Lightweight Locomotion Assistant for People with Mild Disabilities

2021 ◽  
pp. 465-476
Author(s):  
Gonçalo Neves ◽  
João S. Sequeira ◽  
Cristina Santos
Keyword(s):  
Mild Disabilities

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

scholarly journals Principal Perceptions of the Distance Learning Transition During the Pandemic

2021 ◽  
pp. 089590482110494
Author(s):  
David DeMatthews ◽  
Pedro Reyes ◽  
Janet Solis Rodriguez ◽  
David Knight
Keyword(s):  
Distance Learning ◽  
School Closure ◽  
Principal Perceptions ◽  
Policy And Practice ◽  
Student Groups ◽  
Mild Disabilities ◽  
State Education ◽  
School Preparedness ◽  
Opportunity Gaps ◽  
Perceptions Of School

Drawing on data from the RAND American School Leader Panel 2020 COVID-19 Distance Learning Surveys, we analyze principal perceptions of school preparedness for distance learning with a specific focus on how different school types (e.g., rural, urban, and suburban) and student groups (e.g., students with mild disabilities, English learner students) were impacted by rapid school closure. These findings have important implications for how state education agencies, policymakers, and districts plan to address the growth of opportunity gaps among student groups. In addition, findings have important implications for education leadership and policy researchers seeking to design and implement studies to inform next generation policy and practice.

Effects of a Coworker Advocacy Program and Social Skills Training on the Social Interaction of Employees with Mild Disabilities

1991 ◽  
Vol 1 (4) ◽  
pp. 73-90 ◽  
Author(s):  
Hyun-Sook Park ◽  
Marlene Simon ◽  
Phyllis Tappe ◽  
Thom Wozniak ◽  
Beverley Johnson ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Skills Training ◽  
Skills Training ◽  
Mild Disabilities ◽  
The Social ◽  
Advocacy Program

Mathematics Assessment for Students with Mild Disabilities: An Exploration of Content Validity

1996 ◽  
Vol 19 (2) ◽  
pp. 127-136 ◽  
Author(s):  
Rene S. Parmar ◽  
Richard Frazita ◽  
John F. Cawley
Keyword(s):  
Mathematics Achievement ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Content Validity ◽  
Mathematics Assessment ◽  
Assessment Instruments ◽  
National Council ◽  
Test Results ◽  
Mild Disabilities ◽  
Inappropriate Use

This article examines the content validity of selected standardized tests of mathematics achievement as it pertains to students with disabilities. Psychometricians have traditionally focused their analyses of standardized tests on technical aspects. The present paper focuses on content from the perspective of educators who are the primary consumers of test results. Therefore, our analyses are directed towards relating existing tests to curricula and instructional approaches. The Assessment Standards presented by the National Council of Teachers of Mathematics are used as a framework with which to evaluate the appropriateness and adequacy of assessment instruments. Problems with content validity of the tests are identified, including inadequate representation of content domains, inappropriate sequencing and placement of items, inappropriate use of age and grade-equivalent scores, and incorrect descriptor assigned to items.

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