Sharing Teaching Ideas: Multiplying Polynomials

2006 ◽  
Vol 99 (7) ◽  
pp. 508-510
Author(s):  
Michael C. O'Neil
Keyword(s):  
Learning Disability ◽  
Resource Room ◽  
Educational Plan ◽  
Individual Instruction ◽  
Teaching Ideas ◽  
Individualized Educational Plan

I find that the method demonstrated below works very well in my algebra classes, as well as for students in other mathematics classes. Several of these students who have been diagnosed with a learning disability receive individual instruction in a resource room setting and most likely are on an Individualized Educational Plan (IEP).

scholarly journals Journey with Autism: Successful Educational and Social Interventions from a Single Case Study

2019 ◽  
Author(s):  
◽  
Kwame De Jongge-Moore
Keyword(s):  
Autism Spectrum Disorder ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Interventions ◽  
Regular School ◽  
Educational Plan ◽  
The Social ◽  
Individualized Educational Plan

Problem Statistics indicate that Autism Spectrum Disorder (ASD) is on the increase in America and worldwide (Xu, Strathearn, Liu, & Bao, 2018; Baio et al., 2018). Autism spectrum disorder can impair an individual’s ability to engage in neurotypical behavior, which has the potential to increase their vulnerability to being shunned and bullied. This makes autism a major societal concern with significant costs to the individual, their family, private/public health insurance, state financial aid programs, and to the nation. This present study was undertaken to determine, in the opinions of those connected to the case, whether the interventions engaged in this case were effective and to what extent the educational and social interventions practiced in this specific case were responsible for enabling Carter to reach the place where the diagnosticians felt that he no longer met the criteria for receiving services for autism spectrum disorder. Purpose The purpose of this study was to identify social and educational interventions used in Carter's journey with Autism Spectrum Disorder and to document the social and educational interventions employed by several individuals who worked with him. Further, the study sought to describe the impact of these interventions on Carter, from the perspectives of the key individuals involved in the early education of the child. Additionally, the study set out to determine whether these interventions actually enabled Carter to no longer meet the criteria for receiving services for autism spectrum disorder. -- Method The study employed a qualitative case study approach which gathered data mainly through semi-structured interviews and focus groups. Other data sources included Carter’s mother's (Meghan's) account of her experience, key documents, and examples of learning activities found to be of benefit to the child. The nine individuals who were interviewed were invited to participate because they had been directly involved with the case. The data was analyzed using NVivo data analysis. Results The results from the analysis of the data study indicate that there was a positive relationship between the interventions reported and Carter's no longer meeting the criteria for services for ASD. The activities reported proved to be too numerous to be mentioned individually and were therefore grouped thematically. The two large groups were the social interventions and the educational interventions. The social interventions group was comprised of activities, such as Gymfants (gymnastics for young children), Children’s Choir, Adventurers Club, and attending regular school which promoted social interactions. These groups facilitated Carter’s working with others, taking directions from others, imitating others, leading, following, and taking turns. Language was key to these interactions. Educational interventions included; reading, attending homeschool, regular school, strategic games such as Connect Four, Uno, and geographical puzzles, floor puzzles; foreign language videos and science videos among other activities. These interventions incorporated language and encouraged Carter in individual work, seated work, pattern identification, and viewing for a purpose among other things. These interventions were planned by Meghan outside of the Individualized Educational Plan (IEP) and in addition to Speech Therapy. Conclusions As a result of this study, the reader can see that the curriculum developed for Carter by Meghan was directly related to his progress. The study concluded that Carter's family working together to provide the program of interventions contributed greatly to his no longer meeting the criteria to remain in the autism therapy program designed for him by the Individualized Educational Plan (IEP) team. It appeared that the intentionality of Carter’s support team had a significant relationship with his progress. It was also concluded that there was a strong relationship between Music as a theme and Carter's progress. The study concluded that the combination of educational and social interventions employed with Carter helped to eliminate the need for him to receive services for autism spectrum disorder. The study showed that intervention in autism requires parental involvement as the delivery of a variety of social and educational interventions through the medium of the home allowed for a natural, meaningful and permanent transfer of knowledge and growth in a number of areas. It is therefore obligatory that the parent/therapist/school partnership be supported and empowered.

