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- Title
- THE EFFECT OF PREWRITING STRATEGY INSTRUCTION ON THE WRITTEN PRODUCTS OF HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Sundeen, Todd, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
ABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning...
Show moreABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning disabilities enter their ninth year of school with a performance gap of 4 to 5 years placing their equivalent learning in the late elementary years. Few studies however have investigated the impact of explicit written expression strategy instruction for students with mild disabilities in high school. Thus, expanding the knowledge base for this group of students becomes especially critical. The present study examines the effects of explicitly teaching a writing strategy to high school students with learning disabilities. A multiple baseline design across subjects was used to observe changes in student writing. A total of 11 students in three subject groups participated in the study. Eleventh grade students in three learning strategies classes were pretested to determine the level of their organizational skills for written products. Scoring criteria were described to students using a written expression rubric to provide them with the specific expectations for their daily writing. Mind-mapping, an organizational strategy for writing, was explicitly taught to each of three classes during their daily learning strategy period. Data were collected relative to the students' rubric scores and visually inspected for changes in writing performance before, during, and following the strategy instruction. Pre- and post-tests were administered to the student groups. Following data collection and the post-test, interviews were conducted with the teacher and each of the participants. Findings indicate that the mind-mapping intervention had limited success in improving students' written products when measured by the multiple baseline across subjects design. Pre- and post-test data, however, show that writing quality certainly did improve. The participants' teacher specifically noted during her interview that, in her perception, improvements in student writing as a result of using the mind-mapping strategy did occur. The teacher also felt strongly enough about the efficacy of the mind-mapping intervention that she plans to teach the strategy to her future students. Most of the students reported during their interviews that they felt that learning mind-mapping helped them to become better writers. The vast majority of students also stated that they planned to use the strategy for tests and writing assignments.
Show less - Date Issued
- 2007
- Identifier
- CFE0001788, ucf:47263
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001788
- Title
- THE EFFECT OF PRE-K EARLY INTERVENTION DURATION ON ACADEMIC ACHIEVEMENT AND SOCIALIZATION OPPORTUNITIES OF 3RD GRADE STUDENTS WHO WERE ELIGIBLE FOR SPECIAL EDUCATION SERVICES AT AGES 3 TO 5: AN EXPLORATORY STUDY OF CHILDREN WITH DEVELOPMENTAL DELAYS.
- Creator
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Lin, Mike Chang-Hui, Wienke, Wilfred, University of Central Florida
- Abstract / Description
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The study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that...
Show moreThe study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that providing early intervention services for young children ages 3 through 5 with special needs in the public school system has become the movement of both the federal and state educational policies. However, the empirical studies regarding the effects of Pre-K early intervention programs provided within the public school system are few. A multivariate analysis of covariance (MANCOVA) was conducted to examine the effect of the Pre-K duration (1 year vs. 2 years) on students' 3rd grade performance as measured by FCAT Reading scores, FCAT Math scores, and socialization opportunities (i.e. weekly Non-ESE minutes) while controlling for students' socioeconomic status (i.e. free/reduced price lunch status) and gender. Moreover, a paired sample t test was conducted to examine the difference of the Matrix of Services scores between Pre-K and 3rd grade evaluations. The results of this study provide an insightful picture of Florida Pre-K intervention duration on the performance of children with special needs in public schools.
Show less - Date Issued
- 2005
- Identifier
- CFE0000672, ucf:46537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000672
- Title
- THE IMPACT OF FORMAL CLASSWIDE PEER SUPPORT TRAINING ON THE OCCURRENCE OF INITIATED AND RECIPROCAL PEER INTERACTIONS OF STUDENTS WITH SIGNIFICANT DISABILITIES IN INCLUSIVE PHYSICAL EDUCATION CLASSES.
- Creator
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Reardon, Richard, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
This research study examined the effects of classwide peer support training on the occurrence of initiated and reciprocal peer interactions of students with significant disabilities in two inclusive physical education classes. An AB research design was used to document changes in the occurrence of initiated and reciprocal peer interactions of students with significant disabilities following the provision of peer support training to all of their classmates. Four students with significant...
