etadd_47(3) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

portant for educating students in a culturally responsive way. Funds of knowledge should be applied to more settings to understand how students with disabilities and their families who are also culturally diverse can most benefit from the curriculum they are learning. This study can also provide lessons about how to improve teacher training outside the United States by American-based professors and educators. When conducting training seminars in schools outside one’s language and culture, teacher trainers should attempt to work with the person translating before the presentation. The translator needs to be aware of what will happen in the presentation and the goals for the teachers. In the ideal situation, the trainer would work with someone familiar with the teachers, school, and/or content to provide feedback on the training and its cultural relevancy. Natural settings are important for learning skills used in daily life. Primary schools with self-contained classrooms in Tanzania can use the findings from this study to examine how their classroom settings and curricula could be modified to meet the needs of their students. Planting a garden or building a goat enclosure for students to practice would be relatively simple in a typical primary school. Furthermore, helping to serve tea and clean up would be natural activities that already occur and students could participate in these activities. Implementing the lessons learned in this study in a Tanzanian context would be feasible because several pieces are already available. The critical variable would be the buy-in of families and teachers to this mode of instruction (Stone-MacDonald, 2010). This study has applicability in the United States as well. First, the results show that local context is important and knowledge of local context in designing functional curricula for students with developmental disabilities is essential. A curriculum must address not only the various domains in functional academics, life skills, social skills, and vocational skills (Patton, Cronin, & Jairrels, 1997), but the manner in which these domains are addressed needs to reflect the local context. To accomplish these goals, teachers need to know the important community funds of knowledge that impact their students and their families. Second, classrooms should represent natural settings for that community. Students acquire and maintain skills better when they learn and practice in community-based settings (Westling & Fox, 2000). In some special school in Tanzania, students practice cooking at school on wood or charcoal stoves because these are the two most common (and economical) ways to cook food in Lushoto. If most students in a city in the United States would do their laundry at a laundromat, the school should provide machines that resemble laundromat machines, rather than washboards or a set of stacked machines with different controls or machines that do not use coins. In addition, students can benefit from participating in authentic work at the school that has purpose for them and the productivity of the school, as well as teaching the students particular work skills like answering the phone or filing papers. The current standards-based reform movement is pushing for the use of evidence-based practices for all students regardless of their individual characteristics, needs, culture, or context. While evidence-based practices may be important in special education, the decision about which specific practice to use should be based on the student, teacher, and the context. One-size-fits-all education does not work without context. Instruction and curriculum must have meaning and purpose for students, teachers, and the community. References Agran, M., Cavin, M., Wehmeyer, M. L., & Palmer, S. (2006). Participation of students with moderate to severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31, 230–241. Arnove, R. F. (2003). Introduction: Reframing comparative education: The dialectic of the global and the local. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic of the global and the local (2nd ed.). Lanham, MD: Rowman and Littlefield Publishers, Inc. Bouck, E. C. (2004). How size and setting impact education in rural schools. The Rural Educator, 25, 38–42. Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). London: Jessica Kingsley. 266 / Education and Training in Autism and Developmental Disabilities-September 2012
Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.” Journal of Special Education, 37, 157–163. Brown, L., McLean, M. B., Hamre-Nietupski, S., Pumpian, I., Creto, N., & Grunewald, L. (1979). A strategy for developing chronological ageappropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13, 81–90. Brusling, C. (2005). Evidence-based practice in teaching and teacher education. Paper presented at the Professional Development of Teachers in a Lifelong Perspective: Teacher Education, Knowledge Production and Institutional Reform. Retrieved from www.cvustork.dk/agora Charmaz, K. (2005). Grounded theory in the 21st century: Applications for advancing social justice studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. xix, 1210). Thousand Oaks, CA: Sage Publications. Charmaz, K. (2005). Grounded theory in the 21st century. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications. Charmaz, K. (2006). Constructing grounded theory: a practical guide through qualitative analysis. Thousand Oaks, CA: Sage Publications. Chaudhry, V., & Owen, D. (2005). Examining inclusion: Disability and community driven development. Social Development Notes, (100), 1–4. Retrieved from siteresources.worldbank.org/ DISABILITY/Resources/280658-1172671461088/ ExaminingInclusion.pdf Cronin, M. E. (1996). Life skills curriculum for students with learning disabilities. Journal of Learning Disabilities, 29, 53–68. Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, <strong>47</strong>, 108– 121. Deku, P. (2002). Effects of training in communitybased rehabilitation on attitudinal change of people toward people with disabilities. I F E PsychologIA, 10, 175–184. Devlieger, P. J. (1994). Disability and community action in a Zimbabwean community: priorities based on a biocultural approach. Journal of the Steward Anthropological Society, 22, 41–57. Devlieger, P. J. (1999). Frames of reference in African proverbs on disability. International Journal of Disability, Development and Education, 46, 439–451. Dymond, S. K., & Orelove, F. P. (2001). What constitutes effective curricula for students with severe disabilities? Exceptionality, 9, 109–122. Eisner, E. (1965). Levels of curriculum and curriculum research. Elementary School Journal, 66, 155– 162. Gagné, R. M. (1966). Curriculum Research and the Promotion of Learning. Paper presented at the AERA Meeting. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter. González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms (Vol. ix– 307). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. González, N., Moll, L. C., Tenery, M. F., Rivera, A., Rendón, P., Gonzales, R., and Amanti, C. (1995). Funds of knowledge for teaching in latino households. Urban Education, 29, 444–<strong>47</strong>1. Halpern, A. S., & Benz, M. R. (1987). A statewide examination of secondary special education for students with mild disabilities: Implications for the high school curriculum. Exceptional Children, 54, 122–129. Hargreaves, D. (1996). Teaching as a research-based profession: possibilities and prospects. London: Teacher Training Agency. Ihenacho, I. J. (1985). Introduction to special education in Nigeria: historical and sociological perspectives. Plateau State, Nigeria: 3 <strong>Division</strong> Printing Press Limited. Ingstad, B. (1995). Public discourse on rehabilitation: from Norway to Botswana. In B. Ingstad & S. R. Whyte (Eds.), Disability and culture. Berkeley, CA: University of California Press. Johnson Jr., M. (2007). Definitions and models in curriculum theory. Educational Theory, 17, 127–140. Kalyanpur, M. (1996). The influence of western special education on community based services in India. Disability and Society, 11, 249–270. Kaplan, D. (1999). The Definition of Disability. Retrieved from http://www.accessiblesociety.org/ topics/demographics-identity/dkaplanpaper.htm Karakoski, J., & Stroem, K. (2005). Special needs education in Tanzania: A fact-finding mission final report: Ministry of Foreign Affairs of Finland. Kisanji, J. (1995). Attitudes and beliefs about disability in Tanzania. In B. O’Toole & R. McConkey (Eds.), Innovations in developing countries for people with disabilities (pp. 51–70). Chorley, England: Lisieux Hall Publications. Kisanji, J. (1995). The relevance of indigenous customary education principles in the formulation of special needs education policy. Paper presented at the International Special Education Congress. Kisanji, J. (1998). The march towards inclusive education in non-Western countries: Retracing the steps. International Journal of Inclusive Education, 2, 55–72. Kiyaga, N. B., & Moores, D. F. (2003). Deafness in Life in the Community: A Tanzanian Perspective / 267
Page 1 and 2: Education and Training in Autism an
Page 7 and 8: ities. Scholars have argued that do
Page 9 and 10: discussions were held with 12 addit
Page 11 and 12: TABLE 1 A Sample of Community Funds
Page 13 and 14: et al., 2007). At the school, stude
Page 15: students opportunities to work and
Page 21 and 22: of words, and in the short term wer
Page 23 and 24: TABLE 3 Word Lists List No. Trainin
Page 25 and 26: TABLE 6 Pairwise Comparisons on Pos
Page 27 and 28: Word Identification or Word Attack
Page 29 and 30: erate to severe disabilities. Excep
Page 31 and 32: ess in a variety of subjects includ
Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
Page 41 and 42: man-Martin et al. (2005) by demonst
Page 45 and 46: used in the study that did not foll
Page 47 and 48: lected. Stories were read in a quie
Page 49 and 50: y determining the number of interva
Page 51 and 52: with the removal of the interventio
Page 53 and 54: Accordingly, recent research has in
Page 55 and 56: Method Participants Four male child
Page 57 and 58: TABLE 2 Play Scale - Developmental
Page 59 and 60: elated utterances, which were used
Page 61 and 62: Figure 1. Ian’s Progress in Play
Page 63 and 64: Figure 3. Ryan’s Progress in Play
Page 65 and 66: Figure 5. Social Validity: Average
Page 67 and 68:
(2000). A comparison of video model
Page 69 and 70:
Education and Training in Autism an
Page 71 and 72:
Method Participants Four high schoo
Page 73 and 74:
TABLE 1 Task Analyses for all Tasks
Page 75 and 76:
Figure 1. Holly multiple baseline g
Page 77 and 78:
Figure 3. Norman multiple baseline
Page 79 and 80:
ing at photographs. Jake only requi
Page 81 and 82:
tion, some aspects of the target be
Page 83 and 84:
table video aids may lead to greate
Page 85 and 86:
TABLE 2 Task Analyses Including Vid
Page 87 and 88:
table.” During the session, the t
Page 89 and 90:
Figure 2. Percent of steps with err
Page 91 and 92:
ter the 15 th session. With table w
Page 93 and 94:
our students, it may have been diff
Page 95 and 96:
Page 97 and 98:
TABLE 2 Participants Demographic Da
Page 99 and 100:
opening of the lesson, the teacher
Page 101 and 102:
TABLE 4 Total Number of Items Answe
Page 103 and 104:
Figure 2. Total number of procedura
Page 105 and 106:
serve both cognitive (e.g., self in
Page 107 and 108:
and quasi-experimental designs for
Page 109 and 110:
Page 111 and 112:
& Cobb, 2002). Generalization, the
Page 113 and 114:
academic activities in the classroo
Page 115 and 116:
Procedure Baseline. In this multipl
Page 117 and 118:
condition for each student. With th
Page 119 and 120:
was repeated across all participant
Page 121 and 122:
Boning, R. A. (1997). SRA Specific
Page 123 and 124:
Page 125 and 126:
TABLE 1 Student demographic informa
Page 127 and 128:
ping, dining out, voting) and diffe
Page 129 and 130:
TABLE 2 Content Standards, Alternat
Page 131 and 132:
Student Achievement Figures 3-6 pro
Page 133 and 134:
Figure 4. Student data across math
Page 135 and 136:
Figure 6. Student data across math
Page 137 and 138:
A second limitation of the current
Page 139 and 140:
Page 141 and 142:
y students with intellectual disabi
Page 143 and 144:
TABLE 1 Studies of Mathematics Inte
Page 145 and 146:
subject design to provide an interv
Page 147 and 148:
Neef and colleagues (2003) demonstr
Page 149 and 150:
abilities. Education and Training i
Page 151 and 152:
show all

etadd_47(3) - Division on Autism and Developmental Disabilities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?