Pairing Technology With 6 Traits of Writing Instruction

Writing Instruction ◽

Writing Assessments ◽

Basic Level

Individuals with disabilities continue to struggle with writing. Most students with disabilities do not measure at even the most basic level in writing assessments. Technology offers tools to support writing instruction, but many teachers acknowledge a lack of confidence in designing instruction using these tools in writing. Using the 6 Traits of Writing model as a framework, this article describes how students with disabilities may be challenged in each trait and provides technology that can support the attainment of skills within that identified trait area.

Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students With Disabilities

Focus on Exceptional Children ◽

10.17161/foec.v35i7.6799 ◽

2017 ◽

Vol 35 (7) ◽

Cited By ~ 1

Author(s):

Karen R. Harris ◽

Steve Graham ◽

Linda H. Mason

Keyword(s):

Writing Instruction ◽

Strategy Development ◽

Balanced Approach

Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418822800 ◽

2019 ◽

Vol 42 (4) ◽

pp. 253-258 ◽

Cited By ~ 7

Author(s):

Ryan O. Kellems ◽

Giulia Cacciatore ◽

Kaitlyn Osborne

Keyword(s):

Augmented Reality ◽

Secondary Students ◽

Video Modeling ◽

Independent Living ◽

Teaching Strategy ◽

Math Instruction ◽

Basic Understanding ◽

Critical Skills

A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.

Latin American Physical Educators’ Intention to Teach Individuals With Disabilities

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2014-0167 ◽

2016 ◽

Vol 33 (3) ◽

pp. 213-232 ◽

Cited By ~ 2

Author(s):

Luis Columna ◽

Luz Amelia Hoyos-Cuartas ◽

John T. Foley ◽

Jose Rafael Prado-Perez ◽

Dana Milena Chavarro-Bermeo ◽

...

Keyword(s):

Regression Analysis ◽

Latin American ◽

Predictor Variables ◽

Physical Educators ◽

Type Method ◽

American Physical ◽

Descriptive Survey ◽

Latin American Countries

Purpose:To analyze Latin American physical education (PE) teachers’ intentions toward teaching students with disabilities.Participants:474 in-service PE teachers from 5 different Latin American countries.Method:Descriptive survey. Data were collected using a modified version of the Physical Educators’ Intention Toward Teaching Individuals With Disabilities Survey. Multiple-regression analysis showed significant differences in the attitudes of teachers by gender, the number of adapted-PE courses taken, and years of experience working with individuals with disabilities.Results:The predictor variables had a significant impact on the participants’ intentions toward teaching children with disabilities; however, the effects of these predictor variables differed between countries.

Meaningful Connections: Making Inclusion Work

General Music Today ◽

10.1177/1048371318809969 ◽

2018 ◽

Vol 32 (2) ◽

pp. 31-33 ◽

Cited By ~ 2

Author(s):

Ellary A. Draper

Keyword(s):

Neighborhood Schools ◽

Disabilities Education Act ◽

Inclusive Schools ◽

Restricted Environment ◽

Least Restricted Environment ◽

Education Act ◽

Meaningful Connections

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?

Rural Special Education Quarterly ◽

10.1177/875687050202100305 ◽

2002 ◽

Vol 21 (3) ◽

pp. 21-28 ◽

Cited By ~ 1

Author(s):

Kimberly G. Griffith ◽

Mark J. Cooper

Keyword(s):

Educational Administration ◽

Americans With Disabilities Act ◽

Role Model ◽

Personal Characteristics ◽

Legal Rights ◽

Persons With Disabilities ◽

Educational Administrators ◽

Employees With Disabilities

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.

Validating the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III) Survey for Future Professionals

Adapted Physical Activity Quarterly ◽

10.1123/apaq.19.2.141 ◽

2002 ◽

Vol 19 (2) ◽

pp. 141-154 ◽

Cited By ~ 20

Author(s):

Sherry L. Folsom-Meek ◽

Terry L. Rizzo

Keyword(s):

Principal Components Analysis ◽

Undergraduate Students ◽

Principal Components ◽

Academic Preparation ◽

Physical Educators ◽

Validity And Reliability ◽

Oblique Rotation ◽

Components Analysis

The purpose of this study was to assess validity and reliability of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) for future professionals. Participants (N = 3,464) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities. Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis with varimax rotation. Results showed that PEATID III measures three factors: (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities. Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.

