After implementation of accommodations and modifications, the ongoing collection of data and analysis is necessary to determine the suitability of the technology. Research Assistive Technology is a relatively new phrase first coined in 1982 by John Williams who wrote an article for the Washington Post describing a talking terminal (FCTD, 2008). Being in the infancy… Read More Evidence-based Practice and Assistive Technology
M3 Making Mathematics Meaningful
Learners acquire and store knowledge in two primary ways: linguistically (reading or hearing), and nonlinguistically (i.e. visual imagery, kinesthetic or whole-body modes). The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned. Learners acquire and store knowledge in two primary ways: linguistically… Read More M3 Making Mathematics Meaningful
Area of Focus: Evidence-Based Practices and Autism
An important contribution to the field was made by Simpson et al. (2005) when they differentiated evidence-based practices promising practices, practices with limited support and practices that are not recommended for students with autism spectrum disorders. Supporting Research Autism Spectrum Disorders (ASD) present a perplexing challenge for parents and school professionals. Literally dozens of… Read More Area of Focus: Evidence-Based Practices and Autism
Area of Focus: Evidence-Based Practice in the Early Childhood Field
Frequently, it is confusing to consumers to see what are seemingly interchangeable terms used in the early childhood literature. For example, the distinction between evidence-based practices, research-based practices, and recommended practices is not readily apparent. Supporting Research Early childhood practitioners want valid practices to help them effectively address the needs of young children with… Read More Area of Focus: Evidence-Based Practice in the Early Childhood Field
Area of Focus: Effective Schoolwide Discipline Check-in Check-out: A Secondary Intervention
Across the nation, schools are implementing a three-tiered approach to school-wide discipline similar to the diagram shown here (Simonsen, Sugai, & Negron, 2008). The focus of this article is to provide research and application resources for an evidence-based practice applicable for students at risk for developing more challenging behaviors (approximately 15% of the student population)…. Read More Area of Focus: Effective Schoolwide Discipline Check-in Check-out: A Secondary Intervention
Including Students with Significant Disabilities
If factors make it unrealistic to fully include students with significant disabilities, consider some of the following ways to facilitate integration. One of the main goals of CBI is to help students generalize skills from the classroom to the “real world”, thereby helping them become integrated members of their communities. One of the most… Read More Including Students with Significant Disabilities
Inclusion Resources for Early Childhood Special Education
The manual, entitled Inclusive Placement Opportunities for Preschoolers, contains a guide on planning for inclusion and 9 training modules that provide critical information for understanding, building, supporting, and sustaining inclusive placement opportunities for young children with disabilities in community- based early childhood programs. The State Performance Plan for Special Education delineates performance indicators that… Read More Inclusion Resources for Early Childhood Special Education
