scholarly journals Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-consuming?

2008 ◽  
Vol 18 (3) ◽  
Author(s):  
S Anthony Thompson ◽  
Lynsey Baumgartner
Keyword(s):  
Students With Disabilities ◽  
Elementary Classroom ◽  
Self Esteem ◽  
Positive Outcomes ◽  
Internal Locus Of Control ◽  
Choice Making ◽  
Research Journal ◽  
Class Room ◽  
Support Students

In the inclusive/special education literature, practitioners often claim that using portfolios is excessively time-intensive, while other researchers lay claim to posi-tive possibilities for students with disabilities/exceptionalities, such as increased self-esteem, internal locus of control, choice-making, and active participation in learning. To explore both the time-consuming charge and the positive possibilities associated with portfolio use, we conducted a case study with students with dis-abilities/exceptionalities and some labelled at-risk in the second author’s elementary classroom. Data sources included a research journal, general class-room observations, and structured student interviews. We found that the teacher identified more examples of positive outcomes than did her students and that im-plementing portfolios can indeed be a protracted process. We theorize about these findings and offer some concluding suggestions to mitigate labour intensity to bet-ter support students with disabilities/exceptionalities.

Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education

2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Hub And Spoke ◽  
Project Echo ◽  
Professional Development Workshop ◽  
Rural Settings ◽  
Behavioral Supports ◽  
Support Students

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.

Teachers' and Parents' Knowledge about Disabilities and Inclusion in Nigeria

2019 ◽  
Vol 22 (1) ◽  
pp. 14-24 ◽  
Author(s):  
Brenda L. Barrio ◽  
Darcy Miller ◽  
Caroline Ojeme ◽  
Deborah Tamakloe
Keyword(s):  
Parent Training ◽  
Students With Disabilities ◽  
Qualitative Data ◽  
National Policy ◽  
Exploratory Case Study ◽  
Southwest Region ◽  
Teachers And Parents ◽  
Support Students

Abstract There has been a gradual move toward the inclusion of students with disabilities in Nigeria promoted by the National Policy of Education, as well as polices emerging from UNESCO; however, the infrastructure and resources to make inclusion happen are generally lacking. Based on this report and the need for more information on teachers' and parents' understanding about disabilities and inclusion as demonstrated in the literature, this study explored disability-related knowledge and understanding among teachers and parents in Nigeria. Specifically, using an exploratory case study including quantitative and qualitative data, this research was designed to explore teachers' and parents' knowledge about and understanding of students with disabilities and inclusion in the southwest region of Nigeria. Findings revealed that there is a need for more teacher and parent training in Nigeria regarding students with disabilities, especially as their willingness to support students who are struggling is positive. This willingness is a key component and first steps for moving schools and communities in Nigeria toward more inclusive environments.

Educational Supports for Students with Disabilities and Significant Behavioural Challenges: Teacher Perceptions

2007 ◽  
Vol 31 (2) ◽  
pp. 109-127 ◽  
Author(s):  
Jerry Ford
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Behavioural Problems ◽  
Positive Outcomes ◽  
Challenging Behaviour ◽  
Strong Commitment ◽  
Challenging Behaviours ◽  
Support Students

This study examined teacher perceptions of educational supports for students with disabilities and significant behavioural problems. Specifically, the study sought to (a) identify the types of behavioural problems displayed by students identified as exhibiting significantly challenging behaviour; (b) ascertain the types of supports and resources available to teachers to support students with challenging behaviours; and (c) elicit recommendations from teachers for how best to provide support for students with disabilities and significant behavioural challenges. Findings from the study indicated that the teachers were routinely being exposed to students who exhibited relatively high levels of significantly challenging behaviour. Teachers reported that they did not feel sufficiently prepared or supported to work successfully with such students and expressed the need for comprehensive, regular, and ongoing professional development activities that were aligned with their needs and those of their students. Despite the challenges encountered, the teachers expressed a strong commitment to assisting students with significant behavioural problems to achieve positive outcomes.

