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Play, Learn, Grow: Inclusive Play Structures for the Future
No full textThis paper focuses on the importance of play in child development and provides guidance for communities interested in creating inclusive playgrounds. Play is defined, the impacts of play and the benefits of play are discussed in detail. The definitions of inclusion and accessibility are also explained in this paper. In addition, the benefits of inclusion, details of an inclusive playground, an example playground, and funding sources are presented. The goal is to use this paper as an informational source to present to an investor (i.e., school district) to provide rationale and plan for an inclusive playground
Classroom Inclusion Handbook for Students With Physical and Health Disabilities
No full textResearch has shown that inclusive learning environments are beneficial for all students (Best et al., 2010; Janney & Snell, 2013; Kurth & Gross, 2014; Murawski & Dieker, 2013). Despite the evidence supporting the practice of inclusion, many students with disabilities spend the majority or entirety of their school day in a special education classroom or even in a separate school (Janney & Snell, 2013). Although there are many barriers to successful inclusive classrooms for students with physical and health disabilities, they can be sorted into three general themes: (a) architectural, including physical aspects of buildings that are inaccessible; (b) tangible, such as scheduling constraints, assistive technology, room arrangement, and staff training; and (c) mindset barriers in which people have a lack of knowledge or preconceived notions about students with disabilities and inclusive teaching practices.
For this project, an online handbook was created to assist school teams when working with students with physical or health disabilities. Research indicates that teachers want to know more about students and their disabilities, but they often feel ill-equipped to teach them in the general education setting (Singh, 2007). Although providing an exhaustive list of disabilities and accommodations is infeasible, the online handbook provides background information about neuromotor impairments, degenerative diseases, and orthopedic impairment; discusses common barriers to successful inclusion; and outlines assistive technologies that may benefit students with physical and health impairments. Additionally, hyperlinks embedded within the handbook provide more sources of information
A Quantitative Study of an Online Learning Platform’s Impact on High School Students\u27 Engagement, Academic Achievement, and Student Satisfaction in a Mathematics Class
Get PDFThe present study investigated the impact using the online learning platform Pear Deck had on an online high school math class. The study measured student engagement, academic achievement, and students’ overall satisfaction with using the online learning platform. The participants in this study were online Algebra 2 students. The study was conducted during synchronous online lessons using an online learning system. Data was collected from two different live classes. One class used the online learning platform Pear Deck and the other did not. Engagement was measured by charting the number of student responses for each question posed. Students’ academic achievement was measured by a summative assessment on the lesson. The participants who used Pear Deck were given a satisfaction survey to gain a student perspective on using online learning platforms in an online math class
Literature Review: Trauma-Informed Classrooms for Middle School Students
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Trauma-informed classrooms refer to implementation of trauma-informed strategies in classrooms such that the learning environment is cognizant of the effects of trauma on the social and educational life of a child (McInerney & McKlindon, 2014). In trauma-informed classrooms, teachers do not assume the presence of trauma among the pupils; rather, the teachers utilize additional classroom resources so as to provide a welcoming and stable environment for all students.
About one half to two-thirds of children experience trauma (McInerney & McKlindon, 2014). Yet, neglecting this problem has detrimental effects on the ability of children to cope and learn in school. It became apparent that the effects of traumatic events in the lives of children had a huge impact on academic performance, social-emotional development and behavior. As such, it is critical to include trauma-informed practices in classrooms to meet the needs of such pupils. Although research has been done in the domain of trauma-informed classroom practices, little has been done with regard to special education. The aim of this project is to help middle-school teachers to understand the role of trauma and its impact on middle-school children.
Additionally, the research will show how trauma-informed strategies can be integrated in K-12 classrooms. Their research was concluded by offering concrete suggestions on how to best implement trauma-informed care in K-12 learning environments including students receiving special education services. Dohlen et al. (2019) proposed a methodology for assisting students who have experienced traumatic events and challenging them to ensure that they develop resilience. School-wide multi-tiered systems of supports were shown to be particularly effective according to the findings. Synthesizing the findings by these studies helped me devise robust and evidence-based approaches for addressing trauma among middle-school children
Essential Components for Maximizing Paraprofessionals in the Special Education Field
Get PDFThe capstone project researched how paraprofessionals are being trained and monitored within one elementary school. The research was conducted through a survey sent to 20 paraprofessionals within an elementary level school, grades Kindergarten through 4th grade. There were 10 survey questions that focused on paraprofessionals training methods, paraprofessionals ability to implement interventions, paraprofessionals ability to support a variety of student needs, and how special education teachers can improve their ability to work with paraprofessionals in order to maximize students with disabilities outcomes. The survey results suggested focus areas as improvements in training methods, collaboration among the paraprofessional and special education teacher, and improvements in communication skills between the two educators
Influencing Well-being: A Study of Childhood Risk Factors as Predictive Indicators for Future Mental Health Difficulties
