Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

2019 ◽  
Vol 44 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
General Education ◽  
Secondary Students ◽  
Management Strategies ◽  
Future Research ◽  
Educational Placement ◽  
Mediated Communication ◽  
School Students ◽  
The Impact

Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

scholarly journals Spotlighting Stigma and Barriers: Examining Secondary Students’ Attitudes Toward School Counseling Services

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1881127
Author(s):  
Richard W. Auger ◽  
Nicholas R. Abel ◽  
Brandie M. Oliver
Keyword(s):  
High School Students ◽  
School Counseling ◽  
School Counselors ◽  
Secondary Students ◽  
Student Attitudes ◽  
School Counselor ◽  
Future Research ◽  
Counseling Services ◽  
School Students ◽  
The Impact

Student attitudes toward accessing school counseling services were the focus of a survey of 3,584 middle school and high school students. Respondents identified barriers to seeking help from school counselors, including stigma, a desire to manage problems themselves, a lack of a positive relationship with their school counselor, and a concern that the counselor would not keep disclosures confidential. This study also examined the impact of gender, age, and race/ethnicity on students’ willingness to seek help from their school counselor. We present implications for practice and future research.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

Multicomponent Reading Interventions for Students With Intellectual Disability

2017 ◽  
Vol 39 (4) ◽  
pp. 229-242 ◽  
Author(s):  
Kemal Afacan ◽  
Kimber L. Wilkerson ◽  
Andrea L. Ruppar
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Future Research ◽  
Sight Word ◽  
The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 239-256 ◽  
Author(s):  
Zachary Rossetti ◽  
Donna Lehr ◽  
Shuoxi Huang ◽  
Jessica Ghai ◽  
Nancy Harayama
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Social Interactions ◽  
Secondary Students ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Structured Interviews ◽  
School Students ◽  
Inclusive Settings ◽  
Direct Support

AbstractFriendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent (n = 10) and teacher (n = 20) perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day. The data were collected through semi-structured interviews with each participant and analyzed inductively using a multistage process of open and then thematic coding. The thematic findings suggest that the challenge of friendship development between students with and without IDD is ongoing, though there may be potential in focusing more explicitly and intentionally on increasing social interaction opportunities both in and out of school. Implications for future research and practice are described in the context of supporting students with and without IDD to increase social interactions and develop friendships.

HEALTH LITERACY IN SHAPING HEALTH RESOURCES (EXAMPLE OF ADULT WARSAW YOUTH)

2020 ◽  
Vol 558 (9) ◽  
pp. 2-9
Author(s):  
Violetta Korporowicz
Keyword(s):  
High School Students ◽  
Health Literacy ◽  
General Education ◽  
Public Discourse ◽  
Sample Selection ◽  
Health Resources ◽  
Vocational Schools ◽  
School Students ◽  
High Level ◽  
The Impact

The public discourse adopted an approach to health literacy as health awareness or the ability to make decisions about health in terms of everyday life and the ability to avoid disease or protect against disease. A high level of literacy gives knowledge on how and where to look for information on the impact of various factors on health. A field audit was conducted in the direction of health literacy at randomly selected high schools in Warsaw (general, technical and vocational schools – currently industry) in the school year 2015/2016. The study involved 820 students of three types of Warsaw schools with representative sample selection. In the light of research, it turned out that adult youth from Warsaw vocational schools considerably less compared to youth from general education recognize health-threatening situations in the form of: lack of proper diet despite the indications of doctors, participation in sports and rehabilitation activities, despite the fact that about one a third of respondents reported weak, bad or even very serious health problems. In addition, relatively higher obesity compared to high school students and technical secondary schools. That is why it is important to pay special attention to education authorities (local and state) about neglect in the field of health education in schools, in particular in vocational schools.

