Using Technology to Increase Student Engagement n Academic Work in Special Education Graduation Courses

2008 ◽  
Vol 4 (1) ◽  
pp. 36-44
Author(s):  
Yaoying Xu ◽  
Keyword(s):  
Special Education ◽  
Student Engagement ◽  
Academic Work

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

scholarly journals Increasing student engagement via a combined roundtable discussion and flipped classroom curriculum model in an OT and special education classroom

2021 ◽  
Vol 8 (1) ◽  
pp. 1911284
Author(s):  
Pamela Lewis-Kipkulei ◽  
Jacques Singleton ◽  
Topeka Small Singleton ◽  
Kimberley Davis
Keyword(s):  
Special Education ◽  
Student Engagement ◽  
Flipped Classroom ◽  
Roundtable Discussion ◽  
Curriculum Model

scholarly journals Open Access in Special Education: A Review of Journal and Publisher Policies

2021 ◽  
pp. 074193252199646
Author(s):  
Jesse I. Fleming ◽  
Bryan G. Cook
Keyword(s):  
Special Education ◽  
Education Research ◽  
Open Access ◽  
Academic Work ◽  
Free Access ◽  
Scholarly Work ◽  
Null Results ◽  
Publishing Article ◽  
Article Processing Charges

Open-access (OA) options, including preprints and postprints, provide free access to research, accelerate the dissemination of academic work, are associated with increased impact of scholarly work, and may aid in dissemination of null results. However, OA publishing is not an established practice for many special education researchers, and journal and publishers’ policies regarding OA are not always clear. In this article, we systematically reviewed OA policies (i.e., regarding preprints, postprints, OA publishing, article processing charges [APCs], and embargo periods) for 51 special education journals and five publishers of special education journals. Most journals provided few policies, only three journals provided information for each OA feature examined, and many journals and publishers reported substantial APCs and embargo periods over 18 months. We recommend journals and publishers clearly post OA policies and reduce APCs to foster broad and open dissemination of special education research.

scholarly journals Engaging students in and with good academic work

2011 ◽  
Author(s):  
David Baume
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching Method ◽  
Academic Work ◽  
Learning Activity ◽  
Good Work ◽  
Focus Attention

Abstract It is proposed that efforts to enhance student engagement should focus attention on student engagement with good academic/professional/vocational work; hereafter, for simplicity, ‘good work’. Three main reasons are advanced for this proposition. First: engaging with good work can provide a strong and clear motivation and goal for students who want to become competent or expert in a discipline, profession or vocation. ‘Engaging with’ here carries two hugely overlapping meanings; consuming (which includes, but is not limited to, reading, observing, critiquing, exploring, discussing and analyzing) and producing. Second: any programme, any module, any suggested student learning activity, any proposed teaching method, can be tested by answering the question ‘Will it clearly and directly help the student to engage with, to consume and/or produce, good work?’ And third: in engaging with good work, the student is always clear about the point and purpose of what they are doing – to identify the qualities of good work, to critique work against these qualities, and to produce good work.  

scholarly journals Open Access in Special Education: A Review of Journal and Publisher Policies

2020 ◽  
Author(s):  
Jesse Irvan Fleming ◽  
Bryan G. Cook
Keyword(s):  
Special Education ◽  
Education Research ◽  
Open Access ◽  
Academic Work ◽  
Free Access ◽  
Scholarly Work ◽  
Null Results ◽  
Publishing Article ◽  
Article Processing Charges

Open access (OA) options, including preprints and postprints, provide free access to research, accelerate the dissemination of academic work, are associated with increased impact of scholarly work, and allow for dissemination of null results. However, OA publishing is not an established practice for many special education researchers, and journal and publishers’ policies regarding OA are not always clear. In this paper, we systematically reviewed OA policies (i.e., regarding preprints, postprints, OA publishing, article processing charges (APCs), and embargo periods) for 51 special education journals and five publishers of special education journals. Most journals provided no policies, only three journals provided information for each OA feature examined, and many journals and publishers reported substantial APCs and embargo periods over 18 months. We recommend journals and publishers prominently post OA policies, establish a common vocabulary for OA policies, and reduce APCs to foster broad and open dissemination of special education research.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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