word reading, a decoding pathway and a sight-recognition pathway. As a reader learns to read they primarily utilize the decoding pathway and as their proficiency increases the more efficient sight-recognition pathway is used more frequently. It is clear from the research that the most effective way to move students toward the use of the sight recognition pathway is to teach the direct spelling of sound mappings through direct phonics instruction. Children who receive early literacy instruction consisting of explicit and systematic phonics instruction read better than children who do not receive it. In addition, this thesis investigates some barriers that prevent information from hard science fields such as neuroscience from being incorporated into the educational establishment and pedagogical practices
The Experiences of Hmong American Parents and Guardians Who Navigate the U.S. Public School System Through Hmong American Charter Schools
No full textThis study examined the experiences of Hmong American parents who navigate the U.S. public school system through Hmong American charter schools. The purpose of this study was to determine the successes and challenges, as defined and described by Hmong American parents, in the hope of creating a positive and effective educational experience for Hmong families. A qualitative, phenomenological research design was selected to gather the narrative and provide a comprehensive understanding of the parents’ experiences. Through purposive sampling and snowball sampling, 10 Hmong American parents were interviewed for this study. Through the process of verification and credibility and analytical coding, the researcher identified 12 themes. The themes that emerged for success were Welcoming and Inclusive School Culture, Immersion of the Hmong Language and Culture into the Curriculum and School Environment, and Family Outreach Through Various Engagement Methods and Community Resources. The themes that emerged for challenges were Miscommunication, Lack of Extracurricular Opportunities, Low Academic Performance, Lack of Diversity Hindering Hmong American Students, and Retention of Staff and Inexperienced or Uncredentialed Staff. The themes that emerged from the enrollment decision-making process were A Well-Rounded Student and Learning and Preserving the Hmong Language and Culture While Being in Community with Other Hmong Students and Staff. The themes that emerged from the improvement to the current educational system were Culturally Relevant Pedagogy and Additional Staff and Resources to Support Students and Parents. In order to meet the educational needs of Hmong Americans, charter and traditional public schools must understand the successes and challenges experienced by Hmong American parents as they navigated the American educational system
Is Great Art Ahead of Its Time?
No full textIn this article, Daniel Ritchie examines the frequent observation that an author is ahead of his or her time, and criticizes its chronocentric bias: it diminishes our engagement with the past, distorts the past, vitiates education, and treats human beings as mere processes rather than as persons. Through an extended reading of Sense and Sensibility and short treatments of Coriolanus, King Lear, and I Henry IV, he models an approach of receiving literature by entering into the author\u27s created world
Commentary on Punctuation and Textual Structure
No full textJuan Hernández Jr.’s The Studies on Punctuation and Textual Structure is an English translation of the 153-page German Kommentar zu Interpunktion und Textstruktur by Martin Karrer. The volume represents a new genre—a brand new commentary (and database) on the origins and development of the structuring and punctuation in Revelation\u27s Greek manuscript tradition from the third century up to the year 1,000 CE. As such, the work not only offers a wealth of data relevant to how the work was read throughout the first millennium, but also offers suggestions for changes in the structuring and punctuation of the Greek text of Revelation
Alive and Living, the Great Adventure!
No full textAn overview of the creation and implementation of Alive and Living, KGWO LLC - whose mission is to provide an abundance of margin for today\u27s leaders & students.https://spark.bethel.edu/primetime-presentations/1008/thumbnail.jp