Show moreThis research study examined the effects of classwide peer support training on the occurrence of initiated and reciprocal peer interactions of students with significant disabilities in two inclusive physical education classes. An AB research design was used to document changes in the occurrence of initiated and reciprocal peer interactions of students with significant disabilities following the provision of peer support training to all of their classmates. Four students with significant disabilities were observed in the study and baseline and post-intervention data on the occurrence of peer interactions were collected. The peer support training was provided to classes where four students with significant disabilities were included (two students in each classroom). Thirty-seven peers in the physical education classes were taught to (a) identify expectations within a single activity designed for the entire class in which a student with significant disabilities could also participate, (b) utilize the concept of partial participation to meaningfully include a student with significant disabilities in physical education classroom activities, (c) address priority educational goals from a student's Individual Education Plan during group activities, (d) use positive feedback and reinforcement to encourage participation, (e) program and use augmentative communication devices for meaningful participation in activities occurring in a physical education classroom, and (f) employ strategies to facilitate the development of peer relations and encourage interactions in ways that provide alternatives to an overreliance on paraprofessionals. After the peer support training was provided to the students in both physical education classes, follow-up observations were conducted to determine the impact of that peer support training on the occurrence and type of peer interactions of students with significant disabilities in inclusive physical education classes. Increases in the occurrence of interactions, as well as increases in both initiated and reciprocal peer interactions were documented as additional opportunities for students with significant disabilities to interact with their classmates were created. With the total number of peer interactions increasing following the training for each of the four boys, the success of the strategies employed could lead to increased levels of acceptance and access to other areas of the general education environment alongside their peers without disabilities.
Show less - Date Issued
- 2008
- Identifier
- CFE0002277, ucf:47847
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002277
- Title
- THE EFFECTS OF A MODIFIED LEARNING STRATEGY ON THE MULTIPLE STEP MATHEMATICAL WORD PROBLEM SOLVING ABILITY OF MIDDLE SCHOOL STUDENTS WITH HIGH-FUNCTIONING AUTISM OR ASPERGER'S SYNDROME.
- Creator
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Schaefer Whitby, Peggy, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions...
Show moreStudents with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Show less - Date Issued
- 2009
- Identifier
- CFE0002732, ucf:48151
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002732
- Title
- INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
- Creator
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Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to...
Show moreBecause many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÃÂ's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÃÂ' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÃÂ's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
Show less - Date Issued
- 2010
- Identifier
- CFE0003246, ucf:48544
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003246
- Title
- Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
- Creator
-
Lopez, Angel, Dieker, Lisa, Wienke, Wilfred, Vasquez, Eleazar, Correa, Vivian, University of Central Florida
- Abstract / Description
-
The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment...
Show moreThe importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
Show less - Date Issued
- 2012
- Identifier
- CFE0004403, ucf:49401
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004403
- Title
- Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
- Creator
-
Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
- Abstract / Description
-
ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
Show less - Date Issued
- 2013
- Identifier
- CFE0004840, ucf:49709
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004840
- Title
- The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities.
- Creator
-
Straub, Carrie, Vasquez, Eleazar, Wienke, Wilfred, Dieker, Lisa, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
This study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction...
Show moreThis study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004606, ucf:49937
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004606
- Title
- The effects of the combination of interview practice in a mixed-reality environment and coaching on the interview performance of young adults with intellectual disabilities.
- Creator
-
Walker, Zachary, Wienke, Wilfred, Dieker, Lisa, Martin, Suzanne, Vasquez, Eleazar, Dukes, Lyman, University of Central Florida
- Abstract / Description
-
The purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview...
