etadd_47(3) - Division on Autism and Developmental Disabilities

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Manuscripts Accepted for Future Publication in Education and Training in Autism and Developmental Disabilities December 2012 Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping. Emily Bouck, Rajiv Satsangi, Whitney Bartlett, and Pei-Lin Weng, Purdue University, 5146 BRNG Hall, 100 N. University Street, West Lafayette, IN <strong>47</strong>907. Teaching café waiter skills to adults with intellectual disability: A real setting study. Atilla Cavkaytar, Anadolu University, Faculty of Education, Department of Special Education, Eskisehir, 26<strong>47</strong>0, TURKEY. Data-based decisions guidelines for teachers of students with severe intellectual and developmental disabilities. Bree Jimenez, Pamela Mims, and Diane M. Browder, University of North Carolina at Greensboro, 421 School of Education Building, PO Box 26170, Greensboro, NC 27402-6170. Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Juliet Hart and Kelly Whalon, Arizona State University, Mary Lou Fulton Teachers College, PO Box 37100, M/C 3151, Phoenix, AZ 85069-7100. Parents’ participation in special education in the context of implicit ideologies and socioeconomic status. Priya Lalvani, Dept. of Early Childhood, Montclair State University, 1 Normal Avenue, Montclair, NJ 07043. Efficacy of individualized clinical coaching in a virtual reality classroom for increasing teachers’ fidelity of implementation of discrete trial teaching. Krista Vince Garland, Eleazar Vasquez III, and Cynthia Pearl, Dept. of Child, Family, and Community Sciences, University of Central Florida, 4000 Central Florida Blvd., Orlando, FL 32816-0165. Increasing literacy skills for students with developmental and intellectual disability: Effects of integrating comprehensive reading instruction with sign language. Larissa Beecher and Amy Childre, 200 Charlotte Drive, Bonaire, GA 31005. Effects of a treatment package to facilitate English/Language Arts learning for middle school students with moderate to severe disabilities. Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, and Susan Flynn, Dept. of Human Development and Learning, East Tennessee State University, 303 Warf Pickel, Johnson City, TN 37614-1707. Maintaining vocational skills of individuals with autism and developmental disabilities through video modeling. Toni Van Laarhoven, Lauren Winiarski, Erika Blood, and Jeffrey M. Chan, Dept. of Special and Early Learning, Northern Illinois University, DeKalb, IL 60115. Research to practice in autism, intellectual disability, and developmental disabilities. Stanley H. Zucker, Cindy Perras, Darlene E. Perner, and Richard Gargiulo, Arizona State University, Mary Lou Fulton Teachers College, PO Box 871811, Tempe, AZ 85287-1811. Address is supplied for author in boldface type.
Education and Training in Autism and Developmental Disabilities, 2012, <strong>47</strong>(3), 255–268 © <strong>Division</strong> on Autism and Developmental Disabilities Preparing Children with Developmental Disabilities for Life in the Community: A Tanzanian Perspective Angi Stone-MacDonald University of Massachusetts Boston Abstract: Special education is relatively new in Tanzania. The Irente Rainbow School (IRS) in Lushoto, Tanzania, where this ethnographic case study was conducted, is the first school for children with developmental disabilities in the area. Their curriculum stresses skills important in family life and the rural economy of Lushoto. The purpose of the study was to explore how local context and beliefs about disability influenced how participants understood their roles at the school and how they implemented curriculum. The ethnographic case study employed qualitative research techniques to ensure credibility and triangulation of data and research was conducted over a ten-month period. The Rainbow staff created a natural setting to teach and practice daily living and vocational skills to prepare students for home and work. The curriculum was based on the local community funds of knowledge, and the pedagogy on practices that were supported by the local culture. As special education evolves, programs will change to meet the needs of local populations. Knowledge of local context is critical to give children with disabilities the best opportunity for an education and meaningful participation in their community. Students with disabilities around the world learn first from their families and their environments. Curriculum should be both culturally and socially relevant, providing individuals with the knowledge relevant to their local community and skills that they will be able to use after completing school. Evidence-based practice is a wonderful starting point for curriculum development, but in unique locations, like rural Tanzania, it is also essential to focus on the needs of the local community. Since the 1980s, the focus on education for people with disabilities intensified through the work of the United Nations. At the same time, a shift toward inclusive education for students with disabilities worldwide occurred in 1994 after the acceptance of the Salamanca Statement on Principles, Policy, and Practices in Special Education by ninety-two governments and twenty-five international organizations. Given that all children have a right to a This research was supported in part by a grant from Fulbright IIE. Correspondence concerning this article should be addressed to Angi Stone-Mac- Donald, Department of Curriculum and Instruction, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125. quality education, the issue of effective educational practice becomes important. In the United States and the United Kingdom, the use of evidence-based practices to improve the quality of education and to strengthen practices that are proven to increase learning for students has guided the development of curriculum (Brusling, 2005). Davies (1999) characterized evidence-based practices as practices supported by a research base. Evidence-based education describes systematic guidelines for research to establish evidence-based practices (Hargreaves, 1996). The National Center for Special Education Research (NCSER) in the United States, as part of the Institute for Education Sciences (IES), funds research to establish evidencebased practices that have been validated as effective for students with disabilities (“The National Center for Special Education Research (NCSER) Home Page,” 2008). The What Works Clearinghouse program and website were developed by IES to disseminate studies in education and catalog evidencebased practices. Universities educate future teachers about evidence-based practices for students with developmental disabilities and school districts expect teachers to teach the Life in the Community: A Tanzanian Perspective / 255
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Method Participants Four male child
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TABLE 2 Play Scale - Developmental
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elated utterances, which were used
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Figure 1. Ian’s Progress in Play
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Figure 3. Ryan’s Progress in Play
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Figure 5. Social Validity: Average
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(2000). A comparison of video model
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Education and Training in Autism an
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Method Participants Four high schoo
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TABLE 1 Task Analyses for all Tasks
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Figure 1. Holly multiple baseline g
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Figure 3. Norman multiple baseline
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ing at photographs. Jake only requi
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tion, some aspects of the target be
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table video aids may lead to greate
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TABLE 2 Task Analyses Including Vid
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table.” During the session, the t
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Figure 2. Percent of steps with err
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ter the 15 th session. With table w
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our students, it may have been diff
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TABLE 2 Participants Demographic Da
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opening of the lesson, the teacher
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TABLE 4 Total Number of Items Answe
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Figure 2. Total number of procedura
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serve both cognitive (e.g., self in
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and quasi-experimental designs for
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& Cobb, 2002). Generalization, the
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academic activities in the classroo
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Procedure Baseline. In this multipl
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condition for each student. With th
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was repeated across all participant
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Boning, R. A. (1997). SRA Specific
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TABLE 1 Student demographic informa
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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