The Use of Neuroplastic Principles Affects the Swallow Motor Plan of a Patient in Severe Cognitive Decline: A Case Study

2016 ◽  
Vol 1 (15) ◽  
pp. 79-83
Author(s):  
Ed Bice ◽  
Kristine E. Galek
Keyword(s):  
Central Nervous System ◽  
Cognitive Decline ◽  
Full Range ◽  
Movement Speed ◽  
Positive Outcomes ◽  
Verbal Cues ◽  
Motor Plan ◽  
Bolus Size ◽  
The Central Nervous System

Dysphagia is common in patients with dementia. Dysphagia occurs as a result of changes in the sensory and motor function of the swallow (Easterling, 2007). It is known that the central nervous system can undergo experience-dependent plasticity, even in those individuals with dementia (Park & Bischof, 2013). The purpose of this study was to explore whether or not the use of neuroplastic principles would improve the swallow motor plan and produce positive outcomes of a patient in severe cognitive decline. The disordered swallow motor plan was manipulated by focusing on a neuroplastic principles of frequency (repetition), velocity of movement (speed of presentation), reversibility (Use it or Lose it), specificity and adaptation, intensity (bolus size), and salience (Crary & Carnaby-Mann, 2008). After five therapeutic sessions, the patient progressed from holding solids in her mouth with decreased swallow initiation to independently consuming a regular diet with full range of liquids with no oral retention and no verbal cues.

Removing Self-stigma: The Successes of People with Schizophrenia in Removing Self-stigma Through Self-control

2018 ◽  
Vol 33 (3) ◽  
Author(s):  
Franciscus Adi Prasetyo ◽  
Jajang Gunawijaya
Keyword(s):  
Sampling Technique ◽  
Self Esteem ◽  
Study Data ◽  
Self Control ◽  
Study Quality ◽  
Data Display ◽  
Case Study Approach ◽  
Study Approach ◽  
Depth Interviews

Self-stigma experienced by people who experience schizophrenia has influence on reduced self-esteem, on powerlessness, the weakening of hope, and a motivation towards recovery. The aim of this study is to explain the efforts of people suffering schizophrenia to manage their self-stigma through self-control, using a case study approach. Based on the purposive sampling technique, five people with schizophrenia were selected as the cases to be studied. Data collection techniques utilized in-depth interviews, observation, and documentary studies. The analysis of the study data employed the stages of data reduction, data display, and data verification. Improvement in study quality employed the triangulation of data sources by checking the data to determine its consistency. The results of this study indicate that people with schizophrenia who have the ability to self-control can overcome self-stigma through changes in the manner of viewing themselves, self-training through activities, having endurance, having an honest approach, being able to explain schizophrenia from a positive viewpoint, having initiative, and having a positive attitude and the courage to face challenges.

The effect of “Forgiveness therapy” on depression and low self-esteem for a victim of abuse: A Case study

2015 ◽  
Vol 1 ◽  
Author(s):  
Jeledan Tagreed Malik
Keyword(s):  
Emotional Abuse ◽  
Severe Depression ◽  
Self Esteem ◽  
Physically Abused ◽  
Projective Tests ◽  
Biological Parents ◽  
Forgiveness Therapy ◽  
Emotionally Abused ◽  
Study Techniques

It has been said before that “No one forgives with more grace and love than a child”. And also no one can compete the child with his outstanding memory which can’t forget deep injuries during childhood, especially when these multiple abuses come from his/her parents and other relatives. Being physically abused, emotionally abused, and neglected from her biological parents and sexually abused from one of her relatives, this 25 years old female, who is a student in the university, suffers from severe depression and very low level of self-esteem. The current research aims at decreasing the client’s depression and improving her self-esteem through case study techniques, assessing her needs, fears, deep feelings and behavior using a variety of methods, including projective tests, life history, interviews and direct observation of her behavior. The researcher will attempt to help this female using the techniques of the “Forgiveness Therapy” which is described by a number of clinicians and researchers as a promising approach to anger-reduction, depression healing and the restoration of general emotional and mental health. Key words: Forgiveness Therapy, depression, self-esteem, child abuse, physical abuse, emotional abuse, neglect, sexual abuse, childhood, case study, clinical psychology.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

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