An investigation of change: elementary students with an individual education program participating in a school‐based mental health counselling intervention

2019 ◽  
Vol 19 (4) ◽  
pp. 325-333
Author(s):  
Viki P. Kelchner ◽  
Mary K. Perleoni ◽  
Glenn W. Lambie
Keyword(s):  
Mental Health ◽  
Elementary Students ◽  
Education Program ◽  
Individual Education Program ◽  
School Based ◽  
Counselling Intervention ◽  
Individual Education ◽  
Health Counselling

School-Based Speech-Language Services Using Telepractice

2021 ◽  
pp. 105345122110018
Author(s):  
Sharon M. Walters ◽  
Shelley A. Bernis ◽  
M. Angela Delvin-Brown ◽  
Shanna E. Hirsch
Keyword(s):  
Learning Disabilities ◽  
Emotional Disturbance ◽  
Education Program ◽  
Specific Learning Disabilities ◽  
Individual Education Program ◽  
Language Services ◽  
School Based ◽  
Individual Education ◽  
Specific Learning

Students diagnosed with specific learning disabilities, autism, or emotional disturbance may also receive speech-language services as part of their individual education program. This article focuses on the use of telepractice for providing speech-language services in schools. The benefits of telepractice are described, including the accessibility, efficiency, and preference of telepractice in delivering effective speech-language services. In addition, the implementation of telepractice services is outlined, strategies for troubleshooting are described, and two implementation checklists are provided.

scholarly journals Addressing the mental health needs of adolescents in South African communities: a protocol for a feasibility randomized controlled trial

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
K. Sorsdahl ◽  
C. van der Westhuizen ◽  
M. Neuman ◽  
H. A. Weiss ◽  
B. Myers
Keyword(s):  
Mental Health ◽  
At Risk ◽  
South African ◽  
Mental Health Problems ◽  
Age Of Onset ◽  
Common Mental Disorders ◽  
Controlled Trial ◽  
Feasibility Trial ◽  
Counselling Intervention ◽  
Health Counselling

Abstract Background Like many low- and middle-income countries, almost half of the proportion of the South African population is under the age of 25. Given the peak age of onset for most mental health problems is in adolescence, it is vital that adolescents have access to mental health counselling. There are several initiatives to increase access to mental health counselling in South Africa, primarily through the integration of counselling for common mental disorders (CMD) into primary health care services, but adolescents (15–18 years of age) generally do not utilize these services. To address this gap, we will undertake a study to explore the feasibility of conducting a trial of the effectiveness of a community-based mental health counselling intervention for adolescents at-risk for a CMD. Methods The study is a feasibility trial of the ASPIRE intervention, a four-session blended multi-component counselling intervention adapted for South African adolescents at risk for depression and alcohol use disorders. We will enrol 100 adolescents from community settings and randomly assign them to the ASPIRE intervention or a comparison condition. Feasibility measures, such as rates of recruitment, consent to participate in the trial and retention, will be calculated. Qualitative interviews with participants and counsellors will explore the acceptability of the intervention. The primary outcomes for a subsequent trial would be reductions in symptoms of depression and days of heavy drinking which will be measured at baseline, 6 weeks, and 3 months post-randomization. Discussion This feasibility trial using a mixed-methods design will allow us to determine whether we can move forward to a larger effectiveness trial of the ASPIRE intervention. Trial registration The trial is registered with the Pan African Clinical Trials Registry (PACTR20200352214510). Registered 28 February 2020—retrospectively registered, https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=9795

Development of Avatar-Based Models and Tools for People With Intellectual Disabilities

2020 ◽  
pp. 152-174
Author(s):  
Dalar Ghougassian
Keyword(s):  
Intellectual Disability ◽  
Education Program ◽  
Project Based Learning ◽  
Traumatic Experience ◽  
Individual Education Program ◽  
Special Support ◽  
People With Intellectual Disabilities ◽  
The Individual ◽  
Individual Education ◽  
Level Of Aspiration

The chapter is about development of consciousness, emotion, motivation, and level of aspiration, with the ways that people react to the psychological, traumatic experience caused by the gradual realization of incapacity. Some people with an intellectual disability are capable of learning together with normally-developing peers if provided with special support; however, there are others who will need an individual education program adapted to their capabilities. The most important focus in working with such students is the individual approach with regard to the specific mentality and health of each person. Such an approach can be achieved through instructional methods like avatar-based learning as the improved development of project-based learning.

Postsecondary Transition Planning

2022 ◽  
pp. 167-187
Author(s):  
Charles William Kemp
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Education Program ◽  
Transition Planning ◽  
Postsecondary Transition ◽  
Individual Education Program ◽  
Full Effect ◽  
Transition Plan ◽  
Federal Guidelines ◽  
Individual Education

Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.

scholarly journals Individual Education Program Kaitannya dengan Differentiated Assessment: Strategi Mengakomodir Siswa Berkebutuhan Khusus di Sekolah Umum

Humaniora ◽  
2011 ◽  
Vol 2 (2) ◽  
pp. 996
Author(s):  
Dina Sekar Vusparatih
Keyword(s):  
Public Schools ◽  
Public School ◽  
Special Needs ◽  
Education Program ◽  
School Education ◽  
Individual Education Program ◽  
Students With Special Needs ◽  
Public School Education ◽  
Individual Education

Individual Education Program (IEP) is a plan made by a team consists of parents, teachers, and other school elements. The purpose of IEP is to help students reach expected academic target. IEP is designed for students in special needs that not only defined academic target but also the methods for reaching the target. Thearticle explains the stages in defining IEP. The primary purpose of IEP is to give the same chance for students with special needs to have standard and public school education for other normal students. Through public schools, the students with special needs could interact and socialize with other students.

scholarly journals Individual Education Program (IEP) Paperwork : A Narrative Review

2018 ◽  
Vol 7 (2.29) ◽  
pp. 682
Author(s):  
Aniva Kartika ◽  
Dewi Retno Suminar ◽  
Mareyke M.W. Tairas ◽  
Wiwin Hendriani
Keyword(s):  
Education Program ◽  
Appropriate Technology ◽  
Narrative Review ◽  
Administrative Staff ◽  
Individual Education Program ◽  
Exclusion Criteria ◽  
Service Flow ◽  
Administrative Burden ◽  
Administrative Tasks ◽  
Individual Education

Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students’ assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork  perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.  

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