Response to Intervention (RTI) is a culturally responsive framework developed to provide targeted, evidence-based instruction to all students in regular education settings. A goal of RTI is to reduce the disproportionate number of students of color referred for special education services. However, numerous barriers often prevent teachers from effectively engaging in the RTI process and serve to impede the delivery of instruction. School counselors can provide rational emotive-social behavior (RE-SB) consultation for teachers to address psychosocial barriers and promote social justice. This article outlines RTI, barriers to implementation, and how school counselors can advocate for all students through RE-SB consultation.
The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identi?ed with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identi?cation models that include RTI may lead to better achievement and behavior outcomes for all students. Presented here are ideas and resources that teachers can use as interventions for planning for RTI at all levels. The intent is that that these practices will assist in providing informed decisions to address the needs of all student learners.
This article examines two critical questions for building trust to provide learners in communities that have experienced violence with the ability to participate with hope in classroom settings: (1) After the many recent alarming and violent events that have occurred in our society, how can educators best meet the affective needs of students to create a positive environment for learning? (2) Are there strategies and methods that any educator can use to help students feel interested in learning and ready to learn in spite of the repeated upsetting events in the news and in their communities? The answer is yes. Johnson’s (2011) research showed that students need faith in one another and the system that proposes to educate them. Given the dizzying, frightening, and sometimes dreadful events confronting students in their communities and in the news, educators need to promote affective skills for guidance in cross-racial dialogues, in emotional situations to acknowledge injustice, in validating feelings, and in building positive ideas toward knowledge and the future. Acknowledging and analyzing structural racism, sexism, and classism prevent the hiding and smothering of students’ needs. It takes more than knowledge of a hierarchy of needs, or cases requiring social justice, for educators to develop an environment of trust, mutual respect, and hope in the classroom.
The social ecology of resilience perspective sees resilience as the capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual's physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual's own assets or strengths as well as those found in his or her physical social and ecology. Inclusive education, on the other hand, is a discipline that allows learners whose socio-economic circumstances, physical disability or poverty has become a barrier to their educational success to influence the outcome of the process of teaching and learning positively. This qualitative study of resilience and inclusion, which adopted structuration theory as a lens, was conducted in order to understand the resilience of three learners who achieved educational success in the face of great personal adversity. The participants wrote narratives on what enabled them to cope resiliently and the narratives were analysed in terms of a critical inductive and a structuration theory framework. The main findings show that resilience is an important process that allows learners with barriers to learning to do well. The participants benefitted from personal attributes such as a sense of agency, assertiveness, determination and self-confidence, as well as from social and academic support from their families, peers and teachers within an inclusive educational context. Key concepts: Pedagogy; Teaching; Learning; Educational Success, Inclusion
Characterized by work, financial, and family demands, nontraditional students are an increasing population in university teacher education programs. Typical teacher education programs include at least one course on the education of students with special needs, and faculty may address perceived weaknesses of the course textbook by supplementing it with literature, narratives written by or about individuals with disabilities. Although inclusion literature has been documented to be of value, to date there has been no research that specifically examined the use of inclusion literature with nontraditional pre-service teachers. This qualitative study examined the impact of inclusion literature on a population of nontraditional pre-service teachers enrolled in a required special education survey course as part of their teacher education program. Findings suggest that although nontraditional pre-service teachers interpret inclusion literature differently than do previously examined populations, its use has value and faculty should consider including it as required reading.
Higher education system plays an important role for the country’s overall development which includes industrial, social, economic etc. Indian higher education system is third largest in the world. The role of Indian higher educational institutes such as colleges and universities in the present time is to provide quality based education in the field of education, research etc to empower youth for self sustainability. This paper includes the key challenges that India is currently facing in higher education and also includes some initiatives taken by the government to meet those challenges.