scholarly journals Adulting Shorts: The “TEA” on IEPS Part 1

2021 ◽  
Vol 18 (8) ◽  
Author(s):  
Keyword(s):  
High School ◽  
High School Students ◽  
Transition Planning ◽  
School Students ◽  
Educational Plan ◽  
Individualized Educational Plan

This info-comic is for high school students to help them understand what an Individualized Educational Plan or IEP is, what transition planning is, and the importance of the student being involved in them. This info-comic is based on work by the Translating Evidence to Support Transitions (TEST) team (NIDILRR Grant number 90DP0080).

Learning Disabilities in Children's and Adolescent Literature: How are Characters Portrayed?

2003 ◽  
Vol 26 (1) ◽  
pp. 47-62 ◽  
Author(s):  
Mary Anne Prater
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Evaluation Process ◽  
Adolescent Literature ◽  
Written Language ◽  
Point Of View ◽  
Diagnostic Evaluation ◽  
Main Character ◽  
Story Line ◽  
Resource Room

Ninety fictional books written for children or adolescents that portrayed at least one character with a learning disability were analyzed to determine how learning disabilities and related topics were addressed. Results indicated that most of the characters with learning disabilities were dynamic, meaning they changed or grew through the course of the story line. Also, most were the main character, the story was told from their point of view, and their learning disability had a major impact on the plot. Most commonly the learning disability was in the areas of reading and written language, with the character receiving services in a resource room. The diagnostic/evaluation process was often described, but few details about instructional methods were part of the story. Both negative and positive portrayals of teachers were evident.

Mainstreaming: Music Educators' Participation and Professional Needs

1981 ◽  
Vol 29 (1) ◽  
pp. 31-37 ◽  
Author(s):  
Janet Perkins Gilbert ◽  
Edward P. Asmus
Keyword(s):  
Music Education ◽  
Vocal Music ◽  
Nationwide Survey ◽  
Music Educators ◽  
Music Programs ◽  
Disabled Students ◽  
Educational Plan ◽  
Professional Needs ◽  
Psychological Harm ◽  
Individualized Educational Plan

The study examined music educators' involvement with disabled students, their knowledge of legislation regarding the handicapped, and their needs in developing and implementing music education programs for special students. Information was obtained through a nationwide survey of 789 general, instrumental, and vocal music educators at the elementary and secondary levels. Results indicated that 63% of the respondents have been professionally involved wih disabled students, with significantly greater experience at the elementary level. Respondents indicated the need for information about formulating Individualized Educational Plan goals, developing music programs for handicapped students, and assessing these students' progress. Those surveyed were particularly concerned about meeting students' individual needs, working with too large a number of handicapped students, and avoiding psychological harm to these students.

The Integrated Resource Room for Visually Impaired Children

1973 ◽  
Vol 67 (8) ◽  
pp. 363-368
Author(s):  
Rosemary O'brien
Keyword(s):  
Public Schools ◽  
Study Skills ◽  
Visually Impaired ◽  
Low Vision ◽  
Montgomery County ◽  
Resource Room ◽  
Positive Effects ◽  
Individual Instruction ◽  
Impaired Children ◽  
Visually Impaired Children

The resource room program conducted by the Montgomery County (Maryland) Public Schools is designed to provide visually impaired children enrolled in regular classrooms with individual instruction in the special skills they require, including listening and study skills, special apparatus and braille codes, typing, orientation and mobility, low vision aids, and counseling and tutoring. The author, who is coordinator of the program, discusses the process of selecting the school within the system where the program is to be located, the criteria for admitting children to the program, and the use of staff—the resource room teacher, educational aide, and others. The positive effects of the program on the children are also presented.

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