Somali American Boys with Autism: Examining Three Educational Transitions Through Capital Theory

2018 ◽  
Vol 23 (2) ◽  
pp. 57-68
Author(s):  
Diana Baker ◽  
Lyndsey Ackerman ◽  
Phoebe Pohl ◽  
Hyejung Kim
Keyword(s):  
School Districts ◽  
Planning Process ◽  
Special Educators ◽  
Individualized Education Program ◽  
Educational Planning ◽  
Educational Transitions ◽  
Capital Theory ◽  
Social And Cultural Capital ◽  
Educational Trajectories ◽  
Educational Backgrounds

Abstract This study examines collaboration between American special educators and Somali American families of boys with autism through the lens of capital theory. Subthemes are organized according to phases in the educational planning process, from ongoing and pre-meeting interactions through finalization of the Individualized Education Program (IEP). Results reveal that within a homogenous group (i.e., families of Somali American boys with autism) differences in, for example, immigration history or parents' educational backgrounds can facilitate or impede access to capital (economic, social, cultural). Across the phases, families who leverage capital effectively participate more actively in educational planning. Additionally, findings suggest that children whose families have more access to social and cultural capital tend to enroll in better-resourced schools even if they themselves live in under-resourced school districts. This fact affects their educational trajectories and their families' experiences of collaboration. Implications for practice are discussed.

Using the Self-Advocacy Strategy to Support Middle School Students With EBD

2021 ◽  
pp. 107429562110237
Author(s):  
Kinga Balint-Langel ◽  
Benjamin S. Riden
Keyword(s):  
Planning Process ◽  
Special Educators ◽  
Program Planning ◽  
Individualized Education Program ◽  
The Self ◽  
Research Support ◽  
School Students ◽  
Specific Instruction ◽  
Self Advocacy ◽  
Students With Ebd

Self-advocacy skills enable active student involvement in the Individualized Education Program planning process. However, some students with emotional and behavioral disorders (EBD) lack appropriate self-advocacy skills and may require specific instruction in how to prepare for and participate in their own IEP. Special educators may have limited knowledge and skills to foster the self-advocacy skills of students with EBD. Therefore, this article focuses on a research-based strategy, the Self-Advocacy Strategy (SAS), that can be used by educators to effectively promote students’ self-advocacy skills. Research support and a detailed overview and guidelines on how educators can implement the SAS in their classrooms are included.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

scholarly journals Pengembangan Perencanaan Pendidikan Islam (Konsep Strategi Pengembangan Di Indonesia)

2018 ◽  
Vol 16 (3) ◽  
pp. 294-307
Author(s):  
Dwi Priyanto
Keyword(s):  
Planning Process ◽  
Local Level ◽  
Educational Planning ◽  
Islamic Education ◽  
Strategy Development ◽  
Educational Activities ◽  
Education Planning ◽  
Strategic Factor ◽  
Key Factor ◽  
Planning Development

Abstract: Planning is a very important and strategic factor of its nature as a guide for the implementation of an activity in order to achieve the desired goals or objectives. Planning process as a series of activities is undertook to prepare a decision on what is expected to occur and what will be done. In the field of Islamic education, planning is one key factor for the effectiveness of the implementation of educational activities, national and local level. But in practice of the Islamic education implementation, educational planning is viewed as complementary factors, so objectives are not achieved maximally. The importance of planning development strategies of Islamic education in Indonesia is due to the implementation of Islamic education in Indonesia still needs to be done a repositioning effort, so that Islamic education can truly achieve its goals. Keywords: Strategy development and Islamic educational planning.

scholarly journals Diverging Mobilities, Converging Immobility? Romanian Roma Youths at the Crossroad between Spatial, Social and Educational Im/mobility