The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs are presented and analyzed in the first section of this paper. Also the findings from recent studies in Greece and Hungary referring to the perceptions of teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational reality. 1 Kourkoutas et al.: Limits and Perspectives for the Promotion of the Inclusive Cultur Published by CORE Scholar, 2015
The purpose of this paper is to describe transition outcomes of school-aged young adults with ASD enrolled in a university-based program that emphasizes vocational training and socialization with neuro-typical peers and adults. Although this program appears to integrate best practices for successful transition to employment, reports from parents and program alumni indicate that few graduates continue to work despite their acquired vocational and social skill repertoire. This trend supports the need for adopting a resource-based transition model to better utilize employment related resources in the family network and community. 2 Electronic Journal for Inclusive Education, Vol. 3, No. 3 [2015], Art. 6 http://corescholar.libraries.wright.edu/ejie/vol3/iss3/6 Running head: WHEN JOB SKILLS ARE NOT ENOUGH 3 When Job Skills Are Not Enough: Transitioning Young Adults with Autism Spectrum Disorder Sam enrolled in a campus based transition program for young adults with ASD in 2008. Sam was nineteen and in his last years of high school. His high school classroom was located on a college campus. Sam, along with his seven classmates, attended a functional academic skills class in the morning, went to the campus cafeteria for lunch and then reported to work sites for the remainder of the day. He attended physical education at the campus gym three times a week and every Friday he attended social events with his non-disabled peers throughout the campus community such as playing pool, table hockey, and video games. Sometimes public transportation was taken to attend off-campus activities such as shopping at the mall or bowling. When not attending his morning classes, Sam was fully integrated into the campus community with his non-disabled, college-aged peers. Sam had the opportunity to work on campus at several different sites. He began working in housekeeping with a peer (a college undergraduate) job coach. Soon he was moved to the human resources department where he filed, processed paperwork, and logged time sheets into the computer. He no longer needed a peer coach but worked independently with the staff of the human resources department and received accolades as to his efficiency and work ethic. His site supervisor even wrote him a letter of recommendation for future employment. During the spring semester, Sam participated in social skills training, with his non-disabled peer social coaches, focusing on appropriate topics of discussion in specific contexts (with co-workers, bosses, peers), identifying and articulating job related skills and searching for possible job opportunities that matched these skills, etc. Sam also audited a college video production class to hone his already strong technological skills. The course instructor praised his work and commented how he put more effort into his projects than some of his peers taking the course for credit. Prior to graduation, various service providers 3 DeMatteo and Arter: When Job Skills Are Not Enough: Transitioning Young Adults with A Published by CORE Scholar, 2015 Running head: WHEN JOB SKILLS ARE NOT ENOUGH 4 (Office of Vocational Rehabilitation, Center for Independent Living, etc.) shared information on how to access services once he graduated with Sam and his mother. In 2010, after two years, Sam graduated high school and left the program. First he attended a comprehensive rehabilitation school focused on gaining more job skill training. He only attended a few weeks as he reported: “Everyone there was bad”. He sat at home for many months, sometimes coming to campus to visit current students in the program. After several more months passed, he obtained a job at a major home improvement company working in the warehouse. He was only hired for seasonal help and was laid off after the holiday. Several more months went by and fortunately, four years after graduation, he has secured employment at a major retail “big box” store. He has been one of the “lucky ones”. One would think he possessed all the necessary skills to successful transition to competitive employment, as that was the goal on his individual transition plan. If programming that utilizes evidenced based practice still does not produce the positive outcomes we hope for these individuals with disabilities, what else is needed to support the transition to employment for these individuals? Autism spectrum disorder (ASD) is a severe developmental disability characterized by an early age of onset, poor social development, impairments in language development, and rigidity in behavior. Upon reaching age 16, students’ IEP’s must include a transition component or Individual Transition plan (ITP) that promotes movement from school to post-school life. This component is based on individual students’ needs, preferences, and interests and it identifies post-school objectives in terms of independent living, post-secondary education, vocational training, and employment. The plan may also include specialized instruction and part or fulltime employment experiences that are embedded into students’ daily educational routine. 