Get PDFPrevious literature demonstrates common childhood characteristics of adults with mental health problems and children with internalizing and externalizing behavior challenges (Fatori et al., 2013; Jaffee et al., 2002; Koegel et al., 1995; Morrissey et al., 2014). Still, little research exists having associated school-based internalizing and externalizing behavior screening scores with the risk factors described in the literature (i.e., low socioeconomic status, office discipline referrals, homelessness, low academic achievement, low attendance rates, and ethnicity- and gender-based issues). This quantitative correlational study aimed to estimate the predictive value the childhood risk factors had on the results of the Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE) of elementary-aged students through a regression analysis of secondary data. The secondary data were taken from an urban school district in the Midwest. Guided by the life course theory and the age-graded theory of social control, this study explored the predictive value of several indicators. The findings show that the psychosocial risk factors pulled from the research hold predictive value when combined into a composite score with 45-60% accuracy and with 50-65% accuracy when the risk factors are considered individually. The results hold potential for identifying students who are at-risk for mental health difficulties before severe problems exist, allowing for the provision of early, targeted school- and community-based intervention in the areas of social, emotional, and behavioral wellness for students to reduce the likelihood of future mental health problems. The results, implications for schools, and recommendations for future research are discussed
Mindful Resources: A Guide to Mindfulness-Based Interventions
Get PDFAlthough mindfulness is often associated with wellness, relaxation, and simplicity, the literature surrounding it is extensive and often complex. The abundance of mindfulness research and resources presents a challenge for educators, parents, and other individuals interested in mindfulness-based intervention. This project examines the literature surrounding mindfulness with emphasis on interventions, targeted benefits, potential barriers, and key considerations to aid in the development of the resource guide, Mindful Resources: A Guide to Mindfulness-Based Interventions. Translating the information from the comprehensive literature review into this resource guide will simplify the process of selecting appropriate interventions and provide users with a sample of resources identified through research. School psychologists, educators, parents, healthcare professionals, and others can use this guide to enhance their understanding of mindfulness by learning about various effects with easier access to resources that can support the process of matching mindfulness-based interventions to their own needs, or the needs of others. Data collection forms were also created and incorporated into the resource guide to provide individuals with the means to monitor progress when necessary. This project presents the extent of effects that mindfulness can offer for minds and bodies with different needs, promotes awareness and access to the avenues available for practicing mindfulness, and provides educators, parents, and others with a sample of mindfulness-based interventions and resources feasible for a range of people
Preparing Paraprofessionals to be Effective in Physical Education
Get PDFStudents with autism often struggle in their physical education class due to the complex needs that arise in a gymnasium. When the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) program is implemented, students are engaged with their peers and are able to be successful in a challenging environment through visual schedules, physical structure, and task organization. It’s important that paraprofessionals and physical education teachers are aware of this programming in order to decrease challenging behaviors and increase student success in the physical education setting.
Paraprofessionals are such a vital part of the special education team. They are able to see the student in different settings as well as in their special education classrooms and are able to see what works, what doesn’t, and they are able to provide support to the student throughout their school day. However, in physical education, students need paraprofessional support on a whole different level. Due to the needs that come with a disability like autism, students struggle with motor, sensory, and communication skills when in a gymnasium. The implementation of TEACCH in physical education through paraprofessional support will greatly impact student success and lead to a greater engagement level for students with autism
Intervention in Foundational Skills on Accelerating Reading Growth in Third Grade Students
Get PDFThe purpose of this research was to determine the effectiveness of intervention in foundational skills, usually the focus of intervention in grades kindergarten through second grade, on accelerating growth in reading for third grade students. This study aimed to determine if a systematic and sequential phonics-based intervention would still be a crucial component to below grade level readers beyond the primary grade levels. As part of this research, FastBridge Learning screeners and progress monitoring Curriculum Based Measurement (CBM) tools were utilized, to monitor the ongoing results and progress of participants in this study. The students who were a part of this study were identified as in need of intervention to accelerate their learning to meet grade level expectations, and received the systematic and sequential phonics-based intervention using SIPPS: Systematic Instruction in Phonemic Awareness, Phonics, and sight words, for thirty minutes a day, every day. The research for this study occurred between October 2021 and May 2022. After analyzing the data, it was determined that a systematic and sequential phonics-based intervention was an effective instructional plan for third grade students to close their achievement gap in reading, and bring them closer to meeting grade level standards
FACTORS RELATED TO RURAL SUPERINTENDENT RETENTION AND TURNOVER IN NORTH DAKOTA
Get PDFThis quantitative exploratory survey research aims to understand the factors or combination of factors that may influence the superintendent\u27s decision to stay or leave a school district, specifically among North Dakota superintendents. This study focuses on the perspectives of North Dakota rural superintendents remaining in their positions or leaving without regard to years of experience. The central question to guide this study is, what are the factors that influence rural superintendents’ decision to stay or leave their school district? The overall goal is to provide information so that school districts and communities have greater success in retaining a superintendent which will affect its school district stability and short and long-term performance. This study is grounded in both the dissatisfaction theory and the push-pull career movement theory. Both theories have been utilized to understand the phenomenon of tenure and turnover through the lens of superintendents and the school districts in which they reside. Survey research was the methodology adopted and the primary instrument utilized was an online questionnaire and/or survey format in an effort to reveal what factors are related to superintendent retention and turnover in North Dakota. This study focused on convenience sampling of North Dakota Superintendents for all K-12 school districts across the state. The findings of this study discovered that the commitment to the beliefs and values in the school system was the primary influence on North Dakota superintendent’s decision to stay in the current school district, and the vision and culture of the school district closely followed. On the contrary, the findings also suggest external mandates or requirements from national, state, or other resources, burnout from serving multiple capacities and increased demand and accountability pressures the most notable factors influencing a superintendent’s decision to leave their current school district. An awareness of these influences can aid in school boards to help retain a superintendent in their school district