Case Study Analysis of a Team/Collaborative Model With Specific Learning Disabled Students

Case Study Analysis ◽

Delivery Models ◽

This chapter focuses on specific learning disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases, the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.

Advances in Early Childhood and K-12 Education - Models for Effective Service Delivery in Special Education Programs ◽

Case Study Analysis of a Team/Collaborative Model with Specific Learning Disabled Students

10.4018/978-1-4666-7397-7.ch007 ◽

2015 ◽

pp. 136-150

Keyword(s):

General Education ◽

Learning Disabled ◽

The United States ◽

Intervention Strategies ◽

Learning Ability ◽

Case Study Analysis ◽

Delivery Models ◽

This chapter focuses on Specific Learning Disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.

Advances in Early Childhood and K-12 Education - Models for Effective Service Delivery in Special Education Programs ◽

Case Study Analysis of a Resource Room and Self-Contained Classroom Model with Emotionally Disturbed Students

10.4018/978-1-4666-7397-7.ch008 ◽

2015 ◽

pp. 151-170

Keyword(s):

Emotionally Disturbed ◽

The United States ◽

Intervention Strategies ◽

Health Issues ◽

Resource Room ◽

Case Study Analysis ◽

Service Delivery Models ◽

Mental Health Issues ◽

Delivery Models

The chapter focuses on the IDEA disability category of Emotional Disturbance (ED), which ranks fifth among school-aged students in the United States that have been diagnosed with an exceptionality. ED is a disability that, due to severe behavioral and mental health issues, affects a student's ability to succeed academically in school, which many times leads to the student not finishing high school. The chapter explains that most service delivery models for students who are classified as ED occur in a resource room or self-contained classroom model. Two case studies demonstrate services within such models that have been found to be successful. The chapter also includes a discussion on specific intervention strategies that can assist teachers working with ED students.

Advances in Early Childhood and K-12 Education - Cases on Service Delivery in Special Education Programs ◽

Case Study Analysis of a Resource Room and Self-Contained Classroom Model With Emotionally Disturbed Students

10.4018/978-1-5225-8069-0.ch008 ◽

2019 ◽

pp. 241-269

Keyword(s):

Emotionally Disturbed ◽

The United States ◽

Intervention Strategies ◽

Health Issues ◽

Resource Room ◽

Case Study Analysis ◽

Service Delivery Models ◽

Mental Health Issues ◽

Delivery Models

The chapter focuses on the IDEA disability category of emotional disturbance (ED), which ranks fifth among school-aged students in the United States that have been diagnosed with an exceptionality. ED is a disability that, due to severe behavioral and mental health issues, affects a student's ability to succeed academically in school, which many times leads to the student not finishing high school. The chapter explains that most service delivery models for students who are classified as ED occur in a resource room or self-contained classroom model. Two case studies demonstrate services within such models that have been found to be successful. The chapter also includes a discussion on specific intervention strategies that can assist teachers working with ED students.

Advances in Early Childhood and K-12 Education - Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice ◽

Teaching Students With Specific Learning Disabilities in the General Education Classroom

10.4018/978-1-5225-3111-1.ch002 ◽

2018 ◽

pp. 39-74

Author(s):

Pam L. Epler

Keyword(s):

General Education ◽

Classroom Environment ◽

Classroom Teacher ◽

The United States ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

General Education Classroom ◽

Education Act ◽

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.

Teaching Students With Specific Learning Disabilities in the General Education Classroom

10.4018/978-1-6684-3670-7.ch007 ◽

2022 ◽

pp. 111-137

Author(s):

Pam L. Epler

Keyword(s):

General Education ◽

Classroom Environment ◽

Classroom Teacher ◽

The United States ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

General Education Classroom ◽

Education Act ◽

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.

