Inclusion Article
Individual Article Review Inclusion Content Title of the article : Full Inclusion Programs for Elementary Students with Learning Disabilities : Can They Meet the Needs in an Era of High Stakes Accountability?
Authors : Mcleskey, James; Waldron, Nancy L
Publication Date : 2011
Link : eric.ed.gov/?id=ED529797
I believe this thirteen page article is appropriate to the times we live in. It is very thorough with its investigative research, study, and result findings on the types of full inclusion programs for elementary students with learning disabilities. Basically the article seeks to answer the question : Can these inclusion programs meet the needs of students in an era of high stakes accountability?
Many kinds of programs are defined: such as the Alternative Learning Environments Model (ALEM) which is "based on a mastery learning model built around a sequence of objectives with instruction prescription sheets related to those objectives". first there is a large group instruction then followed by supportive co-teachers working in small groups like intervention. Next, the article mentions The Companion Reading program that uses routines and task sequences to check and praise each other on their daily reading session. Lastly, there is the Data Based Intervention Model that uses frequent monitoring of student progress using curriculum based measures to identify potential problems and set goals.
There were more programs included with a lot of statistics and facts regarding their effectiveness. I found this information satisfying, yet tasking with the overabundance of information. The results that were found stated that, all though this could not speak for general inclusion, "...it failed to ensure that the programs are both inclusive and effective".
I have learned that with an experienced and trained teacher with a well managed plan for inclusion and a high rigor, that inclusion can be effective. Unfortunately, there are too many variables that are not in place. So many teachers are untrained with little experience, along with an non-efficient inclusion programs that are not honed in. I believe that we, as teachers, need to do the best that we can and continually attend trainings to keep up with teaching expectations to help students as much as possible.
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Consultation
Examining Teacher Use of Praise Taught During Behavioral Consultation: Implementation and Generalization Considerations
Journal of Educational and Psychological Consultation, v23; pp1-35, 2013
Authors: Coffee, Gina; Kratochwill, Thomas R.
Copyright Taylor and Francis Group LLC
According to the text on p27, "The purpose of this study was to examine teachers' use of praise throughout the behavioral consultation process with students they identified as having similar challenging behaviors as with other students in class who were not identified as exhibiting challenging behaviors".
This study had a framework around 5 stages: 1) Establishing a consultant consultee relationship, 2) problem identification, 3)problem analysis, 4) plan/treatment implementation, and 5) plan/ treatment evaluation. This study would pick a main study target whose parents were required to agree to this study, and the teachers would be trained by the consultant on proper praising techniques in the classroom. The results were mixed from this study. It basically depends on how the implementations are applied and the level of skill in consulting. It is an individual variable.
This article is important to our field, because it studies measuring the workings of implementing behavioral consultation considerations. I learned that even though a good program or intervention process is in place, the human variable in regards to skill, consistency, attitude, environment, and so on, effect the outcome and there is no real way to validate it. It comes down to whether a teacher is a successful educator and knows how to manage a classroom.
I thought this was a very well written article, and I was drawn to the topic of giving praise to students to help with easing behavior issues in the classroom. I personally use a lot of praise and an economic reward system that really builds a classroom community.
I can apply this article by remembering the importance of praise and the way it is delivered to the student(s) is the important thing.
Common Core Article
Social-Emotional Skills Can Boost Tougher English Common Core Implementation.
Authors: Elias, Maurice J.
Source: Phi Delta Kappan. Published Nov. 2014, Vol 96, Issue 3, pp58-62
ISSN: 0031-7217
Link: https:// eds.a.ebscohost.com
This article discusses the "SEL" (Social Emotional Learning) skills that are necessary to do well, not only on the common core standards of English, but in life in general. According to the text on p4, students need to have self-awareness, self-management, social awareness, relationship skills, and responsible decision making skills. "The threads of character must touch the threads of knowledge at each and every point, or else there is a chance that the tapestry will unravel." On p1, it states: "Ultimately, we are preparing students for more than college and careers. We are preparing to be productive members of society and valued members of their families and workplaces. We want students to adopt a collaborative stance, embracing diversity, and being ready for the increasingly globalized and inter-connected world that they inhabit. I'd name this college, career, and contribution ready. To meet this benchmark, students need more than academic skills."
This article is important to our field of APE, because social and emotional skills are vital in any classroom environment. To be able to have good communication skills, knowing how to work and relate to others, to be a critical and creative thinker are pertinent to being successful.
I learned that having good social and emotional skills is what is going to make a student persevere during a challenge and to be able to problem solve and not give up. Many times students with disabilities do not have these skills and have learned helplessness. To be independent and thrive in school, career, and in life, a positive attitude and awareness is necessary.
I enjoyed reading this article, because it focuses on empowerment to the individual and being able to use knowledge, experience, and understanding to meet short-term and long-term goals.
I will apply the 4 C's of communication, collaborative, critical thinking, and creativity into my lessons and support these with my students. One of my goals is to create a safe, well-structured, fun, and community building environment that will allow all students to build positive peer relationships, gain self-esteem, and support critical thinking.
Collaboration Article
Separated by a Driveway: Collaboration Between Two State Specialized Schools to Assess Students with Deafblindness
Source: Journal of Visual Impairment & Blindness; November-December 2014
Authors: Herlich, Stephanie; Smith, Katie A
Link: http://eds.a.ebscohost.com
This article discussed two schools in California that collaborated together to help deafblind students. One was the California School for the Blind (CSB) and the other was the California School for the Deaf (CSD). "According to the National Institutes of Health, Usher Syndrome is the most common condition that affects both hearing and vision." (p1, paragraph 2) Both schools realized that they both had vision impaired students that needed services from teachers of visually impaired students or O&M specialists or both. The ages of these students ranged from 6-21 years old. ( p1, paragraph 1-2) The schools decided to work together and make a collaborative effort to provide assessment, consultation, and instructional services to students who are deafblind. (p1, paragraph 1) The professional collaborators included the following:
I liked this article because it was easy to read, informative, and it gave examples of strategies to help these students in the classroom. For example, strategies given included the use of tactile maps, human guide skills, and turning off the lights to enhance the contrast on the interactive whiteboards (p3,paragraphs 5-6).
