scholarly journals Are our Special Education Students Ready for Work? An Investigation of the Teaching of Job-related Social Skills in Northern Taiwan

2015 ◽  
Vol 62 (6) ◽  
pp. 628-643 ◽  
Author(s):  
Yin-An Chu ◽  
Liang-Cheng Zhang
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Special Education Students ◽  
Education Students ◽  
Northern Taiwan

scholarly journals Discipline Policies and Preschool Special Education Students' Personal-Social Skills

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Amanda L. Tamagni ◽  
Andrea M. Wilson
Keyword(s):  
Special Education ◽  
Social Skills ◽  
Title I ◽  
School Discipline ◽  
Linear Regression Analysis ◽  
Special Education Students ◽  
Education Students ◽  
Preschool Special Education ◽  
Discipline Policies

Preschool special education students’ lack of personal–social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative investigation was to examine the relationship between the quality of school discipline policies and personal–social skills of preschool special education students within the focus district. Data collection included archived personal–social skills scores, as measured by the Battelle Developmental Inventory–2 (BDI-2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools’ discipline policies using the Teaching and Guidance Policy Essentials Checklist (TAGPEC). Preschool special education students’ personal–social skills were measured using the BDI-2, and discipline policies were measured using the TAGPEC. Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students’ BDI-2 scores. The personal–social skills for students in Title I and non-Title I schools (<em>n </em>= 96 students per group) were compared while controlling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

A Report on the Colorado Statewide Follow-up Survey of Special Education Students

1985 ◽  
Vol 51 (5) ◽  
pp. 397-404 ◽  
Author(s):  
Dennis E. Mithaug ◽  
Chiyo N. Horiuchi ◽  
Peter N. Fanning
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students
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