Teaching ELL Students in the Elementary Grades

2022 ◽  
pp. 474-487
Author(s):  
Sue Ellen McCalley
Keyword(s):  
Instructional Strategies ◽  
Individual Education Plan ◽  
Elementary Grades ◽  
Ell Students ◽  
High Incidence ◽  
The Individual ◽  
High Incidence Disabilities ◽  
Moderate Range ◽  
The Impact ◽  
Individual Education

This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

Teaching ELL Students in the Elementary Grades

2018 ◽  
pp. 236-249
Author(s):  
Sue Ellen McCalley
Keyword(s):  
Instructional Strategies ◽  
Individual Education Plan ◽  
Elementary Grades ◽  
Ell Students ◽  
High Incidence ◽  
The Individual ◽  
High Incidence Disabilities ◽  
Moderate Range ◽  
The Impact ◽  
Individual Education

This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

scholarly journals Association between stress and bilateral symmetrical alopecia in free-ranging Formosan macaques in Mt. Longevity, Taiwan

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Chen-Chih Chen ◽  
Ai-Mei Chang ◽  
Ming-Shan Tsai ◽  
Yen-Hua Huang ◽  
Kurtis Jai-Chyi Pei ◽  
...  
Keyword(s):  
Total Population ◽  
Causative Factor ◽  
Population Status ◽  
Adrenocortical Activity ◽  
High Incidence ◽  
Normal Hair ◽  
The Mean ◽  
The Individual ◽  
Free Ranging ◽  
The Impact

AbstractSince 2013, a high incidence of bilateral symmetrical alopecia has been observed in free-ranging Formosan macaques (Macaca cyclopis) in Mt. Longevity, Taiwan. We hypothesized that stress induces alopecia in this population. To verify our hypothesis, we evaluated the histopathological characteristics of skin biopsy and used a validated enzyme immunoassay (EIA) for fecal glucocorticoid metabolite (FGM) analysis, which act as an indicator of stress experienced by the individual. Follicular densities were lower (2.1–3.0 mm2) in individuals with symmetrical alopecia than in those with normal hair conditions (4.7 mm2). Furthermore, anagen to catagen/telogen ratios were lower in individuals with alopecia (0–1.4) than in those with normal hair (4.0). The histopathological characteristics of alopecia were similar to those of telogen effluvium, which indicates that stress is one of the possible etiologies. On the basis of the analytical and biological validation of EIAs for FGM analysis, 11β-hydroxyetiocholanolone was considered suitable for monitoring adrenocortical activity in both sexes of Formosan macaques. The mean concentrations (standard error; sample size) of 11β-hydroxyetiocholanolone were 2.02 (0.17; n = 10) and 1.41 (0.10; n = 31) μg/g for individuals with and without alopecia, respectively. Furthermore, the results of logistic regression analysis show that 11β-hydroxyetiocholanolone (p = 0.012) concentration was positively associated with alopecia. Thus, stress was the most likely to trigger symmetrical alopecia in Formosan macaques in Mt. Longevity. Although stress can decrease the fitness of an individual, considering the population status of Formosan macaques in Taiwan is stable and alopecia was only observed in our study area, which is isolated from other populations, the impact on the total population of Formosan macaque in Taiwan is limited. Nonetheless, stress-induced immunosuppression and alopecia might affect the local abundance and increase zoonosis risk due to frequent human–macaque contact in Mt. Longevity. Future studies are suggested to focus on the causative factor of stress and the effects of stress and alopecia on the health and welfare in the Formosan macaques.

Parents as Partners in the Special Education Process

2016 ◽  
pp. 263-276
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

scholarly journals Disabling language practices: discursive constructions of children in individual education plan resource documents

2021 ◽  
Author(s):  
Victoria Boyd
Keyword(s):  
Special Education ◽  
Well Being ◽  
Individual Education Plan ◽  
Educational Goals ◽  
Language Practices ◽  
Passive Voice ◽  
Data Set ◽  
The Individual ◽  
Individual Education ◽  
Education Plan

Background: The Individual Education Plan (IEP) and related resource documents shape the lived realities of children in special education programs. Although these documents aim to assist children in achieving their educational goals, a point of disjuncture can exist between the documents’ intentions and the actual experiences of children. Addressing this issue is crucial in order to prevent inequality and to foster educational development and social well being for children. Purpose: This study explores the discursive construction of children in IEP resource documents in order to illuminate the underlying implications of the language comprising these texts. Method: Data was collected by gathering IEP resource documents from the Ontario Ministry of Education website. Discourse analysis was then employed to examine the presence of the equative and attributive models, the passive voice, and the possessive construction. Lastly, disability theory was used to explore how these language practices conceptualize children. Results: The data set included zero instances of the equative model, an infrequent use of the attributive model, and a strong presence of both the passive voice and the possessive construction. These findings contributed to representations of children as exceptional, passive, and subordinate despite an explicit attempt to resist such conceptions. Conclusion: This study serves as a model through which the language practices of other special education documents can be critically evaluated, and offers potential avenues for creating documents that avoid disabling children further.

scholarly journals The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions

2016 ◽  
Vol 6 (4) ◽  
pp. 163-186
Author(s):  
Anamarija Šmajdek ◽  
Jurij Selan
Keyword(s):  
High School ◽  
High School Students ◽  
Visual Communication ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
School Students ◽  
Theoretical Part ◽  
The Individual ◽  
The Impact ◽  
Individual Education

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.

Physical Education and the Individual Education Plan: A Checklist for Service Providers and Parents

Strategies ◽  
2019 ◽  
Vol 32 (5) ◽  
pp. 32-35
Author(s):  
Scott W. T. McNamara ◽  
Lauren J. Lieberman ◽  
Brad Weiner ◽  
Brock McMullen
Keyword(s):  
Physical Education ◽  
Service Providers ◽  
Individual Education Plan ◽  
The Individual ◽  
Individual Education ◽  
Education Plan

The Impact of Personal Factors on Self-Determination and Early Adulthood Outcome Constructs in Youth With Disabilities

2016 ◽  
Vol 27 (4) ◽  
pp. 223-233 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw
Keyword(s):  
Family Income ◽  
Research Policy ◽  
Early Adulthood ◽  
Government Support ◽  
Self Determination ◽  
Future Research ◽  
Personal Factors ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
The Impact

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the impact of three personal factors—race/ethnicity, gender, and family income—on self-determination (i.e., autonomy, psychological empowerment, self-realization) and early adulthood outcome constructs. Findings suggest for those with high-incidence disabilities, family income predicts postsecondary education outcomes. And males with high-incidence disabilities have greater access to services and accommodations as adults, but lower use of financial supports (i.e., use of government support programs). African American youth across disability categories reported lower levels of financial independence. Females with intellectual disability reported greater social relationships but lower levels of financial support and employment. Implications for future research, policy, and practice are discussed.

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