eric.ed.gov har udgivet: This collection of lesson plans is designed to help students with disabilities meet Arizona academic standards and learn different types of self-determination skills. Lesson plans are provided for students in grades K-12 with different disabilities and address: (1) oral language, including identifying homonyms; (2) reading acquisition, including teaching reading using the Fernald (VAKT) Method, making words, and fluency; (3) reading comprehension; (4) study skills, including improving test taking skills, managing daily activities, and organizing notebooks; (5) social skills, including social behavior skill development, peer relationships, and giving and receiving compliments; (6) math computation; (7) math problem solving, including balancing checkbooks; (8) written expression, including self-expression, proofreading, and writing conventions; and (9) technology, including using the Internet and team teaching with computers. For each lesson, a targeted academic… Continue Reading →
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eric.ed.gov har udgivet: This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple baseline across student dyads design was implemented. Results indicated that reciprocal peer tutoring coupled with academic self-monitoring increased assignment completion. Further, results of vocabulary and cumulative test scores indicated that students increased their math vocabulary during the intervention phase. Social validity data indicated that students and teachers felt they benefited from both peer tutoring as well as academic self-monitoring interventions. Limitations and directions for future research are discussed. Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to examine the Peer Buddy Program at a high school for students with disabilities (i.e., learning and behavior disabilities) in academic and social achievement. Two specific questions were addressed: Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in their use of social skills according to self-report, special and general curriculum teacher ratings on a standardized social skill rating scale? and 2) Do students with learning and/or emotional/behavioral disabilities, who are participating in the Peer Buddy Program, show improvement in academic skill use according to past to present year comparisons on grade point averages, and special education informal assessments (Fast Math, System 44, and Acuity)? Student, special and general education teachers’ ratings on… Continue Reading →
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eric.ed.gov har udgivet: This teacher’s guide explains the content and scope of a 30-booklet series of instructional booklets that provide various special needs students with the opportunity to explore a career and practice math skills simultaneously. The introductory section explains the way in which the series, entitled Math on the Job, will benefit high school students with the following disabilities: mental retardation, learning disabilities, and serious emotional disturbances. The second and third sections outline the scope of the series and provide guidelines for its use. Next, a math competency matrix is presented and explained. A list of suggested enrichment activities concludes the guide. (MN) Link til kilde
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eric.ed.gov har udgivet: Historically, secondary students with emotional behavioral disorders (EBD) have made poor progress in mathematics putting them at risk for school failure and placement in an alternative setting. Two under studied areas essential to success in mathematics are fractions and algebra. The purpose of this study was to test the effects of a multi-component intervention on the math performance for middle school students with EBD in an alternative educational setting. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects. Repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Social validity results indicated that teacher and students found the intervention to be an… Continue Reading →
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