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Targeting Post-Secondary Readiness Skills in Students With Disabilities for Successful Transition to Adult Living
Get PDFThis study reviews the literature pertaining to post-school outcomes for students with disabilities in light of the IDEA mandate. It includes research into which skills students need, which are most lacking, and how to transfer these skills to students while they remain in the confines of the high school environment. Multiple studies have demonstrated that in spite of the IDEA mandate and despite attempts to address disparities, students with disabilities continue to lag behind their neurotypical peers across all areas of transition which includes those outcomes related to post-secondary education, employment and independent living. The studies reviewed further indicate that many special education teachers are leaving the field due to stress and the overwhelming nature of their many and varied responsibilities. For this reason, it is important to determine appropriate means of addressing transition skills deficits in students with disabilities while also doing so in a way that does not further burden special education teachers, but rather equips them to meet the needs of students by working smarter. Multiple studies are reviewed addressing post-secondary readiness skills, many of which have made clear that students across all disability categories are lacking in self-determination skills which are critical to post-school success regardless of post-secondary aspirations. The Self-Determined Learning Model of Instruction (SDLMI) is an evidence based practice designed, not as a curriculum, but as a means to help teachers transfer the development of key self-determination skills in students through a three phase, student directed, process: setting a goal; developing a plan; reflecting on progress and re-evaluating the goal and plan based on lessons learned
Analyzing the Social Benefits of Inclusion for Students in Special Education
Get PDFInclusive education has been on the rise in recent years. Now more than ever, students with and without disabilities are in the same classroom, learning together, and creating positive relationships with each other. Inclusive education has not always been this prevalent, and there are still barriers that make it challenging for students with and without disabilities to experience inclusivity. When the barriers to inclusive education can be overcome, teachers have a big responsibility to ensure students are getting the best experience in the inclusive classroom. With the proper training and support, teachers are able to provide students with what they need to be successful, and this will help the students transition into adulthood. The literature review sought to analyze the social benefits of inclusion for students in special education. The research found was promising, but future implications could look further into the experience of the student’s transition to adulthood and what the students thought was beneficial in the inclusive classroom
Rural Maternal Care Crisis & Strained Workforce: An Integrative Review Revealing Factors in the Rural Maternal Care Crisis
Get PDFIntroduction: The United States is comprised of 75% rural areas and settings (American College of Obstetricians and Gynecologists (2014). Nearly five million women in the US do not have access to maternity care in the county in which they reside (Uribe-Leitz et al., 2022). Purpose: The purpose of this integrative review is to assess the hospitals that provide maternity care in rural settings, the procedures performed in these locations, and the maternal care workforce in the rural obstetric setting. The goal of this research is to identify why there is a lack of maternity care in the rural setting, and how midwives can help to fill the gap in rural maternity care. Methods: Whittemore and Knalf’s updated methodology guided this review (2005). The databases used were PubMed (n = 953), CINAHL (n = 50), and SCOPUS (n = 2,002). The search included the keywords: rural health OR rural health services; AND obstetrics OR midwifery OR maternity care OR birth OR pregnancy; AND workforce OR clinicians OR providers OR personnel. Inclusion criteria for screening were: rural areas, midwifery, obstetrics, workforce, providers, clinicians, maternal care, and United States. Exclusion criteria included: language other than English, not original work, not full text. Relevant articles were classified into four categories: (a) procedures performed in rural obstetric units, (b) closure of rural hospitals and rural obstetric units, (c) perspectives of loss or lack of local obstetric units, and (d) characteristics of the rural obstetric workforce. Results: Rural maternity units are at risk of closure, with 9% of rural maternity units closed from 2004–2014 (Hung et al., 2017). In rural locations where maternity care is still available, unnecessary interventions are more likely to occur. Obstetrician-gynecologists (ob-gyns) are difficult to recruit and retain, therefore family practice physicians tend to practice maternal care in a rural setting (Kozhimannil et al., 2015). Reduced funding, inadequate staffing, and undertrained personnel can lead to increased maternal morbidity and mortality (Kozhimannil et al., 2016). Rural maternal care units are closing at staggering rates and their workforce is inadequate. Very little evidence in this review incorporated certified nurse-midwives (CNMs) in the rural maternal workforce, and how CNMs can close the gap and aid in the rural maternal health crisis, though the reviewer asserts that CNMs are uniquely positioned to add vital care in the rural setting
Bullying: Who is at-risk, what are the effects, and what can we do to stop it?