Intersections ◽  
2018 ◽  
Vol 4 (3) ◽  
pp. 29-56
Author(s):  
Stefano Piemontese ◽  
Bálint Ábel Bereményi ◽  
Silvia Carrasco
Keyword(s):  
Rural Economy ◽  
Structural Constraints ◽  
Negative Experience ◽  
Social And Cultural Capital ◽  
Rural Village ◽  
Individual Agency ◽  
Educational Trajectories ◽  
Collaborative Ethnography ◽  
Training Opportunities ◽  
Meaningful Interaction

The article investigates the youth transitions of a group of Romanian Roma adolescents with different im/mobility experiences but originating from the same transnational rural village. Their postcompulsory education orientations and development of autonomous im/mobility projects are anything but homogeneous; nevertheless, they all develop halfway between the reproduction of socio-economic inequalities and the challenge of social mobility. While in Spain young migrants are confronted with severe residential and school mobility but have access to wider vocational training opportunities, their peers in Romania rely on more consistent educational trajectories, but face the prospect of poorly valued work in the local rural economy. As for young returnees, they struggle to mobilize their richer transnational social and cultural capital as a way of overcoming the negative experience and result of (re)migration. Based on broader, longitudinal, multi-sited and collaborative ethnography, this paper aims to unveil the interplay between structural constraints and individual agency that shapes meaningful interaction between spatial, social and educational im/mobility in both transnational localities. While emphasizing the usefulness of the concept of transition to explain the processes of intergenerational transfer of poverty in contemporary Europe, we discuss how temporality, social capital and mobility engage with the specific socio-economic context, transformations, and imagined futures of its young protagonists.

scholarly journals AN EXAMINATION OF ONE FACTOR IN SCHOOL REFORM: INCREASED TEACHER ACCOUNTABILITY IN TWO URBAN SCHOOL DISTRICTS

2018 ◽  
Vol 11 (27) ◽  
pp. 329-344
Author(s):  
Nadine Bonda
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
School Reform ◽  
Standardized Testing ◽  
Planning Process ◽  
The United States ◽  
Urban School Districts ◽  
Case Study Approach ◽  
Study Approach

Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported.  Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans.  This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.

What do young adults’ educational experiences tell us about Early School Leaving processes?

2020 ◽  
Vol 19 (5) ◽  
pp. 463-481
Author(s):  
Sofia A Santos ◽  
Cosmin Nada ◽  
Eunice Macedo ◽  
Helena C Araújo
Keyword(s):  
Young Adults ◽  
Educational Transitions ◽  
Early School Leaving ◽  
School Disengagement ◽  
Educational Trajectories ◽  
The North ◽  
School Based ◽  
Early School ◽  
Secure Learning ◽  
Support Mechanisms

What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

scholarly journals Using Universal Design for Learning to Design Standards-Based Lessons

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668068 ◽  
Author(s):  
Kavita Rao ◽  
Grace Meo
Keyword(s):  
Universal Design ◽  
Planning Process ◽  
Special Educators ◽  
Universal Design For Learning ◽  
Lesson Plans ◽  
General Educators ◽  
Academic Standards ◽  
Design Standards ◽  
Academic Standard ◽  
Design For Learning

The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.

Setting Clear Learning Targets to Guide Instruction for All Students

2014 ◽  
Vol 50 (2) ◽  
pp. 76-85 ◽  
Author(s):  
Moira Konrad ◽  
Susan Keesey ◽  
Virginia A. Ressa ◽  
Maggie Alexeeff ◽  
Paula E. Chan ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
Program Planning ◽  
Individualized Education Program ◽  
Individualized Instruction ◽  
State Standards ◽  
Explicit Learning ◽  
Core State ◽  
Different Types ◽  
The Common

As more states adopt the Common Core State Standards, teachers face new challenges. Teachers must unpack these standards and develop explicit learning targets to make these rigorous standards accessible to their students. This task can be especially challenging for special educators who must balance standards-based education with individualized instruction. This paper describes the value of clarifying learning targets, defines different types of targets, and provides strategies and resources to assist practitioners in unpacking standards to develop learning targets. In addition, the authors suggest how the standards can be used to drive individualized education program planning to maximize learning for students with disabilities and increase the likelihood of student success.

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