Spelling on the Fly: Investigating a Pentop Computer to Improve the Spelling Skills of Three Elementary Students with Disabilities

2013 ◽  
Vol 25 (3) ◽  
pp. 166-175 ◽  
Author(s):  
Teresa Taber Doughty ◽  
Emily C. Bouck ◽  
Laura Bassette ◽  
Kathryn Szwed ◽  
Sara Flanagan
Keyword(s):  
Elementary Students ◽  
Students With Disabilities

What is Published in the Field of Special Education? An Analysis of 11 Prominent Journals

2009 ◽  
Vol 76 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Sheri Berkeley ◽  
Kimberly A. McDuffie ◽  
Heidi Graff ◽  
Lisa Marshak ◽  
...  
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Reading Intervention ◽  
Academic Intervention ◽  
Intervention Research ◽  
Social Intervention ◽  
Research Articles ◽  
Research Practice

This journal analysis identifies types of articles published in 11 highly visible journals relevant to special education from 1988 through 2006 paying particular attention to intervention research. It was concluded that (a) research articles represent the largest category of articles published across all journals, (b) the proportion of intervention research studies published (15.9%) is disappointingly small, (c) academic intervention research is conducted more frequently than social intervention research, (d) reading intervention research represents the largest area of academic intervention research, and (e) intervention research employing preschool and elementary students with disabilities is published more frequently than research with middle and secondary students. Findings are discussed with respect to implications for research, practice, and policy in special education.

Self-Determination in Elementary Students: A Conversation With Dr. Michael L. Wehmeyer

2021 ◽  
pp. 105345122110329
Author(s):  
Todd F. Haydon ◽  
Angelica Masthay-Bermudez
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Goal Setting ◽  
State System ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Federally Funded

Dr. Michael L. Wehmeyer has been recognized nationally and internationally for his research on intellectual and developmental disabilities and is well known as a leader on the concept of self-determination. His career has spanned experiences from the state system to higher education. He has been the recipient of several federally funded grants to support his research and to prepare doctoral students for leadership activities. He shared his reflections with Intervention in which he describes the benefit of teaching students with disabilities goal setting and the pursuit of those goals for a meaningful and purposeful life.

Using Multiple Modes of Transcription to Improve the Sentence Typing of Elementary Students With Disabilities

2019 ◽  
Vol 34 (4) ◽  
pp. 226-238
Author(s):  
Shawn M. Datchuk ◽  
Sydra Smith ◽  
Lanqi Wang
Keyword(s):  
Elementary Students ◽  
Students With Disabilities ◽  
Gradual Increase ◽  
Writing Development ◽  
Written Expression ◽  
Writing Intervention ◽  
Simple Sentence ◽  
Writing Interventions ◽  
Sentence Construction ◽  
High Incidence

Elementary students are expected to engage in written expression that is handwritten and typed. One critical skill of written expression is sentence construction: the composition of multiple words that follow rules of semantics and syntax. Unfortunately, many students with disabilities struggle to successfully handwrite or type complete sentences. In the present study, we investigated effects of a supplemental writing intervention that taught simple sentence handwriting and typing. Participants included three elementary students with high-incidence, academically related disabilities. Overall results were mixed with all students showing a gradual increase in sentence typing accuracy and speed as measured by writing sequences on 3-min sentence construction probes. Findings are discussed within the context of multimodal writing development and fluency-based writing interventions.

scholarly journals Technology and disabilities: Why it can help and hinder learning

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Holly Elzinga
Keyword(s):  
Elementary Students ◽  
Students With Disabilities ◽  
Research Methods ◽  
Online Survey ◽  
Research Study ◽  
Digital Technologies ◽  
Positive Outcome ◽  
Elementary Student ◽  
Common Occurrence ◽  
Negative Effect

Technology is a common occurrence in almost every elementary classroom today. In this research study, I am going to be discussing how technology can have both a positive and negative effect on students who have disabilities. My research methods included conducting an online survey and two interviews with parents and teachers. Through my research, I found that there are many concerns with how technology is used in the classroom, but for the most part it ends in a positive outcome for the students. However, there is always room for improvement when using digital technologies, and my research demonstrates that it takes cooperation between the parents and the teachers for technology to truly be successful for an elementary student. As a teacher candidate, my findings have shown how important technology is to elementary students, and how, when used in an appropriate manner, technology can be an incredible tool for students with disabilities to use.

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