Social Support in the Structure of Personality Resources in Individuals with Disabilities

Cultural-Historical Psychology ◽

10.17759/chp.2015110311 ◽

2015 ◽

Vol 11 (3) ◽

pp. 120-134 ◽

Cited By ~ 2

Author(s):

D.A. Leontyev ◽

A.A. Lebedeva ◽

T.A. Silantieva

Keyword(s):

Social Support ◽

Self Regulation ◽

Well Being ◽

Psychological Resources ◽

Subjective Well Being ◽

Distinctive Features ◽

Developmental Conditions

The paper focuses on the issues of social support of individuals with disabilities and describes its role in the development and maintenance of subjective well-being of persons in situations of disability. A special external resource for overcoming unfavorable developmental conditions, social support is interlocked in a continuous relationship with psychological resources of personality. One of its distinctive features is that it implies the subject's activity aimed at overcoming difficult life situation on his/her own. When the person's bodily resources are insufficient (as it happens in situations of physical disabilities), the role of macro- and microso¬cial resources in supporting his/her well-being naturally increases. However, when both social and bodily resources are scarce, it is the individual's personality that stands in the gap. The research described in the paper explored the relationship between microsocial resources (support of family and friends, satisfaction with this support) and psychological resources of resistance and self-regulation of personality. The sample consisted of 210 subjects (48 students with disabilities, 162 healthy subjects). The outcomes revealed certain differences between the subsamples with low and high rates of social support which suggest that the subjects' perceptions and evaluations of the support contribute to their psychological resources of coping and self-regulation, acti¬vating and/or reinforcing the existing potential of their personalities.

Workplace and Disabilities: Opinions on Work, Interpersonal, and Intrapersonal Factors

Journal of Applied Rehabilitation Counseling ◽

10.1891/0047-2220.29.3.31 ◽

1998 ◽

Vol 29 (3) ◽

pp. 31-37 ◽

Cited By ~ 4

Author(s):

Felix O. Chima

Keyword(s):

College Students ◽

Americans With Disabilities Act ◽

Rehabilitation Counseling ◽

Work Demands ◽

College Students With Disabilities

Informal Network ◽

Intrapersonal Factors ◽

Interpersonal Factors ◽

Designed to provide for the elimination of discrimination against individuals with disabilities, the Americans with Disabilities Act (ADA) more significantly provided for the removal of barriers to their employment. This study ascertained opinions of college students with disabilities regarding work, interpersonal, and intrapersonal factors as concerns to their workplace opportunities and participations. The study found that they have less opportunities than others without disabilities, supervisors are less understanding than co-workers, and they are not fully optimistic about ADA's role in eliminating discrimination. Disrespectful treatment and exclusion from informal network were concerns found among interpersonal factors. Self-doubt, worries about health, and managing time and work demands were found as intrapersonal factors. Implications for rehabilitation counseling are discussed.

The Education of Individuals With Disabilities in Guyana: An Overview

Intervention in School and Clinic ◽

10.1177/1053451218782435 ◽

2018 ◽

Vol 54 (4) ◽

pp. 246-250

Author(s):

Keon A. Cheong ◽

Ryan O. Kellems ◽

Margaret M. Andersen ◽

Katie Steed

Keyword(s):

Education System ◽

Historical Background ◽

Educational Services ◽

Full Potential ◽

Persons With Disabilities ◽

The Past ◽

Services And Supports ◽

Educational Placements

Over the past 20 years, the education system in Guyana has significantly improved. Despite this improvement, students with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of legislation and policies such as the Persons With Disabilities Act of 2010 and the SEN Inclusion Policy. While progress has been made, there is still a need for additional efforts related to the education of individuals with disabilities in Guyana before their full potential is realized. This column presents a brief historical background and summary of current practices related to the identification, educational placements, and provision of educational services and supports for students with disabilities in Guyana. Additional needs and future recommendations are also included.

Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities

General Music Today ◽

10.1177/1048371320902754 ◽

2020 ◽

Vol 33 (3) ◽

pp. 42-45

Author(s):

Ellary A. Draper

Keyword(s):

Music Teachers ◽

Individualized Instruction ◽

Individual Education Program ◽

Disabilities Education Act ◽

History Of ◽

Education Act ◽

Music Classrooms ◽

Individual Education

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.