Pub Date : 2022-05-19DOI: 10.1177/10534512221093779
Apryl L. Poch, Duaa Alzahrani, Jawaher Aljuwayhir, Maram Alnahari
Identification of and services for students with learning disabilities share both similarities and differences across cultures, including the term(s) used to label and subsequently provide services for these students. In Arabic, the term learning disabilities translates to “learning difficulties.” This column provides a brief overview of the current educational system in the Kingdom of Saudi Arabia, including the identification and services available for students with learning difficulties, and concludes with future directions. Much opportunity remains for supporting the needs of students with learning difficulties in the Kingdom of Saudi Arabia.
{"title":"Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia","authors":"Apryl L. Poch, Duaa Alzahrani, Jawaher Aljuwayhir, Maram Alnahari","doi":"10.1177/10534512221093779","DOIUrl":"https://doi.org/10.1177/10534512221093779","url":null,"abstract":"Identification of and services for students with learning disabilities share both similarities and differences across cultures, including the term(s) used to label and subsequently provide services for these students. In Arabic, the term learning disabilities translates to “learning difficulties.” This column provides a brief overview of the current educational system in the Kingdom of Saudi Arabia, including the identification and services available for students with learning difficulties, and concludes with future directions. Much opportunity remains for supporting the needs of students with learning difficulties in the Kingdom of Saudi Arabia.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"287 - 292"},"PeriodicalIF":0.8,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41841937","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 : 2022-05-13DOI: 10.1177/10534512221093787
Holly M. Long, Emily C. Bouck
With increased technology use in mathematics classrooms, as well as the increased prevalence of online instruction, digital calculators and online games are two types of digital tools that support students with learning disabilities (LD) in elementary and middle school mathematics. Teachers need to understand the advantages and limitations of different options and factors that help determine which tool may be most beneficial to support the goals of the mathematics lesson as well as the individual needs of students with LD. When used appropriately and efficiently, digital mathematics tools, such as calculators and online games, can increase students’ conceptual understanding of mathematics content as well as their confidence and engagement in the mathematics classroom. This column presents a variety of virtual calculators and online math games, why they are effective, how they can be implemented, as well as a short scenario depicting one way the tool can be used in the classroom.
{"title":"Calculators and Online Games: Supporting Students With Learning Disabilities in Mathematics","authors":"Holly M. Long, Emily C. Bouck","doi":"10.1177/10534512221093787","DOIUrl":"https://doi.org/10.1177/10534512221093787","url":null,"abstract":"With increased technology use in mathematics classrooms, as well as the increased prevalence of online instruction, digital calculators and online games are two types of digital tools that support students with learning disabilities (LD) in elementary and middle school mathematics. Teachers need to understand the advantages and limitations of different options and factors that help determine which tool may be most beneficial to support the goals of the mathematics lesson as well as the individual needs of students with LD. When used appropriately and efficiently, digital mathematics tools, such as calculators and online games, can increase students’ conceptual understanding of mathematics content as well as their confidence and engagement in the mathematics classroom. This column presents a variety of virtual calculators and online math games, why they are effective, how they can be implemented, as well as a short scenario depicting one way the tool can be used in the classroom.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"280 - 286"},"PeriodicalIF":0.8,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43883670","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 : 2022-05-12DOI: 10.1177/10534512221093778
Atikah Bagawan, Sarah N. Douglas, Hope K. Gerde
Special education teachers collaborate with numerous professionals, including paraeducators, who are tasked with supporting student learning in various school settings. In their role with paraeducators, teachers provide supervision, training, and coaching to enhance paraeducator skills to support students with disabilities in the classroom. This column provides an approach to paraeducator supervision, training, and coaching guided by the adult learning principles outlined in Kolb’s experiential learning model. In addition, sample fidelity checklists and observation forms are included for use during training and coaching sessions to enrich the paraeducator’s learning experience. Armed with these resources, teachers can cocreate meaningful and authentic learning opportunities in which paraeducators identify individual goals and reflect on their teaching with guidance from the teacher. As a result, teachers and paraeducators work together to provide quality instruction.
