Vocabulary Intervention for Secondary-Level Youth

1992 ◽  
Vol 15 (3) ◽  
pp. 207-222 ◽  
Author(s):  
Colleen S. Stump ◽  
Thomas C. Lovitt ◽  
Susan Fister ◽  
Karen Kemp ◽  
Rickey Moore ◽  
...  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Performance ◽  
Special Education Teachers ◽  
Research Translation ◽  
Vocabulary Intervention ◽  
Project Outcomes ◽  
Teachers And Students ◽  
Student Reactions ◽  
Student Performance Data

A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.

Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction

1988 ◽  
Vol 9 (2) ◽  
pp. 73-86 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Carol L. Hamlett ◽  
Douglas Fuchs ◽  
Pamela M. Stecker ◽  
Carl Ferguson
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Student Performance ◽  
Special Education Teachers ◽  
Teacher Satisfaction ◽  
Curriculum Based Measurement ◽  
Computer Data ◽  
Education Practice ◽  
Teachers And Students ◽  
Measurement And Evaluation

This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. Participants were 20 special education teachers, randomly assigned to teacher and computer administration groups. Each practitioner selected two mildly handicapped pupils for participation. For 15 weeks, teachers employed CBM in reading, spelling, and math, with data collected by teachers or by computers. Ten weeks into the study, teachers and students were observed during measurement and evaluation activities, and durations of time allocated to CBM procedures were recorded. Teacher satisfaction was indexed with a questionnaire at the study's completion. Observational data indicated that teachers spent less time in measurement and evaluation when data were collected by computers; further, satisfaction data revealed that computer-data-collection teachers were more satisfied with the procedures. However, students spent more time in measurement with computer data collection. Implications for special education practice are discussed.

scholarly journals A Guide for Evaluating the Mathematics Programs Used by Special Education Teachers

2018 ◽  
Vol 54 (2) ◽  
pp. 97-105 ◽  
Author(s):  
Christian T. Doabler ◽  
Jean Louise M. Smith ◽  
Nancy J. Nelson ◽  
Ben Clarke ◽  
Tricia Berg ◽  
...  
Keyword(s):  
At Risk ◽  
Special Education ◽  
Learning Disabilities ◽  
Instructional Design ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
Learning Needs ◽  
Practical Guide

A primary aim of mathematics programs is to accelerate the achievement of all students, including students with or at risk for learning disabilities (LD) in mathematics. Yet research suggests that many programs fail to incorporate the instructional design and delivery principles that have been validated to meet the learning needs of students with or at risk for LD in mathematics. This article provides special education teachers with a practical guide for assessing and evaluating the extent to which mathematics programs contain validated principles of explicit mathematics instruction. An example illustrates how teachers can apply the evaluation guide and use the results to address potential instructional shortfalls of mathematics programs.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

Teacher-Selected Strategies for Improving Homework Completion

1998 ◽  
Vol 19 (5) ◽  
pp. 263-275 ◽  
Author(s):  
Tanis Bryan ◽  
Karen Sullivan Burstein
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Education Teachers ◽  
Real Life ◽  
Students With Learning Disabilities ◽  
Homework Completion

Three studies are reported in which we worked collaboratively with teachers across a 2-year period to systematically assess strategies to improve spelling and math homework completion and weekly quiz performance. Eleven elementary and special education teachers sorted 123 students into four groups: (a) students with learning disabilities and homework problems, (b) students with learning disabilities and no homework problems, (c) average-achieving students with homework problems, and (d) average-achieving students without homework problems. Teachers reviewed the extant research on homework, selected homework strategies, designed the methods by which they would implement and evaluate the effects of introducing the strategies to students, and evaluated the results. Three strategies resulted in significant increases in homework completion: (a) giving students real-life assignments (i.e., assignments that connected homework to events or activities in the home) plus reinforcements, (b) using homework planners, and (c) graphing homework completion. The interventions benefited students with learning disabilities and avaerage-achieving students with homework problems more than it did the average-achieving students with no homework problems. Two years following the end of the study, the team continues to use homework planners and graphing on a regular basis, and continues to work as a team on other projects.

Application of a Systems Technology for Formative Evaluation in an Early Childhood Special Education Program

1987 ◽  
Vol 9 (1) ◽  
pp. 19-29
Author(s):  
Stephen W. Stile ◽  
Joyce Peters ◽  
Torry Piazza-Templeman
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Student Performance ◽  
Education Program ◽  
Formative Evaluation ◽  
Early Childhood Special Education ◽  
Descriptive Data ◽  
Evaluation Data ◽  
Special Education Program ◽  
Student Performance Data

The present paper describes a noncomputerized system for collection, storage, and analysis of student performance data in an early childhood special education program. Formative evaluation data for 12 students during one school quarter indicate that 719 data-based decisions were made, resulting in reteaching (69%), moving ahead (25%), or branching (6%) within cumulative skill programs. Additional descriptive data are reported that reflect distribution of programs by curricular area, numbers of programs and units, types of branch decisions, and types of branches by curricular area.

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