From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities

The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators’ self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.

Learner-Centered Professional Development: A Model to Increase Inclusion for Students With Moderate Intellectual Disability

In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for the students with the highest needs. Questions emerge regarding the effectiveness of teaching practices in relation to progress towards specific curricular goals, at least in part because of concerns about dependence on sophisticated teacher skills for meaningful inclusion to occur. General consensus in the field is that professional development may provide support to teachers to adequately serve students with disabilities. We sought to implement a model of professional development which first explored the unique strengths and needs of an individual student or small group of students with a moderate or severe disability who were already being served in the general education classroom. We were able to tailor the learner-centered professional development package based on the needs of the team as they work directly with this population to implement embedded instruction and team collaboration to address the content areas.

Outcomes related to 10-min Apgar scores of zero in Japan

ObjectiveApgar scores of zero at 10 min strongly predict mortality and morbidity in infants. However, recent data reported improved outcomes among infants with Apgar scores of zero at 10 min. We aimed to review the mortality rate and neurodevelopmental outcomes of infants with Apgar scores of zero at 10 min in Japan.DesignObservational study.PatientsTwenty-eight of 768 infants registered in the Baby Cooling Registry of Japan between 2012 and 2016, at >34 weeks’ gestation, with Apgar scores of zero at 10 min who were treated with therapeutic hypothermia.InterventionsWe investigated the time of first heartbeat detection in infants with favourable outcomes and who had neurodevelopmental impairments or died.Main outcome measuresClinical characteristics, mortality rate and neurodevelopmental outcomes at 18–22 months of age were evaluated.ResultsNine (32%) of the 28 infants died before 18 months of age; 16 (57%) survived, but with severe disabilities and 3 (11%) survived without moderate-to-severe disabilities. At 20 min after birth, 14 of 27 infants (52%) did not have a first heartbeat, 13 of them died or had severe disabilities and one infant, who had the first heartbeat at 20 min, survived without disability.ConclusionOur study adds to the recent evidence that neurodevelopmental outcomes among infants with Apgar scores of zero at 10 min may not be uniformly poor. However, in our study, all infants with their first heartbeat after 20 min of age died or had severe disabilities.

Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.

A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

Mobile Technology and Differentiated Learning

As the world falls in love with the iPad and other touch screen tablet technologies, no one is more excited by the possibilities than those of us who teach students with significant disabilities. The mobile tablet's intuitive interface, variety of accessibility options, and almost limitless possibilities for individualized intervention make this technology a true game-changer for children and adults with special needs. This chapter explores the landscape of tablet use to increase the education, communication, and independence of students with moderate to severe disabilities. Current research on effective teaching and learning practice that can best be employed through mobile touch screen technologies is presented.

Mobile Technology and Differentiated Learning

As the world falls in love with the iPad and other touch screen tablet technologies, no one is more excited by the possibilities than those of us who teach students with significant disabilities. The mobile tablet’s intuitive interface, variety of accessibility options, and almost limitless possibilities for individualized intervention make this technology a true game-changer for children and adults with special needs. This chapter explores the landscape of tablet use to increase the education, communication, and independence of students with moderate to severe disabilities. Current research on effective teaching and learning practice that can best be employed through mobile touch screen technologies is presented.