The Effects of Microcomputers on the Secondary Special Education Classroom Ecology

1987 ◽  
Vol 8 (4) ◽  
pp. 36-45 ◽  
Author(s):  
Herbert Rieth ◽  
Christine Bahr ◽  
Lewis Polsgrove ◽  
Cynthia Okolo ◽  
Robert Eckert
Keyword(s):  
Special Education ◽  
Computer Use ◽  
Student Behavior ◽  
Teacher Behavior ◽  
Instructional Programs ◽  
Secondary Special Education ◽  
Resource Room ◽  
Education Resource ◽  
Training And Support ◽  
The Impact

This study was designed to investigate the impact of the microcomputer upon the curricular content, curricular format, student behavior, teacher behavior, and teacher focus employed in secondary special education resource room programs. These behaviors were compared in classes in which a microcomputer was used with classes in which no computer was used. Overall, the data suggested different effects associated with computer use The most important benefits appear to be increased active task engagement and increased individually focused instruction. In many key categories of teacher behavior, however, there were no significant differences between the computer-use and noncomputer-use classes. The data strongly suggest that teachers will need training and support if they are to integrate computers into their instructional programs.

An Analysis of the Impact of Microcomputers on the Secondary Special Education Classroom Ecology

1988 ◽  
Vol 4 (4) ◽  
pp. 425-441 ◽  
Author(s):  
Herbert Rieth ◽  
Christine Bahr ◽  
Cynthia Okolo ◽  
Lewis Polsgrove ◽  
Robert Eckert
Keyword(s):  
Special Education ◽  
Active Engagement ◽  
Secondary Special Education ◽  
Classroom Ecology ◽  
Instructional Activities ◽  
Ready Availability ◽  
Computer Based ◽  
Based Instruction ◽  
Training And Support ◽  
The Impact

The purpose of this research was to examine the effects of microcomputers on the ecology of secondary special education classrooms. Observational data were collected in twenty-six secondary school special education classes located in an urban midwestern school system. The data indicated that despite the ready availability of computers, only approximately 60 percent of the teachers chose to use them for instruction and they were in use only 25.3 percent of the time. The infrequent use was attributed to the lack of appropriate software, logistical problems in scheduling the microcomputer, and lack of training and support for teachers. The use of microcomputers was found to be related to increased student active engagement and decreased off-task behaviors. Unfortunately, teachers who used computers spent less time engaged in direct instructional activities and did not integrate the computer-based instruction with the teacher-based instruction.

scholarly journals The impact of classroom climate on students' perception of social exclusion in secondary special education

2019 ◽  
Vol 103 ◽  
pp. 127-134
Author(s):  
M.H.M. Beld ◽  
E.G. Van den Heuvel ◽  
G.H.P. van der Helm ◽  
C.H.Z. Kuiper ◽  
J.J.W. de Swart ◽  
...  
Keyword(s):  
Special Education ◽  
Social Exclusion ◽  
Classroom Climate ◽  
Secondary Special Education ◽  
The Impact

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

scholarly journals Reaching Out: Extending Collaboration & Training To Educators

2015 ◽  
Vol 13 ◽  
Author(s):  
Orletta Nguyen
Keyword(s):  
United States ◽  
Special Education ◽  
Special Needs ◽  
Job Demands ◽  
The United States ◽  
Hierarchical System ◽  
Collaborative Relationships ◽  
Students With Special Needs ◽  
Training And Support ◽  
The Impact

In the United States, special education paraeducators constitute a population of educators that provide integral services to our students with special needs. This population of educators is historically and currently poorly trained and supervised; yet, they work with the most challenging conditions and student population. Existing literature has unveiled a dismal state where the paraeducators job demands are increasing while their training and support remain relatively stagnant. An area where research has not highlighted as thoroughly is the impact of the dysfunctional, hierarchical system in which paraeducators operate. In essence, paraeducators are victims of a dysfunctional system that leaves them stagnant in their learning and in a position of marginalization. To begin including and valuing these individuals and thus improving our schools, practitioners must go back to the basics and increase the extent in which we demonstrate our appreciation of paraeducators by acknowledging and including them in more collaborative relationships and providing adequate training.

Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?

1994 ◽  
Vol 61 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Susan K. Green ◽  
Mark R. Shinn
Keyword(s):  
Special Education ◽  
Education Reform ◽  
General Education ◽  
Reading Instruction ◽  
Research Strategies ◽  
Resource Room ◽  
Subjective Perceptions ◽  
Quantitative And Qualitative Research ◽  
Positive Attitudes ◽  
Education Resource

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.

scholarly journals Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

2021 ◽  
Author(s):  
Renee Speight ◽  
Suzanne Kucharczyk ◽  
Peggy Whitby
Keyword(s):  
High School ◽  
High School Students ◽  
High School Student ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Implementation Fidelity ◽  
Teacher Behavior ◽  
Single Subject ◽  
The Impact

AbstractChallenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

What's “Special” about the Special Education Resource Room for Learning Disabled Students?

1983 ◽  
Vol 6 (3) ◽  
pp. 283-288 ◽  
Author(s):  
Martha L. Thurlow ◽  
James E. Ysseldyke ◽  
Janet L. Graden ◽  
Bob Algozzine
Keyword(s):  
Special Education ◽  
Differentiated Instruction ◽  
Learning Disabled ◽  
Disabled Students ◽  
Resource Room ◽  
Academic Tasks ◽  
Regular Classrooms ◽  
Resource Rooms ◽  
Education Resource ◽  
Short Time

This article reports on a study of the instructional ecology of resource rooms and regular classrooms for LD students. Eight students were observed on 53 events in 10-second intervals for two complete days of classroom instruction. Comparisons were made of how these students spent their time in resource and regular rooms. In general, opportunities for differentiated instruction were available to the LD students in the resource rooms (e.g., instruction in reading was more individualized). However, no practical differences were noted in the amount of time students were actively engaged in instruction in the two settings. Overall, in both settings, LD students were actively engaged in responding to academic tasks for a very short time (29 minutes per day in resource rooms, 19 minutes per day in regular classrooms).

scholarly journals An agent-based simulation model for analyzing the impact of teacher behavior in case of evacuation from daycare classrooms

2018 ◽  
Author(s):  
Raimundo J. C. Ferro Junior ◽  
Thayanne F. Da Silva ◽  
João P. B. Andrade ◽  
Gustavo A. L. De Campos
Keyword(s):  
Simulation Model ◽  
Classroom Environment ◽  
Student Behavior ◽  
Simulation Models ◽  
Teacher Behavior ◽  
Behavioral Characteristics ◽  
Agent Based ◽  
Evacuation Plans ◽  
Using Data ◽  
The Impact

Agent-based simulations can be used to study and formulate evacuation plans, however the traditional simulation models for this context are not suitable for daycare and school settings where the population of these settings has unique physical and behavioral characteristics. This paper proposes a simulation model based on classroom evacuation agents from daycare centers that takes into account the physical and behavioral characteristics of the students and that is able to provide data to evaluate the impact of teachers’ behavior in the evacuation process. The model was built using the Netlogo tool, using as basis the structures of the Brazilian classroom environment and using data from the literature on human behavior. The tests were performed in different settings of parameters for environment, population, student behavior and evacuation strategies. The experiments showed that the model was able to reproduce results consistent with the expected values and scenarios described in the literature, as well as being an effective tool to evaluate the impact of teacher behavior in the evacuation process, especially in rooms where students have a high degree of dependency.

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