Assisting Students

2019 ◽  
pp. 269-284
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Adult Learners ◽  
Students With Disabilities ◽  
Life Events ◽  
Music Appreciation ◽  
Task Management ◽  
Students With Special Needs ◽  
Effective Strategies ◽  
Online Music ◽  
The Common ◽  
Communication Needs

This chapter presents many of the common challenges that online students face and provides instructors with effective strategies through which to address related students’ needs. Instructors who teach online will encounter adult learners with particular learning and communication needs, students who experience time and task management challenges, students with disabilities, nonmusicians who do not understand, students with poor communication or writing skills, students with life events that interrupt their progress or cause them to disappear during a course, and challenging students who question or provoke their instructor and classmates. Readers will find within this chapter supportive strategies to guide them through such circumstances, with outreach and communication scripts that are intended to further support their teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight means by which instructors can support and assist students with special needs or challenges in online music appreciation classes.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

scholarly journals When Bilingualism is the Common Factor: Switch Reference at the Junction of Competence and Performance in Both Second Language and Heritage Language Performance

2018 ◽  
Vol 11 (3) ◽  
pp. 590-616 ◽  
Author(s):  
Tiffany Judy ◽  
Michael T. Putnam ◽  
Jason Rothman
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Heritage Language ◽  
Common Factor ◽  
Language Performance ◽  
Subject Pronouns ◽  
Different Populations ◽  
The Common ◽  
And Performance ◽  
Heritage Language Speakers

In this paper we take a closer look at the oft-touted divide between heritage language speakers and adult second language (L2) learners. Here, we explore whether some properties of language may display general effects across different populations of bilinguals, explaining, at least partially, why these two groups show some common differences when compared with monolinguals. To test this hypothesis, we adduce data from two unique populations of bilinguals: a moribund variety of heritage German spoken in southwestern Kansas (Moundridge Schweitzer German) and L2 adult learners of Spanish. Empirically, we investigate whether the confound of switch reference adds an additional cognitive burden to these bilinguals in licensing object control predicates in the former and referential subject pronouns in the latter. Our preliminary findings support the view that overarching concepts such as incomplete acquisition cannot capture the variability observed in these populations, thus further supporting approaches that interpret findings such as these to be the result of specific variables.

scholarly journals Entrepreneurship Education and Entrepreneurial Intention among Disability Students in Higher Education

2020 ◽  
Author(s):  
Ernita Maulida ◽  
Esty Nurbaity ◽  
Vera Utami G. P
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Case Study Research ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
State University ◽  
Students With Special Needs ◽  
Tertiary Institutions

Entrepreneurship education helps to form appropriately entrepreneurial mindsets and behaviors in students. This is not only for normal students but also students with special needs in tertiary institutions. This study aims to identify the entrepreneurial intention of students with special needs (disability) at Jakarta State University (UNJ). This research used the case study research method, where the casesare students with disabilities at UNJ who are registered as active students. Data was collected using unstructured interviews. The research revealed three core indicators of student entrepreneurial intention. These are 1) elements of intention (cognition, emotions and conations), 2) characteristics of an entrepreneur and 3) business ethics. The results of this study state that students with disabilities know about entrepreneurship (cognition) and have a desire to become an entrepreneur (emotion) and have experience in trying entrepreneurship (conations). In addition, the students with disabilities also know what needs to be prepared to become an entrepreneur such as the readiness of the risks to be faced and how to run a good business. Keywords: entrepreneurship education, disability student, higher education, entrepreneurial intention

Making Instruction Work for Adult Learners

2018 ◽  
pp. 1-11
Author(s):  
Mitra Fallahi
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Learning Process ◽  
Effective Strategies

This chapter is a review of the goals of the adult learners, with a focus on factors that impact the learning process. Principles of education of adult learners are discussed. There are various effective strategies for instruction; however, regardless of the strategies developed, instruction of adults at any level in higher education must facilitate learners' paths toward achieving their goals in pursuing higher education. In teaching adult learners, some factors impacting the learner that require consideration are discussed.

