High-Incidence Disabilities

2021 ◽  
pp. 25-50
Author(s):  
Melinda M. Leko ◽  
Mary T. Brownell ◽  
Alexandra A. Lauterbach
Keyword(s):  
High Incidence ◽  
High Incidence Disabilities

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

scholarly journals Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

2021 ◽  
Vol 11 (1) ◽  
pp. 51
Author(s):  
Ameen Ali Alhaznawi ◽  
Abdullah Saleh Alanazi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Faculty Members ◽  
Academic Rank ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Staff Members ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

From Barriers to Beginnings

2014 ◽  
pp. 183-191
Author(s):  
Aubry Threlkeld
Keyword(s):  
Young People ◽  
New Media ◽  
Assistive Technology ◽  
School Contexts ◽  
High Incidence ◽  
Internet Filters ◽  
High Incidence Disabilities ◽  
Out Of School

The ubiquity of new media in the lives of young people with high-incidence disabilities raises two important questions: how can new media be used as Assistive Technology (AT) and what can new media offer that other technologies may not? This chapter attempts to answer these questions by discussing the shifting and dynamic barriers to making this transition while also illuminating convergences between the goals of new media and AT. While this chapter explicitly concentrates on opportunities within the classroom, educators can also employ the guidelines provided herein generally in out-of-school contexts. Barriers to be discussed include electronic curb cuts and aggressive Internet filters. After discussing such barriers, solutions, including some classroom protocols and a list of resources, are shared to help educators evaluate new media as well as in the integration of new and old media as AT.

Teaching ELL Students in the Elementary Grades

2018 ◽  
pp. 236-249
Author(s):  
Sue Ellen McCalley
Keyword(s):  
Instructional Strategies ◽  
Individual Education Plan ◽  
Elementary Grades ◽  
Ell Students ◽  
High Incidence ◽  
The Individual ◽  
High Incidence Disabilities ◽  
Moderate Range ◽  
The Impact ◽  
Individual Education

This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

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