Pub Date : 2023-06-09DOI: 10.1177/10534512231179099
Katie Graves
Restraint and seclusion are frequently misused in schools, leading to harmful outcomes for students. There is currently no federal law regulating these practices, which has led to inconsistencies in state and district policy. This policy paper aims to provide a brief background on current definitions, case law, and policies and provide teachers and administrators with ways to advocate for updated laws and policies. Preventive solutions to problem behavior must be embedded into policies and regulations to ensure every student has access to a safe and equitable educational experience.
{"title":"Restraint and Seclusion: A Review of Practices and Policy","authors":"Katie Graves","doi":"10.1177/10534512231179099","DOIUrl":"https://doi.org/10.1177/10534512231179099","url":null,"abstract":"Restraint and seclusion are frequently misused in schools, leading to harmful outcomes for students. There is currently no federal law regulating these practices, which has led to inconsistencies in state and district policy. This policy paper aims to provide a brief background on current definitions, case law, and policies and provide teachers and administrators with ways to advocate for updated laws and policies. Preventive solutions to problem behavior must be embedded into policies and regulations to ensure every student has access to a safe and equitable educational experience.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45783370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.1177/10534512231179093
Joungmin Kim, Kyeong-Hwa Kim
The Act on Special Education for Persons with Disabilities of 2007 in South Korea was enacted, and there were various changes to the special education teacher training policy and system. Although special education is being developed and operated in response to societal changes and the budget is increased yearly, the controversy over the teacher training system continues in the education field. However, systematic academic research on these issues is insufficient. Therefore, the purpose of this article is to explain the teacher training system in South Korea. First is a brief introduction to the 4-year special education qualification system and its current status in South Korea. Second, two types of training for special education teachers are explained following teacher qualification. Third, the issues surrounding the special education training program are discussed.
{"title":"Special Education Teacher Training Programs in South Korea: Current Status and Issues","authors":"Joungmin Kim, Kyeong-Hwa Kim","doi":"10.1177/10534512231179093","DOIUrl":"https://doi.org/10.1177/10534512231179093","url":null,"abstract":"The Act on Special Education for Persons with Disabilities of 2007 in South Korea was enacted, and there were various changes to the special education teacher training policy and system. Although special education is being developed and operated in response to societal changes and the budget is increased yearly, the controversy over the teacher training system continues in the education field. However, systematic academic research on these issues is insufficient. Therefore, the purpose of this article is to explain the teacher training system in South Korea. First is a brief introduction to the 4-year special education qualification system and its current status in South Korea. Second, two types of training for special education teachers are explained following teacher qualification. Third, the issues surrounding the special education training program are discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.1177/10534512231178480
Emily C. Bouck, Mary K. Bouck, Rubia D. Anderson
Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of multiple representations are discussed to support and teach fraction concepts to students with LD in mathematics. Multiple representations to include manipulatives, drawings, and numbers lines. Throughout the article, the use of explicit instruction to teach students with LD in mathematics how to use multiple representations to understand and solve fraction problems will be presented.
{"title":"Teaching Fractions to Elementary Students With Learning Disabilities Using Evidence-Based Practices","authors":"Emily C. Bouck, Mary K. Bouck, Rubia D. Anderson","doi":"10.1177/10534512231178480","DOIUrl":"https://doi.org/10.1177/10534512231178480","url":null,"abstract":"Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of multiple representations are discussed to support and teach fraction concepts to students with LD in mathematics. Multiple representations to include manipulatives, drawings, and numbers lines. Throughout the article, the use of explicit instruction to teach students with LD in mathematics how to use multiple representations to understand and solve fraction problems will be presented.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43266397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/10534512231175158
Kristina K. Vargo, Christina M. Gushanas
Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students’ challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes. However, teachers may (intentionally or unintentionally) select punishment-based interventions as a quick option to reduce challenging behaviors. Because of the undesirable effects sometimes observed with punishment-based interventions, it is critical that teachers only choose them when warranted and subsequently implement them ethically. This article provides teachers with 11 questions to consider when selecting an effective, efficient, and least-restrictive behavior change intervention.
