Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities

2021 ◽  
pp. 105345122110510
Author(s):  
María Cioè-Peña
Keyword(s):  
Students With Disabilities ◽  
Language Impairment ◽  
English Learners ◽  
Linguistically Diverse ◽  
Autism Spectrum ◽  
Policy And Practice ◽  
Speech And Language Impairment ◽  
Marginalized Learners ◽  
High Incidence Disabilities

Remote schooling has increased in prevalence. Although remote schooling may feel novel, remote and online educational requirements have been consistent parts of the educational landscape for years. Remote schooling increases learning opportunities within the home, magnifying the need for home-school collaborations to support the academic and socio-emotional development of marginalized learners in urban settings, particularly multiply marginalized learners such as students classified as English learners who also have a high incidence disabilities (e.g., learning disability, speech and language impairment, autism spectrum disorder). Much policy and practice around remote schooling centers on ensuring students have access to devices and technology; little consideration is given to what happens after devices are distributed, especially within culturally and linguistically diverse households. This paper explores considerations to be made before, during, and after engaging in remote schooling, whether it’s for short- or long-term use, to ensure that students who are dually classified are not digitally excluded during remote schooling.

Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education

2012 ◽  
Vol 114 (7) ◽  
pp. 1-50
Author(s):  
Steven Z. Athanases ◽  
Juliet Michelsen Wahleithner ◽  
Lisa H. Bennett
Keyword(s):  
Student Teachers ◽  
Students With Disabilities ◽  
English Learners ◽  
Research Question ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Teacher Inquiry ◽  
Classroom Culture ◽  
Culturally And Linguistically Diverse ◽  
Individual Student

Background/Context Learning to meet students’ needs challenges new teachers often focused on procedures, management, materials, and curriculum. To avoid this development pattern, student teachers (STs) need opportunities to concentrate especially on needs of culturally and linguistically diverse (CLD) students. Teacher inquiry (TI) holds promise as one such opportunity. Purpose/Objective/Research Question/Focus of Study We sought to understand how STs in a teacher credential program with a history of attention to diverse learners were learning about their CLD students through TI. Research Design We examined data collected from 80 STs over a 6-year period, including 80 TIs; STs’ data analysis field memos; questionnaires with reflections on TI processes and products; and taped ST peer discussions and conferences with instructor. Data also documented TI instruction, classroom culture, and opportunities to develop learning related to conducting TI. Drawing on research and theory, we developed, tested, and used a rubric of 17 indicators of attention to CLD learners as a means to examine the range of ways and the extent to which STs attended to CLD students through TI. Findings/Results STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. Various assessment and inquiry tools supported the process, helping STs develop data literacy to attend to CLD learners. However, TI elements were used to varying degrees, in various ways, and with varying levels of success. Two cases illustrate the range of TI tools that STs used to learn about their CLD learners, to generate data and evidence about learning, and to act in ways responsive to what they learned about students. Conclusions/Recommendations Those interested in studying multiple STs’ inquiries for attention to CLD learners may need to develop frames and analytic methods to examine a corpus of cases. This study was grounded in an assumption that such crosscutting analyses accumulate knowledge to disseminate to larger audiences, challenging conceptions that values of TI are purely local, serving only those directly involved. Teacher inquiry can help focus attention on individual student learners by allowing a teacher to compare data among individual students, giving a clearer, organized format in which they can observe growth and improvement or a decline in performance. In my own project, I observed lower performance among specific students concurrent with assignments in which instructions may have been difficult to decode for English learners or students with disabilities. (Tracey, preservice English language arts teacher)

Long‐term English learners: Current research, policy, and practice

TESOL Journal ◽  
2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Beth Clark‐Gareca ◽  
Deborah Short ◽  
Marguerite Lukes ◽  
Mary Sharp‐Ross
Keyword(s):  
English Learners ◽  
Research Policy ◽  
Policy And Practice ◽  
Long Term English Learners

Students With Disabilities From Migrant Farmworker Families: Parent Perspectives

2019 ◽  
Vol 39 (2) ◽  
pp. 60-70
Author(s):  
Georgina Rivera-Singletary ◽  
Ann Cranston-Gingras
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
English Learners ◽  
School Personnel ◽  
Semistructured Interview ◽  
Policy And Practice ◽  
Federal Policies ◽  
Migrant Families ◽  
Special Education Process ◽  
Education Process

Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.

scholarly journals SSRIs and SNRIs (SRI) in Pregnancy: Effects on the Course of Pregnancy and the Offspring: How Far Are We from Having All the Answers?

2019 ◽  
Vol 20 (10) ◽  
pp. 2370 ◽  
Author(s):  
Asher Ornoy ◽  
Gideon Koren
Keyword(s):  
Maternal Depression ◽  
Language Impairment ◽  
Late Pregnancy ◽  
Autism Spectrum ◽  
Motor Delay ◽  
Adverse Neonatal Outcomes ◽  
Neonatal Adaptation ◽  
And Function ◽  
In Pregnancy

Serotonin has important roles in the development of the brain and other organs. Manipulations of synaptic serotonin by drugs such as serotonin reuptake inhibitors (SRI) or serotonin norepinephrine reuptake inhibitors (SNRI) might alter their development and function. Of interest, most studies on the outcome of prenatal exposure to SRI in human have not found significant embryonic or fetal damage, except for a possible, slight increase in cardiac malformations. In up to a third of newborns exposed to SRI, exposure may induce transient neonatal behavioral changes (poor neonatal adaptation) and increased rate of persistent pulmonary hypertension. Prenatal SRI may also cause slight motor delay and language impairment but these are transient. The data on the possible association of prenatal SRIs with autism spectrum disorder (ASD) are inconsistent, and seem to be related to pre-pregnancy treatment or to maternal depression. Prenatal SRIs also appear to affect the hypothalamic hypophyseal adrenal (HPA) axis inducing epigenetic changes, but the long-term consequences of these effects on humans are as yet unknown. SRIs are metabolized in the liver by several cytochrome P450 (CYP) enzymes. Faster metabolism of most SRIs in late pregnancy leads to lower maternal concentrations, and thus potentially to decreased efficacy which is more prominent in women that are rapid metabolizers. Studies suggest that the serotonin transporter SLC6A4 promoter is associated with adverse neonatal outcomes after SRI exposure. Since maternal depression may adversely affect the child’s development, one has to consider the risk of SRI discontinuation on the fetus and the child. As with any drug treatment in pregnancy, the benefits to the mother should be considered versus the possible hazards to the developing embryo/fetus.

