Dynamic Concrete Instruction in an Inclusive Classroom

2007 ◽  
Vol 13 (4) ◽  
pp. 244-248
Author(s):  
Bradley S. Witzel ◽  
David Allsopp
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Inclusive Classroom ◽  
Mental Disabilities ◽  
Hyperactivity Disorder ◽  
High Incidence ◽  
Multisensory Learning ◽  
Problem Solving Strategies ◽  
High Incidence Disabilities ◽  
K 12

NCTM advocates the use of multiple representations and manipulatives for building mathematical understanding (NCTM 2000). Engaging students in mathematics using manipulatives can have a powerful effect on learning. The use of manipulatives is especially effective for students with high-incidence disabilities, such as learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and mild to moderate mental disabilities (MD). Allowing students to use manipulatives gives them the opportunity to experience multisensory learning, which helps promote success for students with highincidence disabilities. Experiences with manipulative objects can help students develop conceptual understanding. If used appropriately, manipulatives can also help those with high-incidence disabilities connect conceptual understandings of mathematics to the process of doing mathematics (i.e., using effective problem-solving strategies) throughout their K–12 education.

Coaching Athletes with Hidden Disabilities: Research and Recommendations for Coaching Education

2011 ◽  
Vol 4 (2) ◽  
pp. 102
Author(s):  
Tiffanye M. Vargas ◽  
Margaret M. Flores ◽  
Robbi Beyer
Keyword(s):  
High Performance ◽  
Coaching Education ◽  
Hidden Disabilities ◽  
Hyperactivity Disorder ◽  
Language Disabilities ◽  
High Incidence ◽  
Twelfth Grade ◽  
High Incidence Disabilities ◽  
To Receive ◽  
Interactive Lecture

Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.

Assessing the Transition-Related Strengths and Needs of Adolescents with High-Incidence Disabilities

2009 ◽  
Vol 76 (1) ◽  
pp. 74-94 ◽  
Author(s):  
Erik W. Carter ◽  
Audrey A. Trainor ◽  
Ye Sun ◽  
Laura Owens
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Special Educators ◽  
Transition Planning ◽  
Assessment Process ◽  
Sufficient Information ◽  
Multiple Perspectives ◽  
High Incidence ◽  
Teachers And Parents ◽  
High Incidence Disabilities

Although meaningful assessment is considered the cornerstone of transition planning, little empirical guidance is available to inform this assessment process. This study examined the transition-related strengths and needs of 160 students with emotional and/or behavioral disorders (EBD) or learning disabilities (LD) from the perspectives of special educators, parents, and youth. Teachers rated youth with EBD as evidencing more substantial needs than youth with LD across all 9 planning domains. Student's ratings were significantly higher than those of their teachers and parents. Variability in the extent to which participants reported having sufficient information to assess each domain, as well as the extent to which they considered each domain to be relevant to planning, highlights the importance of incorporating multiple perspectives into transition planning.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2012 ◽  
pp. 168-195
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2013 ◽  
pp. 26-53
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities

2013 ◽  
pp. 58-85
Author(s):  
Anna S. Evmenova ◽  
Michael M. Behrmann
Keyword(s):  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Technology Implementation ◽  
Emotional Behavioral Disorders ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
School Settings ◽  
High Incidence ◽  
High Incidence Disabilities

A myriad of assistive/instructional technologies are available for students with high-incidence disabilities (Learning Disabilities/Emotional/Behavioral Disorders), but which do teachers actually use to teach content? This case study examines the current assistive technology implementation by teachers working with students with learning disabilities and emotional/behavioral disorders. Through the chapter, one can learn about top technologies used in elementary, middle, and high school settings in language arts, math, science, and social studies, as well as discover creative and innovative ways to use assistive and instructional devices/programs in content coursework.

Improving Study Outcomes for College Students With Executive Functioning Challenges

2018 ◽  
Vol 42 (3) ◽  
pp. 139-147
Author(s):  
Christopher J. Rivera ◽  
Charles L. Wood ◽  
Morgan James ◽  
Sarah Williams
Keyword(s):  
College Students ◽  
Executive Functioning ◽  
Study Skills ◽  
Functional Relation ◽  
Future Research ◽  
Task Completion ◽  
Hyperactivity Disorder ◽  
High Incidence ◽  
Dependent Variables ◽  
High Incidence Disabilities

Over the past decade, there has been an increase in postsecondary programs seeking to meet the needs of students with high incidence disabilities (e.g., learning disability, attention deficit hyperactivity disorder [ADHD]). Many of these students experience difficulties with executive functioning, that is, effectively applying problem-based strategies to set and obtain goals. There is limited research to enhance academic performance and retain this population throughout their college experience. This study investigated the use of a task analysis and goal setting intervention for improving the study skills and overall task completion by three college students with executive functioning challenges. Results demonstrated a functional relation between the intervention and dependent variables. Suggestions for future research and implications for practice are discussed.

Indigenous Medicinal Plants and Practices in Cagraray Island: Resources for Culture-Based Lessons in Biology

2021 ◽  
pp. 002205742098870
Author(s):  
Michael B. Bibon
Keyword(s):  
Medicinal Plants ◽  
Conceptual Understanding ◽  
Group Discussion ◽  
Indigenous Medicine ◽  
Entry Points ◽  
Hands On ◽  
Cultural Appreciation ◽  
Quantitative Data Analysis ◽  
K 12 ◽  
Journal Entries

The study aimed to develop culture-based lessons in Biology 9, integrating indigenous medicinal plants and practices in Cagraray Island. These developed lessons were designed incorporating features of research results, problem-based approach, active learning, and culture- or context-based teaching. The accounts from eight folk healers revealed the abundance of indigenous medicinal plants and practices for treating wounds, hypertension, anemia, cough and colds, and asthma. These illnesses were used as springboard for the development of five culture-based lessons with entry points in the K - 12 curriculum. Implemented to 45 Grade 9 learners for five consecutive days at Cawayan National High School, the culture-based lessons were found effective in developing learning outcomes like conceptual understanding, metacognition, science process skills, and cultural appreciation using quantitative data analysis ( p < .05). Qualitative data also supported these findings through Focus-Group Discussion (FGD), journal entries, interviews, and observations. Educational philosophy for culture-based learning revealed the need to incorporate hands-on activities producing concrete evidences for culture-based learning. In general, the study concluded with the potentiality of using indigenous medicine as resources for culture-based lessons in biology. For further study, it is recommended to design and develop more studies about local medicinal plants so they can be integrated, as well as multiple cultural facets, to culture-based lessons.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

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