{"title":"Considerations Before Implementing Punishment-Based Procedures in the Classroom","authors":"Kristina K. Vargo, Christina M. Gushanas","doi":"10.1177/10534512231175158","DOIUrl":"https://doi.org/10.1177/10534512231175158","url":null,"abstract":"Students sometimes engage in challenging behaviors that require teachers to select and design appropriate behavior management interventions. Teachers may choose from various evidence-based intervention strategies when addressing students’ challenging behaviors. Reinforcement-based strategies are preferred due to their desirable long-term outcomes. However, teachers may (intentionally or unintentionally) select punishment-based interventions as a quick option to reduce challenging behaviors. Because of the undesirable effects sometimes observed with punishment-based interventions, it is critical that teachers only choose them when warranted and subsequently implement them ethically. This article provides teachers with 11 questions to consider when selecting an effective, efficient, and least-restrictive behavior change intervention.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"264 44‐49","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/10534512231175159
Annmarie H. Taylor, Sarah Stebbe Rowe
More research attention and implementation support are needed for mathematics intervention as student achievement in this area continues to fall below desirable levels. Incremental rehearsal is an intervention to help students build reading, vocabulary, and math fluency. Research supports the use of incremental rehearsal for improving math fact fluency. However, this intervention is more complicated than the traditional flashcard intervention. Therefore, an implementation guide is needed to increase its use with students who need to improve math fact fluency. This article will provide step-by-step instructions for implementing incremental rehearsal plus helpful implementation aids such as a chart demonstrating the proper presentation sequence and a treatment integrity checklist.
{"title":"Incremental Rehearsal for Math Fact Fluency Improvement: An Implementation Guide","authors":"Annmarie H. Taylor, Sarah Stebbe Rowe","doi":"10.1177/10534512231175159","DOIUrl":"https://doi.org/10.1177/10534512231175159","url":null,"abstract":"More research attention and implementation support are needed for mathematics intervention as student achievement in this area continues to fall below desirable levels. Incremental rehearsal is an intervention to help students build reading, vocabulary, and math fluency. Research supports the use of incremental rehearsal for improving math fact fluency. However, this intervention is more complicated than the traditional flashcard intervention. Therefore, an implementation guide is needed to increase its use with students who need to improve math fact fluency. This article will provide step-by-step instructions for implementing incremental rehearsal plus helpful implementation aids such as a chart demonstrating the proper presentation sequence and a treatment integrity checklist.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1177/10534512231156878
Taylor Lesner, Marah Sutherland, Cayla Lussier, Ben Clarke
Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help students represent and solve problems involving addition, subtraction, multiplication, and division with fractions while building conceptual understanding of the underlying operations. Evidence-based strategies for using number line models to teach fraction arithmetic concepts and skills are described and specific examples provided to illustrate how teachers can strategically integrate number line models with other mathematical representations to support the development of flexible understanding of fractions.
{"title":"Using the Number Line to Build Understanding of Fraction Arithmetic","authors":"Taylor Lesner, Marah Sutherland, Cayla Lussier, Ben Clarke","doi":"10.1177/10534512231156878","DOIUrl":"https://doi.org/10.1177/10534512231156878","url":null,"abstract":"Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help students represent and solve problems involving addition, subtraction, multiplication, and division with fractions while building conceptual understanding of the underlying operations. Evidence-based strategies for using number line models to teach fraction arithmetic concepts and skills are described and specific examples provided to illustrate how teachers can strategically integrate number line models with other mathematical representations to support the development of flexible understanding of fractions.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42663446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1177/10534512231156884
Megan Rojo, Sarah G. King, Christian T. Doabler
Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics courses. However, recent research has demonstrated that utilizing effective instructional design, such as the use of a number line with systematic and explicit instruction, can result in academic progress for students with LD in mathematics. This article presents teachers with a four-step teaching sequence utilizing the number line and effective strategies for teaching students with LD in mathematics to introduce fraction-to-decimal relationships in upper elementary, a prerequisite for middle school mathematics.
{"title":"Teaching Fraction-to-Decimal Translation Using the Number Line","authors":"Megan Rojo, Sarah G. King, Christian T. Doabler","doi":"10.1177/10534512231156884","DOIUrl":"https://doi.org/10.1177/10534512231156884","url":null,"abstract":"Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics courses. However, recent research has demonstrated that utilizing effective instructional design, such as the use of a number line with systematic and explicit instruction, can result in academic progress for students with LD in mathematics. This article presents teachers with a four-step teaching sequence utilizing the number line and effective strategies for teaching students with LD in mathematics to introduce fraction-to-decimal relationships in upper elementary, a prerequisite for middle school mathematics.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45764099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1177/10534512231156891
Angela Tuttle Prince, Monic P. Behnken
Given the disproportionate rates of youth with disabilities who experience exclusionary discipline in schools, it is important to consider the involvement of law enforcement officers in the discipline of these students and their right to an equitable education. One recent case of concern was Wilson v. City of Southlake, which clarified that police can be sued for disability discrimination based on their response to a student with a disability under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 where life-threatening circumstances are not present. This finding has implications for schools that involve school resource officers in responding to children who are protected under either of these provisions.