Get PDFThe act of bullying is prevalent in today’s society. The average student in the United States experiences bullying in some form at least once throughout their academic career. Bullying can be defined as any act defined by the victim that is repeated and results in the victim being hurt physically or mentally. Some subgroups of students are more likely to experience bullying victimization such as: females, heterosexuals (particularly male heterosexuals), welfare recipients, and students who receive special education services. The effects of experiencing victimization can be severe. There are short-term and long-term effects on both academic success and mental health. There have been anti-bullying interventions and programs that have been implemented in schools with documented success, however, more research needs to be done to ensure there is a decrease in the frequency of bullying incidences so students can feel safe in their learning environments
Autism across the globe
Get PDFThe purpose of this study was to investigate what autism is like across the globe. Autism is a developmental disorder that is associated with social difficulties, restricted and repetitive behaviors. The prevalence of autism diagnoses had increased significantly in the United States. Since autism impacts every aspect of an individual’s life, it is important to understand the implications an autism diagnosis has on the individual and the family. Additionally, culture is a strong force in life. Culture shapes social expectations and the way behavior is perceived. Therefore, the study reviewed previous research that investigated autism in a variety of cultures. The core symptoms of autism remained consistent across the globe, however, stigma experienced, healthcare, education, and financial support looked different around the world
The Impact of School Climate on Student Achievement
Get PDFThis thesis reviews literature linking school climate and academic achievement. There are 30 sources that were reviewed and examined for this thesis. Three main points were found in this review. The link between school climate and bullying, the impact of socioeconomic backgrounds, inequality, and school climate on student achievement; and leadership strategies and practices that impact student achievement were reviewed from 10 sources each. A correlation from strong to moderate on how school climate affects academic achievement. Students with higher family incomes and more educated parents had better test scores and better academic performance. Inequalities could be improved by direct instruction and one on one interventions. Leadership practices and strategies affected student achievement most significantly with strong principal leadership positively impacting teachers resulting in greater student achievement. Monitoring systems allowed for evaluating effective versus ineffective practices which improved teaching and increased student performance
The Effects of Social Story Interventions Used With Autistic Students
Get PDFSocial-emotional learning is an essential part of everyday learning for students in the classroom. Providing students with evidence-based social-emotional learning practices, such as Social Stories, increases student academics and behavior. Students with autism spectrum disorder (ASD) have characteristics that interfere with social-emotional development. ASD students need support and teaching from adults to be successful. As students with autism grow older, it is necessary for teachers to help them understand and cope with their emotions. Research shows that Social Stories positively impact communication and prosocial behavior for students with ASD, while decreasing challenging behaviors. Social Stories teach ASD students in a supportive way, provide positive feedback, and protect their self-esteem. Social Stories are designed for individual specific behaviors that interfere with school success
Exploration of Student Success in Online Learning Environments
Get PDFOnline learning is an increasingly utilized format of education in K-12 environments, yet research has not historically focused on this age group when examining best practices. Learning styles, self-regulation, and self-efficacy are considered to impact the success of students in online learning environments. This literature review examines the impact on and strategies for engaging learning styles, self-regulation, and self-efficacy to provide student success in K-12 online learning environments. Though research varies on the impact of learning styles, self-regulation, and self-efficacy in online learning environments, intentional incorporation of strategies to engage students does seem to improve learning and student success
Embedded Genres in the New Testament
Get PDFThis forthcoming monograph addresses embedded genres in the New Testament and asks the question, What difference does careful attention to ‘genres within genres’ make for interpretation? The book, to be published in 2024, is based on my lecture series at Acadia Divinity College in 2022. There is little, sustained theoretical exploration of the role of embedded genres in either biblical studies or in literary studies. The heart of the book (chapters 2-4) provides analysis of three examples of embedded genres across the New Testament. One example is vigorously debated (Philippians 2:6-11 as poetic); the second is usually overlooked (riddles by Jesus in Matthew); and the last is uncontested but takes up so much of the letter that its presence begs explanation (the household code in 1 Peter)
Camp Hope: Hope Theory Provides the Platform for Teachers to Retreat from Retreating
Get PDFIn June of 2022, 2023, and forthcoming in 2024, teachers came to the Bethel University campus to participate in Camp Hope, a retreat for public and private educators. The 3-day experience provided a place for teachers to rest, reflect, and learn about Hope Theory as a pathway to emotional and spiritual restoration (Snyder, 1994, 2002; Gwinn & Hellman, 2019). The design of this retreat was a response to what we learned from a 5-year study on the retention and occupational wellness of our 2016 education program completers. Out of six measures of workplace satisfaction (Maslach, 2004), two of the six variables, Community and Values, emerged as potential focal points for intervention and later served as a framework for our retreat model. Following the camp experience, teachers participated in a monthly Professional Learning Network meeting to support their praxis of Hope Theory. This action project was created and continues to support the continued growth of our teachers and to help mitigate future burnout