scholarly journals ENJEUX DE COLLABORATION ENTOURANT LE PLAN D’ENSEIGNEMENT INDIVIDUALISÉ. ENTRE PROCESSUS D’INCLUSION ET D’EXCLUSION

2019 ◽  
Vol 54 (2) ◽  
pp. 349-368
Author(s):  
Nathalie Bélanger ◽  
Joannie St-Pierre
Keyword(s):  
Literature Review ◽  
Social Relationships ◽  
Search Engines ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
The Social ◽  
Education Plans

This article examines the roles of actors engaged in the preparation and implementation of individualized education plans (IEP), which are considered as devices that organize the social relationships between community and school actors. A literature review conducted using search engines and based on precise criteria allows for a discussion on the roles of these actors and their collaboration with regards to recently developed directions in inclusion and the possible effects of exclusion.

The Social Consequences of Phubbing

2020 ◽  
pp. 157-174 ◽  
Author(s):  
Mariek Vanden Abeele
Keyword(s):  
Literature Review ◽  
Social Relationships ◽  
Empirical Work ◽  
Social Consequences ◽  
Future Research ◽  
Expectancy Violations ◽  
Face To Face ◽  
Comprehensive Literature Review ◽  
The Social

Recent empirical work suggests that phubbing, a term used to describe the practice of snubbing someone with a phone during a face-to-face social interaction, harms the quality of social relationships. Based on a comprehensive literature review, this chapter presents a framework that integrates three concurrent mechanisms that explain the relational impact of phubbing: expectancy violations, ostracism, and attentional conflict. Based on this framework, theoretically grounded propositions are formulated that may serve as guidelines for future research on these mechanisms, the conditions under which they operate, and a number of potential issues that need to be considered to further validate and extend the framework.

Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury

2020 ◽  
Vol 51 (3) ◽  
pp. 839-851 ◽  
Author(s):  
Judy Harvey ◽  
Kelly Farquharson ◽  
Whitney Schneider-Cline ◽  
Erin Bush ◽  
Christina Yeager Pelatti
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
Cognitive Processes ◽  
Future Research ◽  
Special Education Services ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Education Services ◽  
Education Plans

Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.

Contents of Individualized Education Plans for Children With ADHD

2006 ◽  
Author(s):  
Justin A. Naylor ◽  
Gregory A. Fabiano ◽  
William E. Pelham ◽  
Christopher Niemic
Keyword(s):  
Individualized Education ◽  
Individualized Education Plans ◽  
Children With Adhd ◽  
Education Plans

Functional Criteria in Basic Math Skill Proficiency

1978 ◽  
Vol 2 (2) ◽  
pp. 28-36 ◽  
Author(s):  
Stillman Wood ◽  
Linda Burke ◽  
Harold Kunzelmann ◽  
Carl Koenig
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Regular Education ◽  
Basic Skill ◽  
Regular Education Teachers ◽  
Math Skills ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Mathematical Skills ◽  
Education Plans

Proficiency standards for thirty-nine critical math skills were developed based on the performance of 49 adults whose chosen careers required mathematical skills. These standards will help regular education teachers write and meet basic skill objectives. Also, special education teachers can use these standards in individualized education plans and to improve mainstreaming efforts.

A Study on Analyzing Documentation Status and Components of Individualized Education Plans

2019 ◽  
Vol 21 (1) ◽  
pp. 21-44
Author(s):  
Hyo-Jeong Seo ◽  
Youn-Jung Park ◽  
Eun-Young Kang ◽  
Kyoung-Ock Park
Keyword(s):  
Individualized Education ◽  
Individualized Education Plans ◽  
Documentation Status ◽  
Education Plans
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