Viewpoints on interventions for learners with disabilities / edited by Festus E. Obiakor and Jeffrey P. Bakken.

Format:

Book

Contributor:

Obiakor, Festus E., editor.

Bakken, Jeffrey P., editor.

Series:

Advances in special education ; 0270-4013 v. 33.

Advances in special education, 0270-4013 ; v. 33

Language:

English

Subjects (All):

Learning disabled children--Education.

Learning disabled children.

Learning disabilities--Treatment.

Learning disabilities.

Physical Description:

1 online resource (256 pages).

Edition:

First edition.

Place of Publication:

Bingley : Emerald Publishing, 2018.

Summary:

Interventions in special education are results of advocacy, legislation, litigation, research, and trends. Since interventions come in many forms, they represent multidimensional viewpoints and perspectives and need to be handled with professional care, integrity, fidelity. This book highlights the fact there are skill-sets needed to work with divergent disability categories. The chapters begin with introducing readers to contextual bases of interventions for learners with disabilities and end with futuristic perspectives that go beyond tradition. Other chapters focus on students with learning disabilities, emotional and behavioral disorders, and intellectual disabilities. Additional chapters focus on students who are deaf and hard of hearing, and students with visual impairments, autism, severe disabilities, traumatic brain injury, speech and language impairments, and physical and other health impairments. This volume presents the voices of leaders in the field of special education and addresses critical issues related to identification, assessment, labeling, placement, and instruction. Furthermore, it responds to what makes special education (3z (Bspecial. (3y (B Not only does this volume present historical contexts, it also authenticates the legitimacy of helping all learners to maximize their fullest potential, the real essence of special education. To a large extent, this book will be an excellent resource for undergraduate and graduate students, regular educators, special educators, educator preparation professionals, researchers, scholars, and practitioners.

Contents:

Intro

Viewpoints on Interventions for Learners with Disabilities

Contents

About the Editors

List of Contributors

Preface

Viewpoints on Interventions for Learners with Disabilities: An Introduction

Introduction: Early Roots of Special Education

Initial Focus on the Sensory Disabilities

Social Advocacy Movement

The Emergence of Specialized Interventions

Specialized Interventions for Individuals with Cognitive Disabilities

Advocacy Groups

The Rise of Socially Constructed Disability Categories

The Ongoing Commitment to Research-Based Practices

The Movement to Inclusive Education

Conclusion

References

Chapter 1: Viewpoint on Interventions for Students with Learning Disabilities: Instruction Matters

State of LD

Summary of Research on Interventions for Students with LD

LD Research Institutes' Findings

Meta-analyses

Recent Reviews of Sustained Research Programs

Big Ideas About Interventions for Students with LD

Identification of Systematic Approach to Tasks

Explicit Instruction

Scaffolded Instruction

Multiple Opportunities for Practice with Feedback

Attribution and Self-regulation Components

Viewpoint: Instruction Matters

For Practitioners

For Teacher Educators and Professional Development Providers

For Administrators

Chapter 2: Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction

Power versus Duties

Negative Freedoms

Positive Freedoms

Interaction of Positive and Negative Freedoms

LRE versus FAPE

Purpose of Action

Implications of the Endrew F. Case

Achievement and Services Provided to Students with EBD

Disappointing Outcomes.

Why Aren't We Doing Better?

Providing instruction of Students with EBD in Secondary Schools.

Four Challenges for Completing a Secondary Education

Discriminating Essential from Nonessential Information

Recalling Target Information Quickly and Accurately

Letter Strategies. Many readers will be familiar with first-letter strategies where the first-letters of the target information are selected to create an acronym to aid in recall of the information. For example, the acronym "HOMES" is often used to prompt

The Keyword Method. When using the keyword method, a concrete, acoustically similar word is created for the unfamiliar information to be learned. Scruggs et al. (in press) provided an example to promote recall that Canidae is the scientific name of the bi

Organizing Target Information

The QER. The "QER" (Bulgren, Marquis, Lenz, Deshler, &amp

Schumaker, 2011) is designed to support thinking about and answering complex questions for students with disabilities. QER employs a graphic organizer with six thinking steps posed as questions:

Coached Elaboration. Coached elaboration (Scruggs, Mastropieri, &amp

Sullivan, 1994

Scruggs, Mastropieri, Sullivan, &amp

Hesser, 1993

Sullivan, Mastropieri, &amp

Scruggs, 1995) is an extension of practices developed in educational psychology (e.g., Pressley, Joh

Expressing One's Learning

POW, A General Approach to Improving Writing Abilities. One of the most studied approaches to writing for students who have serious writing difficulties is POW (Regan &amp

Mastropieri, 2009). POW (Pick my idea, Organize my notes, Write and say more) guides s

Appendix A. Examples of two different graphic organizers

Group and Organize Graphic Organizer

Classify the Features of the Economies of the North and the South before the American Civil War.