{"title":"Components of Effective Supervision and Training for Paraeducators","authors":"Atikah Bagawan, Sarah N. Douglas, Hope K. Gerde","doi":"10.1177/10534512221093778","DOIUrl":"https://doi.org/10.1177/10534512221093778","url":null,"abstract":"Special education teachers collaborate with numerous professionals, including paraeducators, who are tasked with supporting student learning in various school settings. In their role with paraeducators, teachers provide supervision, training, and coaching to enhance paraeducator skills to support students with disabilities in the classroom. This column provides an approach to paraeducator supervision, training, and coaching guided by the adult learning principles outlined in Kolb’s experiential learning model. In addition, sample fidelity checklists and observation forms are included for use during training and coaching sessions to enrich the paraeducator’s learning experience. Armed with these resources, teachers can cocreate meaningful and authentic learning opportunities in which paraeducators identify individual goals and reflect on their teaching with guidance from the teacher. As a result, teachers and paraeducators work together to provide quality instruction.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"264 - 272"},"PeriodicalIF":0.8,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48308487","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 : 2022-05-11DOI: 10.1177/10534512221093780
S. King, Megan Rojo, D. Bryant
An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school-age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (a) instruction using manipulatives, (b) focusing on salient variables within problems, (c) utilizing visual-chunking representations, and (d) incorporating contextualized scenarios and experiences.
{"title":"Demystifying Area and Perimeter: A Practitioner’s Guide to Strategies That Work","authors":"S. King, Megan Rojo, D. Bryant","doi":"10.1177/10534512221093780","DOIUrl":"https://doi.org/10.1177/10534512221093780","url":null,"abstract":"An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underdeveloped skill area for many school-age children and especially those with learning disabilities. This article provides educators with the following four strategies that are grounded in research and can be implemented during instruction on area and perimeter: (a) instruction using manipulatives, (b) focusing on salient variables within problems, (c) utilizing visual-chunking representations, and (d) incorporating contextualized scenarios and experiences.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"241 - 248"},"PeriodicalIF":0.8,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753924","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 : 2022-05-05DOI: 10.1177/10534512221093783
Regina R. Brandon, Kyle Higgins, Randall B. Boone
Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was department head at Texas A&M University, Commerce, and a division chair at California State University, LA. Dr. Chinn served as vice-president of the National Association for Multicultural Education (NAME) and co-editor of the organization’s official journal, Multicultural Perspectives. He was appointed to the California State Commission for Special Education and served on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. Dr. Chinn is the co-author of two textbooks in special education and has written several textbook chapters and journal articles. The 11th edition of his co-authored Multicultural Education in a Pluralistic Society (Pearson) was released in 2021.
Philip C.Chinn博士是洛杉矶加州州立大学特殊教育和咨询系的名誉教授。他曾在犹他大学和北德克萨斯大学任教，并在特殊儿童委员会的多元文化和种族问题办公室担任了6年的主任。他曾任得克萨斯农工大学商业系主任和加州州立大学洛杉矶分校系主任。Chinn博士曾担任全国多元文化教育协会（NAME）副主席和该组织官方期刊《多元文化视角》的联合编辑。他被任命为加州特殊教育委员会成员，并在全国教师教育认证委员会（NCATE）考试委员会任职。Chinn博士是两本特殊教育教科书的合著者，并撰写了几本教科书章节和期刊文章。他合著的《多元社会中的多元文化教育》（Pearson）第11版于2021年发行。
{"title":"Until We Begin Listening, There Can Be Little Hope for Understanding One Another: An Interview With Dr. Philip C. Chinn","authors":"Regina R. Brandon, Kyle Higgins, Randall B. Boone","doi":"10.1177/10534512221093783","DOIUrl":"https://doi.org/10.1177/10534512221093783","url":null,"abstract":"Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was department head at Texas A&M University, Commerce, and a division chair at California State University, LA. Dr. Chinn served as vice-president of the National Association for Multicultural Education (NAME) and co-editor of the organization’s official journal, Multicultural Perspectives. He was appointed to the California State Commission for Special Education and served on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. Dr. Chinn is the co-author of two textbooks in special education and has written several textbook chapters and journal articles. The 11th edition of his co-authored Multicultural Education in a Pluralistic Society (Pearson) was released in 2021.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"293 - 299"},"PeriodicalIF":0.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47005096","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 : 2022-05-05DOI: 10.1177/10534512221093786
J. Dynia, K. Walton, Grace Sagester, Elizabeth K. Schmidt, K. Tanner
Despite substantial comorbidity of sensory dysfunction and autism spectrum disorder (ASD), there are few evidence-based sensory interventions for educators to implement in their classrooms. Nonetheless, recent research has found that early childhood educators are frequently implementing sensory strategies in the classroom despite this lack of evidence. This article provides educators with an evidence-informed roadmap for choosing interventions to address sensory needs in children with ASD, and steps for implementing and evaluating the impact of these interventions in their classrooms. Each child with ASD is unique, and therefore it is imperative to work with an occupational therapist to determine the child’s sensory processing needs and tailor interventions to meet these individualized needs.
