Unpacking the Standards for Intervention

2012 ◽  
Vol 13 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Lissa Power-deFur ◽  
Perry Flynn
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Common Core ◽  
Language Impairments ◽  
General Curriculum ◽  
Education Professionals ◽  
Speech Language Pathologist ◽  
Special Education Professionals ◽  
The Common

Abstract The role of the speech-language pathologist to enable the academic success of students with speech-language impairments using the standards and general curriculum is well established (Haskell, 2004; Power-deFur, 2010; Wallach, 2008). The Common Core Standards Initiative (2011a) emphasizes that “students with disabilities…must be challenged to excel within the general curriculum” (p. 1). The key for the success of students with disabilities is how special education professionals use the standards to enable the success of students with disabilities. The purpose of this article is to provide an approach for using the standards to identify appropriate targets and design intervention.

An Alternative to Least Restrictive Environments: A Continuum of Support to Regular Physical Education

1992 ◽  
Vol 9 (2) ◽  
pp. 97-113 ◽  
Author(s):  
Martin E. Block ◽  
Patricia L. Krebs
Keyword(s):  
Special Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Regular Education ◽  
Adapted Physical Education ◽  
Full Time ◽  
Education Professionals ◽  
Regular School ◽  
Special Education Professionals ◽  
Levels Of Support

The concept of least restrictive environments (LRE), originally conceived by Deno (1970) and Reynolds (1962) to advocate for a range of special education placements for children with disabilities, has become synonymous with a continuum of physical education placement options for students with disabilities. Many models have been presented over the years. Options range from full-time regular physical education in a regular school to full-time adapted physical education in a special school or facility, with various placement options in between. The emphasis of these models is on varying the placement to meet the needs of the student with disabilities. Taylor (1988) has identified several flaws to the concept of LRE placement options. In addition, many special education professionals advocate placing all students with disabilities in regular education with varying levels of support (e.g., Stainback & Stainback, 1990). This paper discusses an alternative to the traditional continuum of LRE placement options. This new model presents a continuum of support which emphasizes how much and what type of assistance is provided to a particular student with disabilities that will enable him/her to succeed in regular physical education.

scholarly journals A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION

2017 ◽  
Vol 5 ◽  
pp. 778-783
Author(s):  
Vesna Prodanovska-Poposka
Keyword(s):  
Foreign Language ◽  
Common Core ◽  
English Language ◽  
Successful Communication ◽  
Language Knowledge ◽  
Efl Teachers ◽  
Overall Evaluation ◽  
Self Assessments ◽  
The Common

Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.

“Anything Is Better than Nothing!” Inservice Teacher Preparation for Teaching Students with Disabilities

2019 ◽  
Vol 29 (3) ◽  
pp. 77-90
Author(s):  
Rachel Grimsby
Keyword(s):  
Students With Disabilities ◽  
Music Teachers ◽  
Assistive Technologies ◽  
Elementary Music ◽  
General Music ◽  
Education Professionals ◽  
Instrumental Case Study ◽  
Preservice Preparation ◽  
Special Education Professionals ◽  
Elementary General Music

The purpose of this instrumental case study was to examine three elementary music teacher’s perceptions of preparation to work with students with disabilities. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? What challenges do elementary general music teachers face in their work with students with disabilities? What resources do general music teachers identify as helpful? Based on major themes that emerged from the analysis, I concluded general music teachers need more preservice preparation and ongoing professional development focused on students with disabilities, more time to collaborate with special education professionals, more consistent communications and recommendations about how to work with students who have disabilities, and access to assistive technologies.

scholarly journals Special Education and Severe Disabilities in Costa Rica: Developing Inclusion in a Developing Country

2003 ◽  
Vol 28 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Laura M. Stough
Keyword(s):  
Special Education ◽  
Costa Rica ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Costa Rican ◽  
Educational Assistance ◽  
Education Professionals ◽  
Special Services ◽  
Special Education Professionals ◽  
Diagnostic Label

Special education has been part of the Costa Rican public education system for more than 60 years. Approximately 10% of the 75,000 students who receive special services have a severe disability; however, there is a chronic shortage of personnel trained to educate students with significant educational needs. In the last 5 years, Costa Rica has promulgated four educational service models that extend special education expertise: Consulting teachers, educational assistance teams, itinerant teams, and resource centers. These models more equitably distribute the technical skills and knowledge of special education professionals throughout the country. In addition, the Department of Special Education has developed a pragmatic educational classification system that describes the level of modifications required by students with disabilities, rather than one that is driven by their diagnostic label. Few publications have been written about special education in Costa Rica. This is the first historical overview of the development of inclusion in this country.

Evaluating Claims to Avoid Pseudoscientific and Unproven Practices in Special Education

2016 ◽  
Vol 52 (4) ◽  
pp. 195-203 ◽  
Author(s):  
Jason C. Travers
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Empirical Evidence ◽  
Evidence Based ◽  
Conservative Approach ◽  
Intervention Effectiveness ◽  
Evidence Based Practices ◽  
Education Professionals ◽  
Special Education Professionals ◽  
Made In

Special education professionals are charged with using evidence-based practices, but various unproven, disproven, and pseudoscientific interventions continue to proliferate. Unproven and ineffective interventions emerge and are adopted for various reasons. Ineffective interventions are inevitably harmful and require professionals to adopt a conservative approach that both minimizes potential for harm and maximizes potential for educational benefit. This is fundamental to the evidence-based movement, but special education professionals may not recognize and avoid ineffective interventions. This article aims to improve recognition of potentially ineffective interventions by shedding light on aspects of science, pseudoscience, and some mistakes frequently made in evaluating claims of intervention effectiveness. By becoming familiar with the distinctions between science and pseudoscience, and by developing an understanding of how errors in thinking are used to promote and defend interventions unsupported by empirical evidence, special education professionals can better protect their students with disabilities from potential harms associated with ineffective practices.

From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial

2012 ◽  
Vol 13 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Judy Rudebusch
Keyword(s):  
Students With Disabilities ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
General Curriculum ◽  
Team Members ◽  
Idea 2004 ◽  
Iep Development ◽  
The Individual

Abstract Clinicians can use the Common Core State Standards (2010) along with requirements in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) to create conditions that support standards-based goals and objectives in a student's individualized education program (IEP). The IEP is the blueprint for speech-language pathology services provided to and on behalf of students with disabilities that allow them to participate in and make progress in the general curriculum (American Speech-Language-Hearing Association [ASHA], 2007). The IEP is written to meet the unique needs of the individual child and to delineate the specially designed instruction the child needs to make progress in meeting grade level or course standards. School-based speech-language pathologists are important IEP team members as educators move into a system that uses IEP development as a problem-solving tool rather than a listing of skills that will be taught to the student with disabilities.

Assistive Technology: Legal Issues for Students with Disabilities and Their Schools

2003 ◽  
Vol 18 (2) ◽  
pp. 23-34 ◽  
Author(s):  
Janice Neibaur Day ◽  
Dixie Snow Huefner
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Federal Court ◽  
Legal Issues ◽  
Section 504 ◽  
Court Decisions ◽  
Costs And Benefits ◽  
Education Professionals ◽  
Idea 1997 ◽  
Special Education Professionals

This paper provides an analysis of federal policy, legislation, and adjudication related to assistive technology for students with disabilities. The authors review the expanded mandate for assistive technology in IDEA 1997 and its implications, including associated costs and benefits of assistive technology. Recent federal court decisions, hearing decisions, and Section 504 rulings that address assistive technology are discussed. School district responsibilities are explored, and recommendations are offered to special education professionals and parents who have children who may benefit from assistive technology devices and services.

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