Show moreThe purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview performance. Student participants then engaged in interviews with avatars in the TLE TeachLivETM lab. After each treatment interview in the lab, student participants received individualized coaching sessions to assist them in improving their interview performance. Interview performance was rated in order to determine if the combination of interview practice and coaching increased student participant performance as measured on an interview rubric. Finally, student participants participated in live post-interviews with Office of Career Services to determine if the two-step instructional training intervention resulted in the improvement of interview performance in a natural, live setting. In addition, student participants, parents/primary caregivers, and an employee expert panel participated in a survey rating the goals, procedures, and outcomes of the study. Results indicated that the combination of interview practice in the TLE TeachLivETM setting and coaching was associated with immediate gains in the interview performance of student participants. Student participant performance also improved in live interview settings. Social validity data indicated that using this combination intervention was both valuable and appropriate in preparing individuals with ID for employment interviews.
Show less - Date Issued
- 2012
- Identifier
- CFE0004453, ucf:49340
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004453
- Title
- Coaching in an Interactive Virtual Reality to Increase Fidelity of Implementation of Discrete Trial Teaching.
- Creator
-
Vince Garland, Krista, Wienke, Wilfred, Pearl, Cynthia, Dieker, Lisa, Vasquez, Eleazar, Sundeen, Todd, University of Central Florida
- Abstract / Description
-
In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of...
Show moreIn teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, (&) Smith, 2008). It has been posited that (")practicing up(") is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009).Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, (&) Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, (&) Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform.Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, (&) Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.
Show less - Date Issued
- 2012
- Identifier
- CFE0004450, ucf:49327
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004450
- Title
- An examination of inclusive education in schools operated by the Jordan field of the United Nations Relief and Works Agency for Palestine Refugees in the Near East.
- Creator
-
Rodriguez, Jacqueline, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Keller, Clayton, Hynes, Michael, University of Central Florida
- Abstract / Description
-
For refugee children with disabilities, international agencies largely provide humanitarian assistance, including education. However, the obstacles associated with refugee existence can impede progress in the movement towards educating children with disabilities in inclusive settings. Perceptions of inclusive education in schools operated by the Jordan field of the United Nations Relief and Works Agency for Palestine Refugees in the Near East were explored through multiple embedded case...
Show moreFor refugee children with disabilities, international agencies largely provide humanitarian assistance, including education. However, the obstacles associated with refugee existence can impede progress in the movement towards educating children with disabilities in inclusive settings. Perceptions of inclusive education in schools operated by the Jordan field of the United Nations Relief and Works Agency for Palestine Refugees in the Near East were explored through multiple embedded case studies. Each of the three schools examined included a student with a special educational need. The researcher also investigated strategies and supports provided by education stakeholders to students with special educational needs in inclusive classrooms. The study was framed by four research questions aligned to a theoretical model of inclusive education and guided by propositions. Findings from interviews, classroom observations, and document reviews, suggest that all stakeholders believe education for students with special educational needs is a human right. However, perceptions of inclusion differed based on several factors including the student's level of need and the disability, the teacher's self-efficacy and feeling of preparedness towards meeting the needs of students, and the impact of overcrowded classrooms and limited instructional time. In comparing results between stakeholders, differences existed in perceptions of benefits and challenges associated with inclusive education.
Show less - Date Issued
- 2013
- Identifier
- CFE0004923, ucf:49600
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004923
- Title
- The Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School Aged Students with Autism Spectrum Disorders.
- Creator
-
Kocaoz, Onur, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Wienke, Wilfred, Cerasale, Mark, University of Central Florida
- Abstract / Description
-
This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to...
Show moreThis purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented
Show less - Date Issued
- 2015
- Identifier
- CFE0005820, ucf:50026
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005820
- Title
- Literate Citizenship: The Culture of Literacy in Inclusive Middle School Social Studies Classrooms and Students with Intellectual Disabilities.
- Creator
-
Becht, Kathleen, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Zygouris-Coe, Vassiliki, University of Central Florida
- Abstract / Description
-
As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the...
Show moreAs more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers' perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, (&) Edelman, 1994) and socio-cultural literacy (Barton (&) Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.
Show less - Date Issued
- 2015
- Identifier
- CFE0005763, ucf:50085
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005763