Supported eText: Effects of Text-to-Speech on access and Achievement for High School Students with Disabilities

2009 ◽  
Vol 24 (3) ◽  
pp. 9-20 ◽  
Author(s):  
Margo Vreeburg Izzo ◽  
Amanda Yurick ◽  
Bianca McArrell
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Future Research ◽  
Text To Speech ◽  
School Students ◽  
General Education Curriculum ◽  
Reversal Design

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

scholarly journals Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

2018 ◽  
Vol 21 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Tara C. Moore ◽  
Andrew J. Alpers ◽  
Rachael Rhyne ◽  
Mari Beth Coleman ◽  
Jason R. Gordon ◽  
...  
Keyword(s):  
High School Students ◽  
General Education ◽  
Reading Instruction ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Future Research ◽  
Elementary Student ◽  
School Students ◽  
Classroom Study ◽  
Small Group Reading

Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2). Using within-participant reversal designs, the teachers provided brief reminders of behavioral expectations just before class. Teachers were instructed to respond to the students’ appropriate and inappropriate behaviors in a typical manner to ensure no programmed changes in the contingencies for student behavior. Results indicated improvements in classroom behavior for all four students, and teachers and students indicated positive perceptions about the intervention and its effects. Implications for future research and practice are discussed.

scholarly journals Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis

2021 ◽  
Vol 8 (02) ◽  
pp. 387-403
Author(s):  
Toni Ariwijaya
Keyword(s):  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Community Involvement ◽  
Independent Living ◽  
Document Analysis ◽  
School Outcomes ◽  
School Students ◽  
Policy Document

There are no national laws in Indonesia which requires educational authorities to provide Invidualised Transition Plans (ITPs) towards high school students with disabilities. It leads issues as to low education attainments the students from this population have as well as small numbers of the students entering universities and job markets. In lieu of legislations, it is argued that Indonesia has signed international agreement and policies which are actually meant to provide ITPs to secondary students with disabilities to improve their post school outcomes – education, employment and independent living – for this vulnerable group. Hence, document analysis methods were employed in this research to analyse the international, national and local policies that the country has been signed through analyzing the statements aligned with evidence-based transition skills and predictors. The method employed by O’Neill et al. (2016) was replicated to condense the list of practices in the NTACT website into broader categories to address youths academic, employment, and independent living needs. As for the international policy, 19 transition-aligned statements were found, accounting for community involvement, interagency collaboration and inclusion in general education. Meanwhile for the national policy documents, only 15 statements were aligned. Implication for policymakers and educational jurisdictions are also discussed.

scholarly journals The Impact of a Multi-Pronged Intervention on Students’ Perceptions of School Lunch Quality and Convenience and Self-Reported Fruit and Vegetable Consumption

2020 ◽  
Vol 17 (16) ◽  
pp. 5987
Author(s):  
Stephanie S. Machado ◽  
Lorrene D. Ritchie ◽  
Hannah R. Thompson ◽  
Kristine A. Madsen
Keyword(s):  
High School Students ◽  
Secondary Students ◽  
Vegetable Intake ◽  
Vegetable Consumption ◽  
School Lunch ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
School Students ◽  
The Impact ◽  
Perceptions Of School

School lunch programs provide an opportunity to improve students’ diets. We sought to determine the impact of a multifaceted intervention (cafeteria redesigns, increased points-of-sale and teacher education) on secondary students’ perceptions of school-lunch quality and convenience and fruit and vegetable intake. Surveys (n = 12,827) from middle and high school students in 12 intervention and 11 control schools were analyzed. We investigated change in school-lunch perceptions and lunchtime and daily fruit and vegetable consumption from 2016 to 2018. Among 8th graders, perceptions that school lunch tastes good and that school lunch was enough to make students feel full increased 0.2 points (on a 5-point scale; p < 0.01) in intervention schools relative to control schools. Among 10th graders, lunchtime fruit and vegetable consumption increased 6% in intervention relative to control schools (p < 0.05 and p < 0.01 respectively). Daily fruit intake increased 0.1 cups/day in intervention relative to control schools among 9th graders (p < 0.01). This study provides important evidence on the limited effect of design approaches in the absence of meal changes. We observed only modest changes in school lunch perceptions and fruit and vegetable consumption that were not consistent across grades, suggesting that additional efforts are needed to improve school-lunch uptake.

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