4 Electronic Journal for Inclusive Education, Vol. 3, No. 3 [2015], Art. 6 http://corescholar.libraries.wright.edu/ejie/vol3/iss3/6 Running head: WHEN JOB SKILLS ARE NOT ENOUGH 5 Despite early implementation of transition plans, reports on post-secondary outcomes for young adults with ASD suggest that current service models may be inadequate in meeting the transition needs of these individuals in terms of postsecondary education and employment (Eaves & Ho, 2008; Newman et al., 2009; Taylor & Seltzer, 2011). According to the National Longitudinal Transition Study-2 (United States Department of Education, 2011), approximately 60% of youth identified as having some form of a disability have taken postsecondary education classes within 8 years of leaving high school compared to 67% of the general population. Of this 60%, about 44% are youth with ASD. Employment statistics are equally concerning. Individuals with ASD rank third in unemployment among disability categories, as more than 50% of young adults with ASD reported having no paid job after leaving high school (Eaves & Ho, 2008; Taylor & Seltzer, 2011). Those who disclosed having been employed at one time described jobs that consisted of volunteer, sheltered, or part-time work, averaging five hours a week (Eaves & Ho, 2008; Taylor & Seltzer, 2011). Additionally, 67% of the individuals with disabilities who reported paid employment, averaged 35 or more hours per week while individuals with Autism averaged 24 hours per week. According to the NLTS-2, of those employed individuals with disabilities, 13% made less than minimum wage. Individuals with autism averaged $9.20 per hour, the third lowest paid disability category (Newman et al., 2009). In 2012, Autism Speaks convened a Think Tank meeting with stakeholders designed to develop concrete action steps to advance the national agenda to increase the meaningful employment opportunities for adults with ASD. Perspectives of parents, service providers, academic experts and individuals with ASD were shared. Individuals with ASD noted particular challenges when interviewing for employment because of limitations in: their ability to convey their qualifications; accurately read body language, eye contact, and gestures; and engage in 5 DeMatteo and Arter: When Job Skills Are Not Enough: Transitioning Young Adults with A Published by CORE Scholar, 2015 Running head: WHEN JOB SKILLS ARE NOT ENOUGH 6 social banter (Autism Speaks, 2012). Similarly, the stakeholders expressed that students with ASD leave high school without: self-advocacy skills, “soft skills” such as small talk, the ability to identify their strengths, or to engage in office politics and team-oriented projects (Autism Speaks). These testimonials support the common mission of innovative secondary programming for young adults with ASD to create explicit opportunities for students to obtain authentic vocational and/or post-secondary training while in high school. Students who graduate from such programs must leave with an observable vocational skill-set, a resume with references, and appropriate workplace social skills. The purpose of this article is to describe transition outcomes of young adults with ASD enrolled in a university-based program that emphasized vocational training and socialization with non-disabled peers and adults. Although this program appeared to integrate best practices for successful transition to employment, initial reports from parents and program alumni indicate that few graduates continue to work despite their acquired vocational and social skill repertoire. This trend supports a need to increase family understanding of available vocational resources and family-systems’ adjustment to youth with ASD prior to graduation. Overview of the Evidenced Based Practices Used for Transitioning to Employment For more than five years, one university’s special education program, school psychology program and the local educational agency (LEA) have collaborated to create a unique campusbased transition program for a small number of young adults with ASD. Individuals in their last two years of high school with goals of competitive employment and independent living participated in the program. Each year the program provided four to eight students with authentic on-campus experiences focused on evidence based transitioning practices for individuals with 6 Electronic Journal for Inclusive Education, Vol. 3, No. 3 [2015], Art. 6 http://corescholar.libraries.wright.edu/ejie/vol3/iss3/6 Running head: WHEN JOB SKILLS ARE NOT ENOUGH 7 ASD including functional academic skills, vocational training, and social opportunities with nondisabled peers (see Figure 1 for a summary of evidence based practices utilized). Figure 1: Sampling of Evidenced Based Practices for Transitioning Individuals with ASD Evidence Based Practice for Individuals wit
Positive behavioral supports (PBS) and the development of behaviorally oriented planning has become a ubiquitous paradigm in American schools. It is the preferred model for addressing behavioral issues with children as a means of preventing special education identification and placement. The effectiveness of this model has been well documented in peer-reviewed journals and shows an ability to change behaviors and improve academic achievement as measured by empirically designed assessments. However, the measurement of intellectual, moral and behavioral autonomy is seldom measured. Also, researchers from one perspective (Applied Behavioral Analysis) preclude other theoretical perspectives, to create the bulk of the evidence proving the usefulness of PBS as a viable model. It is the purpose of this paper to describe and support the contention that it is the concept of autonomy that is essential in measuring the success of behaviorally related interventions. This goal will be attained by deconstructing the PBS model. Further, it is an additional contention addressed in this paper that various Montessori methods and the theory’s fundamental theoretical concepts do a better job of addressing authentic change and the development of autonomy. This will result in internalized behaviors that behaviorally oriented methods can never demonstrate. A new theoretical model will be presented to illustrate the incorporation of autonomy into the rubric of successful behaviorally related interventions. Deconstructing The Positive Behavioral Support Model Explanation of PBS and Methods Within this Model The history and conceptual foundations of the PBS model are rooted in behaviorism and