Innovations in Classroom Technology for Students with Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 67-70
Author(s):  
Joseph R. Boyle ◽  
Michael J. Kennedy
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Performance Feedback ◽  
Autism Spectrum ◽  
Emotional Behavior ◽  
Education Curriculum ◽  
Inclusion Classrooms ◽  
General Education Curriculum ◽  
High Incidence Disabilities ◽  
General Education Classrooms

Students with high-incidence disabilities (e.g., learning disabilities, emotional behavior disorders, and autism spectrum disorders) often receive most of their education in general education classrooms. Once in these classrooms, students with disabilities are expected to learn from the general education curriculum. For students with disabilities participating in general education and inclusion classrooms, technology offers an opportunity for them to be active participants in classroom activities and to make meaningful progress in the general education curriculum. The articles presented in this special issue illustrate how technology can help students with disabilities to become active participants in general education classrooms. The technologies described in the articles were developed as research-to-practice pieces so that practitioners can integrate the technology into their classrooms. This issue focuses on two themes: (a) technology to support student learning in inclusive or general education classrooms and (b) technology to promote student engagement and enhance performance feedback of teachers.

A Further Evaluation of Choice of Task Sequence

2017 ◽  
Vol 52 (1) ◽  
pp. 16-28 ◽  
Author(s):  
Madeleine E. Kautz ◽  
Ruth M. DeBar ◽  
Jason C. Vladescu ◽  
Richard B. Graff
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Impairment ◽  
Autism Spectrum ◽  
Task Engagement ◽  
Choice Condition ◽  
Task Sequence ◽  
The Third ◽  
Speech And Language Impairment ◽  
Preference Task ◽  
Reversal Design

Although choice of task has been effective in reducing noncompliance, it may provide an opportunity to escape from less-preferred tasks. We used a reversal design to evaluate the effects of choice of a low-preference task sequence on noncompliance, task engagement, and duration to complete activities across two individuals with autism spectrum disorder and one participant with a speech and language impairment. Choice of task sequence effectively reduced noncompliance across two participants. For the third participant, choice was initially effective although treatment effects failed to replicate. Task engagement was greater during choice than the no-choice condition for one participant, while there were no meaningful differences for the remaining two participants. Duration to complete tasks was similar across conditions across participants. During choice, noncompliance generalized to a novel teacher and the effects maintained across two participants. Social validity of the procedures and outcomes were assessed and found to be favorable.

Comparing the Genetic Detox Ability and Heavy Metal Burden in a Cohort of Samples of Egyptian Children and those with Autistic Spectrum Disorder

2019 ◽  
Author(s):  
Blaurock-Busch E
Keyword(s):  
Heavy Metal ◽  
Autism Spectrum ◽  
Control Group ◽  
Potentially Toxic Metals ◽  
Gstt1 Null Genotype ◽  
Egyptian Children ◽  
Glutathione S Transferases ◽  
Metal Burden ◽  
Detoxification Pathway

The heavy metal burden of patients with Autism spectrum disorders (ASD) has been widely discussed [1-5]. Present knowledge suggests that ASD patients, compared to ‘normal’s’ show a greater metal burden, which may be a cause of the ASD pathogenesis, possibly due to a limited detoxification potential. We thus aimed to evaluate if the metal burden of ASD children is due to comprised detoxification ability, and if missing of enzymes such as the glutathione-S-transferases provide an explanation, or if additional factors play a role. Genetically, we noticed a slight difference in the detoxification ability of the ASD group compared to the Control group. In the ASD group, carrier of the genotype GSTT1 null genotype (i.e. the homozygous loss) are 1.7 times more common as in the Control group and the GSTT1 allele is more frequent in the ASD patient collective. These findings are not statistically significant but indicate a trend. In addition, our data indicates that levels of potentially toxic metals in blood and hair of both groups demonstrate a similar immediate and long-term exposure. However, 36% of the ASD group showed signs of zinc deficiency compared to 11% of the Control group and this points towards inefficiency of the Phase I detoxification pathway. More research is needed to explore the role of other elements in the detoxification pathway.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Emotion Dysregulation in Autism Spectrum Disorder

2018 ◽  
pp. 282-298
Author(s):  
Emily Neuhaus
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Educational Outcomes ◽  
Emotion Dysregulation ◽  
Research Priorities ◽  
Theoretical Models ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder

Autism spectrum disorder (ASD) is defined by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. Although current diagnostic conceptualizations of ASD do not include emotional difficulties as core deficits, the disorder is associated with emotion dysregulation across the lifespan, with considerable implications for long-term psychological, social, and educational outcomes. The overarching goal of this chapter is to integrate existing knowledge of emotion dysregulation in ASD and identify areas for further investigation. The chapter reviews the prevalence and expressions of emotion dysregulation in ASD, discusses emerging theoretical models that frame emotion dysregulation as an inherent (rather than associated) feature of ASD, presents neurobiological findings and mechanisms related to emotion dysregulation in ASD, and identifies continuing controversies and resulting research priorities.

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