{"title":"Addressing Sensory Needs for Children With Autism Spectrum Disorder in the Classroom","authors":"J. Dynia, K. Walton, Grace Sagester, Elizabeth K. Schmidt, K. Tanner","doi":"10.1177/10534512221093786","DOIUrl":"https://doi.org/10.1177/10534512221093786","url":null,"abstract":"Despite substantial comorbidity of sensory dysfunction and autism spectrum disorder (ASD), there are few evidence-based sensory interventions for educators to implement in their classrooms. Nonetheless, recent research has found that early childhood educators are frequently implementing sensory strategies in the classroom despite this lack of evidence. This article provides educators with an evidence-informed roadmap for choosing interventions to address sensory needs in children with ASD, and steps for implementing and evaluating the impact of these interventions in their classrooms. Each child with ASD is unique, and therefore it is imperative to work with an occupational therapist to determine the child’s sensory processing needs and tailor interventions to meet these individualized needs.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"257 - 263"},"PeriodicalIF":0.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45232492","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 : 2022-05-04DOI: 10.1177/10534512221093782
Jonté A. Myers, Bradley Witzel
Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence-based practices to enhance secondary students’ problem-solving proficiency and math achievement. Schema-based instruction (SBI) is a powerful evidence-based practice to improve students’ understanding and approach to solving word problems involving ratios and proportions. This article describes the protocol for implementing SBI with examples specific to ratios and proportions. Also discussed are the ways teachers can provide additional assistance to students with more intensive instructional needs when implementing SBI.
{"title":"Instruction in Proportion Word Problems for Secondary Students With Learning Disabilities in Mathematics","authors":"Jonté A. Myers, Bradley Witzel","doi":"10.1177/10534512221093782","DOIUrl":"https://doi.org/10.1177/10534512221093782","url":null,"abstract":"Increasing the performance of secondary students with learning disabilities (LD) in mathematics on word problem-solving tasks involving ratios and proportions is challenging for secondary math teachers. Teachers must use evidence-based practices to enhance secondary students’ problem-solving proficiency and math achievement. Schema-based instruction (SBI) is a powerful evidence-based practice to improve students’ understanding and approach to solving word problems involving ratios and proportions. This article describes the protocol for implementing SBI with examples specific to ratios and proportions. Also discussed are the ways teachers can provide additional assistance to students with more intensive instructional needs when implementing SBI.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"234 - 240"},"PeriodicalIF":0.8,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42788222","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 : 2022-05-03DOI: 10.1177/10534512221093785
Ciara L. Ousley, Tracy J. Raulston
Children with autism spectrum disorder often display some form of challenging behavior and have complex communication needs. Functional communication training is an evidence-based practice that (a) decreases challenging behavior and (b) increases appropriate communicative behavior. Recent research has demonstrated how using augmentative and alternative communication (i.e., various forms of communication that do not involve vocal speech) can be successfully incorporated into functional communication training interventions. This article introduces a four-step guide on how to incorporate augmentative and alternative communication within functional communication training interventions. Detailed guidelines on how to incorporate augmentative and alternative communication, along with a vignette example, are provided.