more specifically in the applied version commonly known as Applied Behavior Analysis (ABA). ABA is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree.1 More specifically, PBS refers to a process of assisting individuals to acquire adaptive, socially meaningful behaviors to overcome patterns of destructive, maladaptive and stigmatizing behaviors through collaboratively designed interventions.2 A stated primary goal of PBS is to also to teach replacement behaviors that are seen by the designers as more desirable and socially appropriate. Historically, these interventions are primarily designed and implemented by the school psychologist and implemented by those professionals having daily contact with the student. The interventions are based on models that have been well researched and have been shown to be effective in decreasing the targeted behaviors. The competing behaviors model is typically used as the basis of the formation of behavioral interventions that target and decrease undesirable behaviors but also increase identified replacement behaviors that are seen by the designers as socially beneficial.3 Response
Millenniums have offered ideas about how people think, cope, adjust, and survive. Nurturing and maintaining a heart and mind to help others, to be inclusive against incredible odds and societies that act more quickly to exclude needs symbols to aid progress. Cognition, observation, hope, imagination, perception, responsibility, and self-efficacy connect well to the starfish. Students of any age need images, symbols, role models, and practice in finding ways to triumph over life experiences that cause pain and discouragement. Starfish in actual examples, metaphors, and stories aid educators in building thinking, learning, and coping skills for healthy inclusive environments.
The purpose of this study was to present a new Individualized Education Program (I.E.P.) developed for PE teachers using a dynamic evaluation procedure so as to assess its value in promoting educational knowledge. A modified version of the Evaluation Scale of the Educational Program’s Implementation (ESEPI) (Grammatikopoulos 2004) was applied for the needs of the research on a sample of 151 physical education teachers (84 men, 67 women), all working in Greek primary and secondary schools. Statistically significant differences were observed in ‘training’ factor with PE teachers who had previous experience of teaching students with disabilities or working in inclusion and special classes rating higher the overall impression of the seminar. PE teachers dealing with inadequate equipment and school facilities appeared yet positive but to a lesser degree about the dynamic evaluation approach and the instrument presented, raising an issue whether possible lack of funds and school facilities discourages them to believe that inclusion can be truly accomplished without the necessary support services. Overall, results are encouraging that evaluation of the new instrument presented through an interactive and dynamic approach can be proved really valuable in helping the everyday practice of PE teachers to teach students with disabilities in inclusion classes.
The article discusses underlying issues in the collaboration of teachers to better address the needs of students who traditionally fail in public schools. Building on a theoretical foundation that considers a variety of factors that typically limit in-school collaboration, the article examines the case of three high school teachers who struggle to work with second language learners who are not functionally literate in either their first or second language and find themselves at great risk of academic failure. Attempts at collaboration among these three teachers are described and both favorable and detrimental cultural, structural, logistical, and personal factors are examined within each of the relationships. Implications for professional development are suggested.
In 1994, South Africa adopted an inclusive system of education in line with the rest of the world. The doors of learning were opened to all learners regardless of their background or disability. However, in spite of the changes, the notion of inclusive school sport as enshrined and articulated in White Paper 6 on special needs' education published by the South African Department of Basic Education in 2001 has not been fully realized in terms of enabling a diverse inclusive sporting environment for all learners. The research on which this article is based therefore attempted to analyze the nature of school sport and suggest mechanisms for making school sport inclusive. The data of the qualitative study were extracted from interviews conducted with six principals, six sport organizers from three primary schools, and three physically disabled secondary-school learners from the Free State province of South Africa. To triangulate the data, interviews were conducted with three physically disabled secondary-school learners. A structuration theory lens and inductive analytical framework were used to analyze the data. The findings indicate that not enough provision has been made to accommodate the diverse sporting needs of learners, despite the implementation of inclusive education, and that teachers are not yet ready for inclusive school sport.
The development of deaf identity is a complicated and difficult process, and it was studied by many researchers from last century. They found that the development of deaf identity was affected by a lot of different factors and then they proved these influential factors by the qualitative or quantitative research methods in their articles or books, such as, the status of hearing loss, the educational experience, the environment of family, the mode of communication and so on. In present article, such influential factors will be summarized based on analyzing the theory of deaf identity development, and how these factors influence the development of deaf identity will be analyzed in the view of deafness as culture.
