Your search found 4 results.

Descriptors:
Visual Impairments; Children; Parents; Parent Attitudes; Special Education Teachers; National Surveys; Interviews; Teacher Role; Core Curriculum; Satisfaction

Abstract:
A national survey of and telephone interviews with parents of children served by dual-certified vision education professionals was conducted to determine the parents' perspectives on the efficacy of this service delivery model for students with visual impairments. The study identified the parents' perceptions of the effectiveness of these educators.

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Strategies; General Education; Autism; Visual Aids; Special Education Teachers; Special Education; Pervasive Developmental Disorders; School Schedules; Transitional Programs; Special Needs Students; Visual Stimuli; Pictorial Stimuli; Integrated Activities; Peer Relationship

Abstract:
"Activity schedules" are a promising educational strategy to support transitions for students with autism. An activity schedule is a visual support system that combines photographs, images, or drawings in a sequential format to represent a targeted sequence of the student's day. Activity schedules provide predictability throughout the student's day and allow a student to anticipate changes in the daily routine. Providing the student with increased time to process upcoming changes enhances the opportunity for increased participation in existing routines and transitions. Best of all, activity schedules are easy to construct and can be applied to existing routines in general education classrooms with minimal effort. Although activity schedules are frequently used by special education teachers, general education teachers can also develop and use activity schedules with students with autism spectrum disorder (ASD) in inclusive settings. In this article, the authors describe steps to build activity schedules for use in general education classrooms and provide examples and resources for general education teachers. By following these steps and consulting with special education professionals, general education teachers will have the skills to use activity schedules to decrease transition issues in their classrooms. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Visual Impairments; Children; Multiple Disabilities; Evidence; Research; Intervention; Communication Strategies

Abstract:
This review examines practices for building effective communication strategies for children with visual impairments, including those with additional disabilities, that have been tested by single-subject design methodology. The authors found 30 studies that met the search criteria and grouped intervention strategies to align any evidence of the replication of successful outcomes.

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Autism; Interpersonal Relationship; Interaction; Interpersonal Competence; Skill Development; Behavior Modification; Behavior Problems; Literature Reviews; Generalization; Scheduling; Children; Adults; Prosocial Behavior; Antisocial Behavior; Program Effectiveness

Abstract:
Thirteen studies were reviewed that were conducted using activity schedules with persons with autism to improve social interaction skills and decrease problem behaviors. Results across studies indicate that activity schedules enhanced social interactions and on-task and transition behaviors. Also, investigators in some studies used activity schedules to decrease students' tantrums and other problem behaviors during transitions. Furthermore, researchers in several studies that reported generalization indicated that behaviors learned through activity schedules generalized across settings and persons. Implications for practitioners and for future researchers are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website