Human security as biosecurity

Politics and the Life Sciences ◽

10.1017/pls.2021.1 ◽

2021 ◽

pp. 1-23

Author(s):

Craig Albert ◽

Amado Baez ◽

Joshua Rutland

Keyword(s):

International Security ◽

Relevant Literature ◽

Human Security ◽

The United States ◽

Security Threat ◽

Global Security ◽

Case Study Analysis ◽

Theoretical Approaches ◽

The Individual

Abstract Research within security studies has struggled to determine whether infectious disease (ID) represents an existential threat to national and international security. With the emergence of SARS-CoV-2 (COVID-19), it is imperative to reexamine the relationship between ID and global security. This article addresses the specific threat to security from COVID-19, asking, “Is COVID-19 a threat to national and international security?” To investigate this question, this article uses two theoretical approaches: human security and biosecurity. It argues that COVID-19 is a threat to global security by the ontological crisis posed to individuals through human security theory and through high politics, as evidenced by biosecurity. By viewing security threats through the lens of the individual and the state, it becomes clear that ID should be considered an international security threat. This article examines the relevant literature and applies the theoretical framework to a case study analysis focused on the United States.

Learning from Past Policy: Assessing United States Foreign Policy over Indonesia in Resolving the 1999 East Timor Crisis

Global Jurnal Politik Internasional ◽

10.7454/global.v23i1.579 ◽

2021 ◽

Vol 23 (1) ◽

pp. 1

Author(s):

Sigit S. Nugroho

Keyword(s):

United States ◽

Foreign Policy ◽

Low Cost ◽

The United States ◽

East Timor ◽

United States Foreign Policy ◽

Case Study Analysis ◽

High Degree ◽

The U.S

Assessing the output of past foreign policy is instrumental for any country to learn policy-relevant insights, to appreciate its experience, and to improve its future conduct. To glean such insights, this article borrows Baldwin’s framework in assessing the success and failure in foreign policy. Using a case study analysis, it assesses the United States’ (U.S.) influence attempt towards Indonesia to resolve the 1999 East Timor humanitarian crisis. President Clinton’s decision to undergo an influence attempt primarily aimed to change Indonesia’s policy while gaining support from U.S. allies in the process. The article finds that Clinton’s decision was a highly successful attempt. This finding is based on several factors: (1) the attempt effectively attained the intended primary and secondary goals at a considerably high degree; (2) it was conducted at a considerably low cost for the U.S.; (3) it inflicted a high cost towards Indonesia; (4) the increase in Clinton’s stake strengthened the U.S. resolve to pursue the influence attempt; and (5) Clinton had successfully overcome the difficult undertaking as Indonesia possessed higher stake over East Timor. These findings provide some lessons for both U.S. and Indonesian foreign policymakers to chart future relations for the two nations.

Redesigning GE Language

10.4018/978-1-7998-8463-7.ch002 ◽

2022 ◽

pp. 22-40

Author(s):

Paula Cronovich ◽

Jacqueline Mitchell

Keyword(s):

General Education ◽

Teaching And Learning ◽

The United States ◽

People Of Color ◽

Cultural Contexts ◽

Race And Gender ◽

Faith Based ◽

And Gender ◽

Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

Iran: Adversaries and Nuclear Reversal

Delaying Doomsday ◽

10.1093/oso/9780190077976.003.0007 ◽

2020 ◽

pp. 152-179

Author(s):

Rupal N. Mehta

Keyword(s):

The United States ◽

International Community ◽

Window Of Opportunity ◽

Study Analysis ◽

Nuclear Program ◽

Case Study Analysis ◽

Comprehensive Plan

This chapter presents an in-depth case study analysis of the Iranian nuclear program from its inception to the country’s ultimate decision to renounce its nuclear ambitions in 2015. The chapter begins by examining the trajectory of the Iranian nuclear program and some of the initial attempts by the international community to persuade Iran to end it. Using archival and interview-based data, this analysis demonstrates the powerful role of inducements offered by the United States and other members of the international community, in conjunction with the election of President Rouhani, that provided a window of opportunity that ultimately led to the Joint Comprehensive Plan of Action (JCPOA). The chapter concludes with an update about the long-term viability of the Iran deal.