鉴于残疾青年在学校遭受排他性纪律的比例过高，必须考虑执法人员参与这些学生的纪律以及他们获得公平教育的权利。最近的一个令人关注的案例是威尔逊诉南湖市案(Wilson v. City of Southlake)，该案澄清，根据《美国残疾人法案》(Americans with Disabilities Act)或1973年《康复法案》(Rehabilitation Act)第504条，在没有危及生命的情况下，警察可以因对残疾学生的反应而被起诉为残疾歧视。这一发现对那些让学校资源官员对受上述任何一项规定保护的儿童作出反应的学校具有启示意义。
{"title":"School Resource Officers and Students With Disabilities: Wilson v. City of Southlake (2019)","authors":"Angela Tuttle Prince, Monic P. Behnken","doi":"10.1177/10534512231156891","DOIUrl":"https://doi.org/10.1177/10534512231156891","url":null,"abstract":"Given the disproportionate rates of youth with disabilities who experience exclusionary discipline in schools, it is important to consider the involvement of law enforcement officers in the discipline of these students and their right to an equitable education. One recent case of concern was Wilson v. City of Southlake, which clarified that police can be sued for disability discrimination based on their response to a student with a disability under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 where life-threatening circumstances are not present. This finding has implications for schools that involve school resource officers in responding to children who are protected under either of these provisions.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41668992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1177/10534512231156889
Elizabeth C. Bolander
Students with disabilities are choosing to engage in remote schooling. Families of children with disabilities may never set foot in a physical school building. Yet, it is important for families to feel connected to their child’s education and the school community. This column discusses strategies based in culturally relevant pedagogy to engage parents of students with disabilities who are learning remotely. Strategies can be applied to families of all students with disabilities, but a focus is placed on families of students with a learning disability. Educators can facilitate culturally relevant practices that (a) establish effective, culturally honoring two-way communication with families online, (b) connect families to necessary resources that are typically provided when children attend a physical school building, and (c) encourage social ties between families to raise critical consciousness.
{"title":"Online Learning: Engaging Families Using Culturally Relevant Pedagogy","authors":"Elizabeth C. Bolander","doi":"10.1177/10534512231156889","DOIUrl":"https://doi.org/10.1177/10534512231156889","url":null,"abstract":"Students with disabilities are choosing to engage in remote schooling. Families of children with disabilities may never set foot in a physical school building. Yet, it is important for families to feel connected to their child’s education and the school community. This column discusses strategies based in culturally relevant pedagogy to engage parents of students with disabilities who are learning remotely. Strategies can be applied to families of all students with disabilities, but a focus is placed on families of students with a learning disability. Educators can facilitate culturally relevant practices that (a) establish effective, culturally honoring two-way communication with families online, (b) connect families to necessary resources that are typically provided when children attend a physical school building, and (c) encourage social ties between families to raise critical consciousness.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47622530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1177/10534512231156885
Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli
The number line is a powerful tool for supporting students’ understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet fractions are challenging for many students, particularly students with or at risk of learning disabilities (LD) in mathematics. This article shares (a) key recommendations when planning and implementing fraction number line instruction, (b) sample fraction number line activities for supporting students’ understanding of fraction magnitude and overall mathematics achievement, and (c) strategies for helping students grasp the abstract number line representation.
{"title":"Teaching Fraction Magnitude Using the Number Line","authors":"Jessica Rodrigues, Shannon Locke, Emily L. Singell, Lindsey G. Mirielli","doi":"10.1177/10534512231156885","DOIUrl":"https://doi.org/10.1177/10534512231156885","url":null,"abstract":"The number line is a powerful tool for supporting students’ understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet fractions are challenging for many students, particularly students with or at risk of learning disabilities (LD) in mathematics. This article shares (a) key recommendations when planning and implementing fraction number line instruction, (b) sample fraction number line activities for supporting students’ understanding of fraction magnitude and overall mathematics achievement, and (c) strategies for helping students grasp the abstract number line representation.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44813851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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