{"title":"A Guide to Incorporate Augmentative and Alternative Communication Into Functional Communication Training","authors":"Ciara L. Ousley, Tracy J. Raulston","doi":"10.1177/10534512221093785","DOIUrl":"https://doi.org/10.1177/10534512221093785","url":null,"abstract":"Children with autism spectrum disorder often display some form of challenging behavior and have complex communication needs. Functional communication training is an evidence-based practice that (a) decreases challenging behavior and (b) increases appropriate communicative behavior. Recent research has demonstrated how using augmentative and alternative communication (i.e., various forms of communication that do not involve vocal speech) can be successfully incorporated into functional communication training interventions. This article introduces a four-step guide on how to incorporate augmentative and alternative communication within functional communication training interventions. Detailed guidelines on how to incorporate augmentative and alternative communication, along with a vignette example, are provided.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"249 - 256"},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41810194","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 : 2022-05-03DOI: 10.1177/10534512221093784
Todd Haydon, Alana M. Kennedy, Meredith Murphy, J. Boone
Students with disruptive behavior problems can contribute to loss of instruction time in the classroom and may cause irritation for peers. However, peers can serve as powerful change agents in the classroom. Promoting positive peer interactions is especially important for students with emotional and behavioral disorder (EBD). One effective approach to promote prosocial behaviors and support students with EBD is positive peer reporting. The use of positive peer reporting decreases negative interactions among peers by increasing prosocial behaviors. This column reviews the literature about this strategy, discusses the ways in which it can be adapted to best fit the needs of students, and provides guidance and recommendations for how to implement these approaches in an applied setting.
{"title":"Positive Peer Reporting for Middle School Students With Emotional and Behavioral Disorders","authors":"Todd Haydon, Alana M. Kennedy, Meredith Murphy, J. Boone","doi":"10.1177/10534512221093784","DOIUrl":"https://doi.org/10.1177/10534512221093784","url":null,"abstract":"Students with disruptive behavior problems can contribute to loss of instruction time in the classroom and may cause irritation for peers. However, peers can serve as powerful change agents in the classroom. Promoting positive peer interactions is especially important for students with emotional and behavioral disorder (EBD). One effective approach to promote prosocial behaviors and support students with EBD is positive peer reporting. The use of positive peer reporting decreases negative interactions among peers by increasing prosocial behaviors. This column reviews the literature about this strategy, discusses the ways in which it can be adapted to best fit the needs of students, and provides guidance and recommendations for how to implement these approaches in an applied setting.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"273 - 279"},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43632172","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 : 2022-05-03DOI: 10.1177/10534512221093781
Jillian M. Thoele, Kristin L. Sayeski
Teacher educators can use rehearsal to enhance special education teacher candidates’ mastery of foundational teaching practices. Rehearsals (i.e., brief practice teaching segments) are conducted within college and university courses and are intentionally different from field-based or clinical practice. The use of rehearsal reflects a practice-based approach to teacher preparation that can be incorporated within special education instructional methods and behavior management courses. This article provides an overview of what rehearsal is and how teacher educators can incorporate rehearsals within their courses using an explicit instruction framework. The article concludes with a sample lesson illustrating how special education teacher educators can use rehearsal to teach candidates how to increase opportunities to respond using a student-response routine.
{"title":"The Use of Rehearsal to Enhance Special Educator Teacher Preparation","authors":"Jillian M. Thoele, Kristin L. Sayeski","doi":"10.1177/10534512221093781","DOIUrl":"https://doi.org/10.1177/10534512221093781","url":null,"abstract":"Teacher educators can use rehearsal to enhance special education teacher candidates’ mastery of foundational teaching practices. Rehearsals (i.e., brief practice teaching segments) are conducted within college and university courses and are intentionally different from field-based or clinical practice. The use of rehearsal reflects a practice-based approach to teacher preparation that can be incorporated within special education instructional methods and behavior management courses. This article provides an overview of what rehearsal is and how teacher educators can incorporate rehearsals within their courses using an explicit instruction framework. The article concludes with a sample lesson illustrating how special education teacher educators can use rehearsal to teach candidates how to increase opportunities to respond using a student-response routine.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"227 - 233"},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622430","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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