scholarly journals Paraprofessional Involvement in Self-Determination Instruction for Students with High-Incidence Disabilities

2012 ◽  
Vol 78 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Erik W. Carter ◽  
Lynn Sisco
Keyword(s):  
Self Determination ◽  
High Incidence ◽  
High Incidence Disabilities

The Impact of Personal Factors on Self-Determination and Early Adulthood Outcome Constructs in Youth With Disabilities

2016 ◽  
Vol 27 (4) ◽  
pp. 223-233 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw
Keyword(s):  
Family Income ◽  
Research Policy ◽  
Early Adulthood ◽  
Government Support ◽  
Self Determination ◽  
Future Research ◽  
Personal Factors ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
The Impact

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the impact of three personal factors—race/ethnicity, gender, and family income—on self-determination (i.e., autonomy, psychological empowerment, self-realization) and early adulthood outcome constructs. Findings suggest for those with high-incidence disabilities, family income predicts postsecondary education outcomes. And males with high-incidence disabilities have greater access to services and accommodations as adults, but lower use of financial supports (i.e., use of government support programs). African American youth across disability categories reported lower levels of financial independence. Females with intellectual disability reported greater social relationships but lower levels of financial support and employment. Implications for future research, policy, and practice are discussed.

Self-Determination Prospects of Youth With High-Incidence Disabilities

2009 ◽  
Vol 18 (2) ◽  
pp. 67-81 ◽  
Author(s):  
Erik W. Carter ◽  
Audrey Trainor ◽  
Laura Owens ◽  
Beth Sweden ◽  
Ye Sun
Keyword(s):  
Self Determination ◽  
High Incidence ◽  
High Incidence Disabilities

An Intervention to Promote Positive Teacher–Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance

2016 ◽  
Vol 40 (3) ◽  
pp. 186-191 ◽  
Author(s):  
John Lind ◽  
Marcus Poppen ◽  
Christopher Murray
Keyword(s):  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Goal Setting ◽  
Self Determination ◽  
Educational Context ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
High Incidence ◽  
High Incidence Disabilities

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

scholarly journals Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

2021 ◽  
Vol 11 (1) ◽  
pp. 51
Author(s):  
Ameen Ali Alhaznawi ◽  
Abdullah Saleh Alanazi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Faculty Members ◽  
Academic Rank ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Staff Members ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

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