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Boesch, Miriam C.; Da Fonte, M. Alexandra; Ostroff, Amy E.; Wilson, Jordan B.; Paranczak, Jessica – Journal of the International Association of Special Education, 2018
Reinforcers are helpful for teaching students with special needs. The literature suggests that reinforcers are a useful resource when teaching a new skill. Reinforcers typically fall into four broad categories, which include sensory, activity, tangible, and social. In order to select the most effective reinforcers for a student, an individualized…
Descriptors: Students with Disabilities, Culturally Relevant Education, Reinforcement, Student Needs
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Adebisi, Rufus Olanrewaju; Elemukan, Isaiah Sunday; Gomos, Yakubu Doris – Journal of the International Association of Special Education, 2018
The purpose of the study was to establish the vitamin-mineral status of children with autism spectrum disorders (ASD) who exhibit attention-deficit/hyperactivity disorder (ADHD). Four research questions were formulated for the study. A quasi-experimental of ex post facto research design was used. The study was conducted in four special schools and…
Descriptors: Nutrition, Attention Deficit Hyperactivity Disorder, Autism, Pervasive Developmental Disorders
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Ortiz-Bush, Yvonne; Lee, Yeunjoo – Journal of the International Association of Special Education, 2018
Students with disabilities are at risk of being bullied in school settings. Special education teachers should be prepared to address this complex behavioral issue and support students with disabilities. This study surveyed 30 novice special education teachers to investigate the amount of bullying prevention and intervention training they…
Descriptors: Students with Disabilities, At Risk Students, Bullying, Special Education Teachers
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Shenoy, Sunaina; Pearson, P. David – Journal of the International Association of Special Education, 2018
The purpose of this qualitative research study was to examine the interviews with principals and teachers before, during, and after data collection using a screening tool in Kannada and English (Shenoy, 2015, 2016), to illuminate the school culture and its impact on special education practices across low-, middle-, and high-income private schools…
Descriptors: Foreign Countries, Principals, Teachers, School Culture
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Casey, J. Elizabeth – Journal of the International Association of Special Education, 2018
Educators need to utilize evidence-based instructional strategies that effectively support the needs of English Language Learners (ELLs). Reciprocal Teaching (RT) (Palincsar & Brown, 1984) has a wide body of research that demonstrates its effectiveness when introduced to students in general education and special education settings (DaSilva…
Descriptors: Reciprocal Teaching, Instructional Effectiveness, English Language Learners, Hispanic American Students
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Ostroff, Amy E.; Da Fonte, M. Alexandra – Journal of the International Association of Special Education, 2018
Low technology communication systems can be used as a means for students with complex communication needs to communicate and engage in their environment. Evidence suggested that embedding low technology communication systems in everyday activities students can increase their overall communication and social skills. A key component in this process…
Descriptors: Special Education Teachers, Teaching Methods, Educational Technology, Technology Integration
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Zhang, Kaili C. – Journal of the International Association of Special Education, 2018
Historically, Maori children in New Zealand have been consistently over-represented in negative social statistics. To describe the current status of New Zealand's education and services for at-risk Maori children and their families, this article highlights the country's overall structure of special education and services, as well as unique…
Descriptors: Foreign Countries, Pacific Islanders, Child Welfare, Resilience (Psychology)
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Diamond, Gwendolyn P.; Da Fonte, M. Alexandra – Journal of the International Association of Special Education, 2018
Storybook reading interactions are an important strategy to support and enhance the development of communication and literacy skills. In order to reap the benefits of these interactions, students must be active participants. Unfortunately, for students with special needs, more specifically those with complex communication needs, they encounter…
Descriptors: Story Reading, Teaching Methods, Communication Skills, Literacy
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Harju-Luukkainen, Heidi; Sandberg, Erja; Tiina Itkonen – Journal of the International Association of Special Education, 2018
This article examines two families' experiences on the support services for their school-aged child with Attention-Deficit/Hyperactivity Disorder (ADHD). Families' views about the received support were examined using netnography (a form of ethnography). The research was conducted using an online survey directed to 208 families, in a closed social…
Descriptors: Attention Deficit Hyperactivity Disorder, Academic Support Services, Teacher Attitudes, Knowledge Base for Teaching
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Zigler, Richard; Sellah, Lusweti; Vincent, Macmbinji; Vivian, Jumba; Brown, Kaggi; Bernadette, Namirembe – Journal of the International Association of Special Education, 2017
Education for all children is a fundamental right enshrined in national and international regulatory frameworks. Yet, the right to education does not necessarily imply inclusion. According to the United Nations Children's Fund (UNICEF, 2014), a large segment of children are not in school and have long remained invisible, hidden, and forgotten:…
Descriptors: Inclusion, Special Education, Cross Cultural Studies, Foreign Countries
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Sisk, Cara; Howard, Martha – Journal of the International Association of Special Education, 2017
In this study, the authors amplify the voices of children with disabilities who have experienced different aspects of the healthcare field. This qualitative study used interviews, drawings, and medical play to discover three participants' perspectives on previous healthcare experiences. Inductive analysis was applied to investigate the child…
Descriptors: Disabilities, Children, Health Services, Childhood Attitudes
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Williams, Natalie A.; Nelson, Kristin L.; Rasmussen, Clay L.; Alexander, Melina; Ricks, April H. – Journal of the International Association of Special Education, 2017
Teachers are often required by their administrators to implement Sustained Silent Reading (SSR) into their daily routines. Although there is research to support wide reading, there is little to support the specific practice of SSR. Recent researchers have suggested modified versions of SSR to better address the needs of struggling readers,…
Descriptors: Silent Reading, Teaching Methods, Reading Instruction, Sustained Silent Reading
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Brewer, Robin; Carroll, Diane; Quintana, Gina – Journal of the International Association of Special Education, 2017
Using a comprehensive set of quality indicators grounded in evidence-based practices, evaluation, planning, and improvement of services for students with the most significant support needs can be completed. This nine-step process is described with examples for implementation.
Descriptors: Student Needs, Planning, Severe Disabilities, Educational Quality
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Lazarus, Kelechi Uchemadu; Oluwole, David Adebayo – Journal of the International Association of Special Education, 2017
This study focuses on the influence of gender, knowledge of, and attitude towards, disabilities on the stigmatization of persons with disabilities. The research design employed was a descriptive survey research design. The population of the study was civil servants in Ibadan, Oyo State, Nigeria. The sample was made up of 250 civil servants, using…
Descriptors: Gender Differences, Knowledge Level, Attitudes toward Disabilities, Social Bias
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Yakubova, Gulnoza; Zehner, Ashley; Aladsani, Mohamed – Journal of the International Association of Special Education, 2017
The purpose of this study was to examine the effects of the Self-Determined Career Development Model (SDCDM) on progress towards three goals of a young adult with autism spectrum disorder (ASD), using a multiple probe across goals design. Following the intervention, the young adult made progress towards each of his three goals that exceeded the…
Descriptors: Young Adults, Autism, Pervasive Developmental Disorders, Career Development
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