A Synthesis of Instructional Strategies in Geoscience Education Literature That Address Barriers to Inclusion for Students With Disabilities

2017 ◽  
Vol 65 (4) ◽  
pp. 531-541 ◽  
Author(s):  
Ivan G. Carabajal ◽  
Anita M. Marshall ◽  
Christopher L. Atchison
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Geoscience Education ◽  
Education Literature

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

Supporting Secondary Students with Disabilities in an Inclusive Environment

2016 ◽  
pp. 75-106
Author(s):  
Pam L. Epler
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Secondary Students ◽  
Teacher Candidates ◽  
It Impacts ◽  
Secondary Classroom ◽  
Specific Category ◽  
Secondary Grades ◽  
Disability Categories ◽  
Pre Service Teacher

This chapter is designed to inform and educate secondary (Grades 6–12) pre-service teachers on how to provide content and design assignments for students within the special education continuum. The chapter is divided into 12 sections, one for each IDEA disability category. Each section includes the definition and characteristics of the specific category as well as how it impacts learning. The prevalence of the exceptionality occurring in the secondary classroom is also discussed, thus informing pre-service teacher candidates about which disability categories they are most likely to encounter while teaching. Also included in each section is a discussion and examples of various research-based instructional strategies and assignments as well as resources such as websites or illustrations that can be utilized.

Teaching Rate of Change and Problem Solving to High School Students With High Incidence Disabilities at Tier 3

2019 ◽  
pp. 073194871988734
Author(s):  
Kaitlin Bundock ◽  
Leanne S. Hawken ◽  
Sharlene A. Kiuhara ◽  
Breda V. O’Keeffe ◽  
Robert E. O’Neill ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Conceptual Understanding ◽  
Functional Relation ◽  
Rate Of Change ◽  
Probe Design ◽  
School Students

Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students’ conceptual understanding of mathematics. Combining CRA-I and explicit instructional strategies may increase students’ conceptual understanding and ability to express mathematical reasoning through writing. This study included three ninth-grade students with disabilities, and employed a multiple-probe design across-participants to investigate a functional relation between an explicit instructional strategy within a CRA-I framework and high school students’ with disabilities proficiency in solving rate of change problems. Results showed that all three students improved their mathematics scores (combined Tau-U effect size = 0.77, p < .001) and maintained improvements during a 1- to 7-week post-instruction phase. Implications for research and practice related to mathematics instruction and intervention specifically for students with learning disabilities are discussed.

Digital Tools and UDL-Based Instructional Strategies to Support Students With Disabilities Online

2021 ◽  
pp. 016264342199832
Author(s):  
Kavita Rao ◽  
Caroline Torres ◽  
Sean J. Smith
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Universal Design For Learning ◽  
Traditional Classroom ◽  
Digital Tools ◽  
Online Learning Environments ◽  
Learning Barriers ◽  
Design For Learning ◽  
Support Students

In online and blended learning environments, students may experience learning barriers that are more pronounced than in the traditional classroom. When designing online instruction, teachers can use digital tools along with instructional strategies to reduce those barriers. Digital tools have various instructional and assistive features, which can provide supports for students with disabilities as well as other learners. This article addresses how teachers can make meaningful use of various digital tools in alignment with the three principles of Universal Design for Learning (UDL) to reduce barriers and support students to meet learning and affective goals. The article describes how various commonly available digital tools coupled with instructional strategies provide supports for representation, action and expression, and engagement for students in online learning environments.

scholarly journals An investigation of accessible and inclusive instructional field practices in US geoscience departments

2020 ◽  
Vol 53 ◽  
pp. 53-63
Author(s):  
Ivan G. Carabajal ◽  
Christopher L. Atchison
Keyword(s):  
United States ◽  
Data Analysis ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
The United States ◽  
Disability Theory ◽  
Instructional Context ◽  
Support Students ◽  
Study Offer

Abstract. This study examines current accessible field-based instructional strategies across geoscience departments in the United States that support students with visual, hearing, and mobility disabilities. A qualitative questionnaire was administered to geoscience instructors from over 160 US geology departments. Outcomes from the data analysis were used to categorize accessible instructional practices into three distinct pedagogical methods: modifications, accommodations, and options for accessible instructional design. Utilizing the lens of critical disability theory, we then investigated how the identified teaching practices varied in inclusion, as some strategies can often be more exclusionary towards individual students with disabilities. Although from a US perspective, the outcomes of this study offer practical suggestions for providing accessible and inclusive field experiences that may inform a global geoscience instructional context.