The information that I learned can be applied to the understanding of collaboration when I change my field of study to APE from general education. Also, this furthers my knowledge to help students that are in my gen ed classes and knowing that these type of collaborations exist and how to help deafblind students
Examining Teacher Use of Praise Taught During Behavioral Consultation: Implementation and Generalization Considerations
Journal of Educational and Psychological Consultation, v23; pp1-35, 2013
Authors: Coffee, Gina; Kratochwill, Thomas R.
Copyright Taylor and Francis Group LLC
According to the text on p27, "The purpose of this study was to examine teachers' use of praise throughout the behavioral consultation process with students they identified as having similar challenging behaviors as with other students in class who were not identified as exhibiting challenging behaviors".
This study had a framework around 5 stages: 1) Establishing a consultant consultee relationship, 2) problem identification, 3)problem analysis, 4) plan/treatment implementation, and 5) plan/ treatment evaluation. This study would pick a main study target whose parents were required to agree to this study, and the teachers would be trained by the consultant on proper praising techniques in the classroom. The results were mixed from this study. It basically depends on how the implementations are applied and the level of skill in consulting. It is an individual variable.
This article is important to our field, because it studies measuring the workings of implementing behavioral consultation considerations. I learned that even though a good program or intervention process is in place, the human variable in regards to skill, consistency, attitude, environment, and so on, effect the outcome and there is no real way to validate it. It comes down to whether a teacher is a successful educator and knows how to manage a classroom.
I thought this was a very well written article, and I was drawn to the topic of giving praise to students to help with easing behavior issues in the classroom. I personally use a lot of praise and an economic reward system that really builds a classroom community.
I can apply this article by remembering the importance of praise and the way it is delivered to the student(s) is the important thing.
Common Core Article
Social-Emotional Skills Can Boost Tougher English Common Core Implementation.
Authors: Elias, Maurice J.
Source: Phi Delta Kappan. Published Nov. 2014, Vol 96, Issue 3, pp58-62
ISSN: 0031-7217
Link: https:// eds.a.ebscohost.com
This article discusses the "SEL" (Social Emotional Learning) skills that are necessary to do well, not only on the common core standards of English, but in life in general. According to the text on p4, students need to have self-awareness, self-management, social awareness, relationship skills, and responsible decision making skills. "The threads of character must touch the threads of knowledge at each and every point, or else there is a chance that the tapestry will unravel." On p1, it states: "Ultimately, we are preparing students for more than college and careers. We are preparing to be productive members of society and valued members of their families and workplaces. We want students to adopt a collaborative stance, embracing diversity, and being ready for the increasingly globalized and inter-connected world that they inhabit. I'd name this college, career, and contribution ready. To meet this benchmark, students need more than academic skills."
This article is important to our field of APE, because social and emotional skills are vital in any classroom environment. To be able to have good communication skills, knowing how to work and relate to others, to be a critical and creative thinker are pertinent to being successful.
I learned that having good social and emotional skills is what is going to make a student persevere during a challenge and to be able to problem solve and not give up. Many times students with disabilities do not have these skills and have learned helplessness. To be independent and thrive in school, career, and in life, a positive attitude and awareness is necessary.
I enjoyed reading this article, because it focuses on empowerment to the individual and being able to use knowledge, experience, and understanding to meet short-term and long-term goals.
I will apply the 4 C's of communication, collaborative, critical thinking, and creativity into my lessons and support these with my students. One of my goals is to create a safe, well-structured, fun, and community building environment that will allow all students to build positive peer relationships, gain self-esteem, and support critical thinking.
Collaboration Article
Separated by a Driveway: Collaboration Between Two State Specialized Schools to Assess Students with Deafblindness
Source: Journal of Visual Impairment & Blindness; November-December 2014
Authors: Herlich, Stephanie; Smith, Katie A
Link: http://eds.a.ebscohost.com
This article discussed two schools in California that collaborated together to help deafblind students. One was the California School for the Blind (CSB) and the other was the California School for the Deaf (CSD). "According to the National Institutes of Health, Usher Syndrome is the most common condition that affects both hearing and vision." (p1, paragraph 2) Both schools realized that they both had vision impaired students that needed services from teachers of visually impaired students or O&M specialists or both. The ages of these students ranged from 6-21 years old. ( p1, paragraph 1-2) The schools decided to work together and make a collaborative effort to provide assessment, consultation, and instructional services to students who are deafblind. (p1, paragraph 1) The professional collaborators included the following:
- Deaf & Hard of Hearing Teacher
- ASL Interpreter
- Classroom Teachers
- California Deafblind Services (CDBS)
- and the O&M Service Providers
I liked this article because it was easy to read, informative, and it gave examples of strategies to help these students in the classroom. For example, strategies given included the use of tactile maps, human guide skills, and turning off the lights to enhance the contrast on the interactive whiteboards (p3,paragraphs 5-6).
The information that I learned can be applied to the understanding of collaboration when I change my field of study to APE from general education. Also, this furthers my knowledge to help students that are in my gen ed classes and knowing that these type of collaborations exist and how to help deafblind students