Teaching Strategies for Performers with Special Needs

Entry Point ◽

Fifth Grade ◽

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.

Entrepreneurship Education and Entrepreneurial Intention among Disability Students in Higher Education

KnE Social Sciences ◽

10.18502/kss.v4i14.7886 ◽

2020 ◽

Author(s):

Ernita Maulida ◽

Esty Nurbaity ◽

Vera Utami G. P

Keyword(s):

Higher Education ◽

Special Needs ◽

Case Study Research ◽

Entrepreneurship Education ◽

Entrepreneurial Intention ◽

State University ◽

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

Online Learning as a Form of Accommodation

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch464 ◽

2011 ◽

pp. 2906-2910

Author(s):

Terence Cavanaugh

Keyword(s):

General Education ◽

Special Needs ◽

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

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).

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

Remedial and Special Education ◽

10.1177/074193259501600105 ◽

1995 ◽

Vol 16 (1) ◽

pp. 38-43 ◽

Cited By ~ 1

Author(s):

DEBORAH MAE FLORES ◽

PATRICK J. SCHLOSS ◽

SANDRA ALPER

Keyword(s):

Special Needs ◽

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.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1208 ◽

2019 ◽

Author(s):

April Camping ◽

Steve Graham

Keyword(s):

Special Education ◽

General Education ◽

Special Needs ◽

The United States ◽

Individual Student ◽

Writing Practices ◽

General Education Classroom ◽

Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

Educational Researcher ◽

10.3102/0013189x19852306 ◽

2019 ◽

Vol 48 (5) ◽

pp. 273-286 ◽

Cited By ~ 1

Author(s):

North Cooc

Keyword(s):

General Education ◽

Special Needs ◽

Behavioral Problems ◽

Teaching And Learning ◽

School Factors ◽

International Data ◽

Teaching Time ◽

General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Inclusion, School Restructuring, and the Remaking of American Society

Harvard Educational Review ◽

10.17763/haer.66.4.3686k7x734246430 ◽

1996 ◽

Vol 66 (4) ◽

pp. 762-797 ◽

Cited By ~ 110

Author(s):

Dorothy Kerzner Lipsky ◽

Alan Gartner

Keyword(s):

Special Education ◽

Special Needs ◽

Least Restrictive Environment ◽

School Restructuring ◽

Educational Systems ◽

Recent Developments ◽

American Society ◽

Restrictive Environment

In this article, Dorothy Kerzner Lipsky and Alan Gartner discuss recent developments in special education and measure them against their inclusionary model. This article expands and updates their 1987 HER article, "Beyond Special Education: Toward a Quality System for All Students," a review of the implementation of PL 94-142, which, though the basis for placement in the least restrictive environment, in fact provided legal support for the development of separate educational systems for students with special needs. Here, Lipsky and Gartner continue their argument that the special education model must not separate those with special needs. They argue that inclusion provides all students with a quality education that is both individual and integrated, citing recent court cases that support their contention that all students can and should be educated in the same classroom. Lipsky and Gartner conclude by showing how their inclusionary model adds to the school restructuring debate, which until now has excluded any mention of students with disabilities. They believe that special education should be viewed as a matter of social justice and equity, and see inclusion as a way of both restructuring education and remaking American society.

Online Learning as a Form of Accomodation

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch389 ◽

2005 ◽

pp. 2209-2213

Author(s):

Terence Cavannaugh

Keyword(s):

General Education ◽

Special Needs ◽

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

General Education Teacher ◽

The Past ◽

Education Act

Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school

Australasian Journal of Special Education ◽

10.1017/s1030011200023873 ◽

1997 ◽

Vol 21 (2) ◽

pp. 67-80 ◽

Cited By ~ 2

Author(s):

Susan L. Wright ◽

Jeff Sigafoos

Keyword(s):

Special Education ◽

Primary School ◽

Special Needs ◽

Regular Classroom ◽

Classroom Teachers ◽

Classroom Setting ◽

Regular Classrooms ◽

Teachers And Students

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

The use of Assistive Technology for people with special needs in the UAE

Journal of International Special Needs Education ◽

10.9782/2159-4341-15.1.56 ◽

2012 ◽

Vol 15 (1) ◽

pp. 56-71 ◽

Cited By ~ 2

Author(s):

Abdurrahman Ghaleb Almekhalfi ◽

Sana Tibi

Keyword(s):

Assistive Technology ◽

Special Needs ◽

United Arab Emirates ◽

Teachers Perceptions ◽

Rapid Changes ◽

The Everyday ◽

Different Types ◽

Shed Light

Today, technology has become an essential part of the everyday educational setting. Its use has proven to facilitate learning and communication of many students with and without disabilities. Assuredly, assistive technology (AT) has transformed education and empowered students with disabilities. In spite of the rapid changes taking place in all sectors in the United Arab Emirates (UAE), the research studies investigating AT for students with special needs in the (UAE) are limited, if any. Quantitative and qualitative data collection methodology were used to explore the AT tools, services, barriers, and professional development available in the UAE special needs centers. Results showed that different types of AT devices existed in the classrooms which were available for students of different of disabilities. In addition, results revealed different types of barriers hindering the use of AT. Results may shed light on the use of AT in the UAE, teachers' perceptions towards this use and barriers impeding such use. Recommendations and suggestions to improve the use of AT wherever and whenever needed in the UAE are discussed.

INNOVATIVE METHODS FOR TEACHING CHILDREN WITH SPECIAL NEEDS

Nauka v sovremennom mire ◽

10.31618/2524-0935-2020-48-3-3 ◽

2020 ◽

pp. 46-52

Author(s):

Tamara Borisovna Avdonina ◽

Dina Xalimovna Gurieva

Keyword(s):

Special Needs ◽

Children With Special Needs ◽

Training And Education ◽

Innovative Methods ◽

The Individual

The article is dedicated to the organization of special conditions for training and education for students with special needs. The article emphasizes the importance of using innovative effective techniques and methods to ensure training, education and socialization of the individual, maintaining the health of students with disabilities.