General Educators' Attitudes Toward Students with Mild Disabilities and Their Use of Instructional Strategies

1999 ◽  
Vol 20 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Middle School ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Special Educators ◽  
General Educators ◽  
School Level ◽  
Mild Disabilities ◽  
Attitudes Toward Students ◽  
Education Courses ◽  
Large Repertoire

In today's schools the demands of general educators to meet the diverse needs of their students have greatly increased. General educators need to have an increasingly large repertoire of instructional strategies to effectively meet their students' needs. In this study the frequency of several instructional strategies used by general educators at the middle school level (Grades 6, 7, and 8) was investigated. The frequency of the use of these instructional strategies by middle school teachers was compared to the amount of time they spent collaborating with special educators and also to the number of courses taken related to specialized techniques. This study also examined the attitudes general educators have toward the inclusion of students with mild disabilities. Findings indicated that the number of instructional strategies general educators use increases with the number of special education courses taken and the number of hours spent with special educators. In addition, some general educators may not have a positive attitude toward including students with disabilities in their classrooms. Discussion of these findings and implications for training are provided.

Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms

1998 ◽  
Vol 19 (2) ◽  
pp. 106-119 ◽  
Author(s):  
Barbara J. Scott ◽  
Michael R. Vitale ◽  
William G. Masten
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
General Educators ◽  
Future Research ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
The Individual ◽  
General Education Classrooms

Examined are classroom teachers' perceptions and use of instructional adaptations in general education classes. General educators were found to be positive about the desirability/effectiveness and reasonability/feasibility of making instructional adaptations for students with disabilities. However, research also revealed that when these students are included in general education classrooms, their teachers are unlikely to alter their traditional whole-group instructional strategies in favor of specific individualized adaptations. In interpreting this inconsistency, we found that the literature identified lack of teacher training and limited school support as barriers to classroom teachers' being able to accommodate the individual needs of students in inclusive settings. Implications for practice and for future research are discussed.

scholarly journals Publishing Successful Practitioner (Teaching Techniques) Manuscripts for the Journal of Science Education for Students with Disabilities

2021 ◽  
Vol 24 (1) ◽  
pp. 1-5
Author(s):  
Jonte C. Taylor
Keyword(s):  
Science Education ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Science Instruction ◽  
Teaching Techniques ◽  
What Works ◽  
Valuable Content

The Journal of Science Education for Students with Disabilities (JSESD)d is the premier journal focusing on the intersections of science education for students with disabilities. JSESD provides valuable content and context for teachers and researchers on what works in advancing science access, practices, and knowledge for all students across settings, grades, ages, and exceptionality. One way in which JSESD supports teachers and researchers is through publication of practitioner manuscripts also referred to as Teaching Techniques. These manuscripts focus on the how-to portion of science education. That is, JSESD practitioner publications give detailed information on how-to provide science instruction or how-to implement instructional strategies or supports, hence Teaching Techniques. The purpose of this paper is the provide guidance to authors on what to include (or not include) in Teaching Techniques practitioner manuscript submissions to JSESD for successful publication.

Supporting Secondary Students with Disabilities in an Inclusive Environment

2020 ◽  
pp. 940-971
Author(s):  
Pam L. Epler
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Secondary Students ◽  
Teacher Candidates ◽  
It Impacts ◽  
Secondary Classroom ◽  
Specific Category ◽  
Secondary Grades ◽  
Disability Categories ◽  
Pre Service Teacher

This chapter is designed to inform and educate secondary (Grades 6–12) pre-service teachers on how to provide content and design assignments for students within the special education continuum. The chapter is divided into 12 sections, one for each IDEA disability category. Each section includes the definition and characteristics of the specific category as well as how it impacts learning. The prevalence of the exceptionality occurring in the secondary classroom is also discussed, thus informing pre-service teacher candidates about which disability categories they are most likely to encounter while teaching. Also included in each section is a discussion and examples of various research-based instructional strategies and assignments as well as resources such as websites or illustrations that can be utilized.

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