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Teaching Strategies for Performers with Special Needs

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Entry Point ◽  
Fifth Grade ◽  
Students With Special Needs ◽  
Beginning Band ◽  
Choral Ensemble ◽  
Point Of Entry ◽  
School Career ◽  
Conducting Students

Because of previously discussed changes in philosophy and policy, the demographics of our performing ensembles are constantly changing. Many school districts have moved toward a policy of full inclusion of students with special needs. This has led to an increased number of students with special needs in performing ensembles and has challenged many conductors to find ways to include many students with disabilities who were not previously a part of performing ensembles. In addition, this has forced many conductors to reexamine their underlying philosophy of what it means to be a successful ensemble conductor. The purpose of this chapter is to offer techniques for choral and instrumental conductors who teach performers with special needs and to suggest ideas for consideration for those who are preparing to conduct performing ensembles. These strategies come from extensive work researching, consulting with ensemble conductors, and working with parents of performers with special needs. This chapter is designed to alleviate any anxieties conductors and conducting students may have and to provide confidence when teaching students with disabilities. Typically the percentage of students with disabilities in performing ensembles is far less than the overall percentage of students with disabilities in a school. This is anecdotal data, however; the open challenge exists to those who teach performing ensembles to truly examine this phenomenon throughout their school system (Pre-K through 12). Band, choir, and orchestra directors can inadvertently discourage participation of students with special needs in their ensembles in many ways. For example, many band and orchestra programs have an entry point in or around fifth grade. However, after that point, students are not allowed to join. Unfortunately, many students with special needs are not developmentally ready to join an instrumental or choral ensemble in fifth grade. Many of these same students would be extremely successful if given another point of entry later in their school career. Small curricular nuances such as a floating entry point to beginning band, choir or orchestra can make a meaningful difference in developing an inclusive performing ensemble program in a public school.

Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

Big-Picture Planning and Backward Mapping

2019 ◽  
pp. 53-80
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Open Educational Resources ◽  
Music Appreciation ◽  
Course Development ◽  
Writing Course ◽  
Online Music ◽  
Big Picture ◽  
Backward Mapping ◽  
Online Methods

In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.

Assistive Technology to Help Students With Disabilities

2020 ◽  
pp. 240-267
Author(s):  
Mark Viner ◽  
Ajay Singh ◽  
Michael F. Shaughnessy
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
High Tech ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Multiple Resources ◽  
Service Programs ◽  
National Organizations ◽  
History Of ◽  
Special Learning Needs

This chapter reviews some of the low-tech as well as the high-tech devices available for a wide variety of students with special learning needs. A history of assistive technology devices is explored and defined. Assistive technology has increased in use in recent decades due to accessibility of computers and the digital age. Digital devices such as hand held scanners, online learning environments, and digital resources have changed the educational experiences for students with special needs and disabilities. In response, teacher in-service programs and ongoing professional development programs need to be involved to understand and develop appropriate 21st-century learning opportunities and curricula. Future trends, such as virtual reality (VR) environments, allow opportunities for safe, effective learning. To assist in understanding and choosing the appropriate devices, multiple resources, such as global and national organizations, and online resources are provided.

The Use of a Daily Calendar to Increase Responsibilities Fulfilled by Secondary Students with Special Needs

1995 ◽  
Vol 16 (1) ◽  
pp. 38-43 ◽  
Author(s):  
DEBORAH MAE FLORES ◽  
PATRICK J. SCHLOSS ◽  
SANDRA ALPER
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Multiple Baseline ◽  
Initial Training ◽  
Students With Special Needs

This paper describes the use of a personal calendar to increase responsibilities fulfilled by secondary students with special needs. A multiple baseline, across-skills design demonstrated that students with disabilities can be taught to carry and use a personal calendar. Using a calendar was associated with an increase in the extent to which personal responsibilities were accomplished. Finally, follow-up data indicated that calendar usage and responsibility completion was maintained beyond initial training.

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