Problem-Solution-Effect Graphic Organizer. Carnine, Miller, Bean, and Zigmond (1994) provided a graphic organizer for a more interactive relationship among ideas. The problem-solution-effect organizer is intended to help students perceive multiple perspec

Chapter 3: Interventions for Students with Intellectual Disabilities

Students with Intellectual Disability

Educating Students with Intellectual Disability

Evidence-Based or Research-Based Interventions

Academic Interventions

Reading. Reading is a critical, complex skill, conceptualized as involving five areas: phonemic awareness, phonics instruction, fluency, vocabulary, and reading comprehension (National Reading Panel, 2000). Historically, attention to reading instruction f

Writing. Writing, along with reading, composes literacy. Writing is a multifaceted academic domain consisting of handwriting as well as composing text (e.g., planning, organizing, drafting, editing, and revising text

Flower &amp

Hayes, 1981). Little researc

Mathematics. Mathematics is another important and multifaceted academic domain. Mathematics is inclusive of computation and problem-solving, operations and algebra, geometry, measurement and data analysis. Historically, mathematics instruction for student

Science. Although less research on science education and students with intellectual disability exists, particularly research that documents evidence-based or research-based interventions, researchers have explored interventions to support students with in

Life-Skills Interventions

Chapter 4: Interventions for Students Who Are Deaf/Hard of Hearing

Practices in Deaf Education

Recommended Practices.

Communication and language. Hearing loss directly impacts access to spoken language. Communication and language skill deficits are frequent among students who are D/HH. Several intervention strategies are recommended for addressing communication needs of

Academics. Increased access to language facilitates academic learning of school readiness skills - a focus of quality early intervention services (Easterbrooks, Lederberg, Miller, Bergeron, &amp

Connor, 2008

Harrington et al., 2010). Several reading and mat

Social/Emotional. Early intervention services and parental supports encourage healthy attachment between parents and D/HH babies (Ferrell et al., 2014

Moeller, 2007). Stika et al. (2015) discussed the connection between language delays and poor social-em

Interventions for Elementary D/HH Students

Communication/Language. Strong communication and language skills are critical to academic success. Instruction is built upon language skills. Deficits in language or communication can lead to widespread delays in content comprehension and increased impuls

Academics. The core of academic learning is language. Eventual content learning relies heavily on literacy skills. Much of the literature in the field of deaf education focuses on literacy. Unfortunately, literacy outcomes for D/HH students have remained

Social/Emotional. Ferrell et al. (2014) note that a large number of D/HH students leave P-12 school lacking independence, demonstrating decreased employability, or having difficulty maintaining employment. Teachers should focus on providing programming th

Interventions for Secondary D/HH Students.

Communication/Language. The Expanded Common Core for Students who are Deaf or Hard of Hearing addresses the comprehensive development of communication in children who are D/HH through the inclusion of receptive and expressive communication skills. Additio

Academics. Existing research related to the needs of middle and high school students focuses on the skills of literacy (phonological awareness, decoding/word recognition, vocabulary, fluency, comprehension, and composition) and not language development. S

Social/Emotional. Life-skills instruction focuses on teaching students the skills needed for postsecondary independent living (e.g., cooking, budgeting, safety, and purchasing). Little research exists to provide guidance to teachers in life-skills instruc

Deafness with additional disabilities

Impact on Communication Skill Development

Impact on Life-Skill Development

Chapter 5: Interventions for Students with Visual Impairments

Incidental Learning

Historical Advancements in Interventions for Students with Visual Impairments Still in Effect Today

Goals of the National Agenda

Introducing the ECC for Students with Visual Impairments

Early Intervention for Students with Visual Impairments. Also, the importance of early intervention in the areas and components of the ECC outlined in Table 2 cannot be overstated. Instructional interventions for learners of all ages with visual impairmen

Ongoing School-age and Transition-age Interventions for Students with Visual Impairments. The importance of ongoing instructional interventions that include the areas and components of the ECC during the school-age and transition-age years cannot be ove.

Working Collaboratively with Other School Personnel to Support the ECC. Often, students who are visually impaired are included in general education or specialized classrooms with school professionals who may not have highly specialized training in teachin.

Notes:

Includes index.

Includes bibliographical references.

Print version record

ISBN:

9781787432475

1787432475

9781787430891

1787430898

OCLC:

1162143441