WorldCat Identities

ERIC Clearinghouse on Disabilities and Gifted Education

Works: 200 works in 317 publications in 2 languages and 15,059 library holdings
Genres: Directories  Classification 
Classifications: PE1128.A2, 428.0071
Publication Timeline
Most widely held works by ERIC Clearinghouse on Disabilities and Gifted Education
OSEP grants and funding resources( )

in English and held by 233 WorldCat member libraries worldwide

This database contains a list of ED and OSEP grants and funding resources
Integrating the Arts into the Curriculum for Gifted Students by Joan F Smutny( )

2 editions published in 2002 in English and held by 203 WorldCat member libraries worldwide

This digest discusses how educators can integrate arts into gifted education and provides examples of activities that integrate the arts with language arts, social studies, and mathematic and science curricula. Examples include: (1) let students draw, sketch, or paint when reading a story; (2) stimulate analytical thinking and imaginative interpretation by working with the children to create a chamber theater piece out of a short story; (3) stimulate novel ideas for stories by providing visual catalysts for students to imagine what happened before and after the scenes depicted; (4) have students select a piece of music and assess how music could be a conversation; (5) have students express a famous character through visual art, mime or dramatics; (6) have students act as reporters who travel back in time to cover important events in an artistic movement; (7) have students compare the art of 19th century western artists versus that of African populations; (8) have students explore a scientific subject such as light by placing paintings together and discussing how the artists represent light; and (9) have students write down assumptions artists are making about the nature of matter using visual art, modern dance performance, and other sources. (Contains 13 references.) (CR)
Self-Determination and the Education of Students with Disabilities by Michael L Wehmeyer( )

2 editions published in 2002 in English and held by 202 WorldCat member libraries worldwide

This digest discusses promoting self-determination in students with disabilities. It begins by describing self-determination and explains why self-determination is important for these students. Teaching strategies are then provided for students at the elementary and secondary levels. For students in early elementary grades, educators are urged to provide opportunities for students to make choices, to promote early problem solving skills by encouraging students to think aloud, to provide feedback regarding the outcomes of their choices, and to teach students to evaluate their work in comparison to a standard. In late elementary and middle schools, educators should teach students to analyze systematically potential options with related benefits and disadvantages, to coach students in setting and committing to personal and academic goals, and to encourage them to evaluate task performance. Teachers of students in junior high and high school should encourage students to make decisions that affect their day-to-day activities and emphasize the link between goals and the daily decisions and choices they make. It is also recommended that educators promote active involvement in educational planning, teach students to direct their own learning, communicate high expectations, create a learning community that promotes active problem solving, and create partnerships with parents and students. (Contains 10 references.) (CR)
Understanding Sensory Integration by Marie E DiMatties( )

2 editions published in 2003 in English and held by 200 WorldCat member libraries worldwide

This brief paper summarizes what is known about sensory integration and sensory integration dysfunction (DSI). It outlines evaluation of DSI, treatment approaches, and implications for parents and teachers, including compensatory strategies for minimizing the impact of DSI on a child's life. Review of origins of sensory integration theory in the work of A. Jean Ayres more than 20 years ago is followed by consideration of characteristics of sensory integration dysfunction, defined as the "inability to modulate, discriminate, coordinate or organize sensation adaptively." It then addresses methods for identifying DSI including skilled observation of the child, parent/caregiver sensory questionnaires or checklists, and standardized tests of general development and motor functioning. Interventions based on sensory integration theory are explained and include therapist consultation, a sensory diet of specific sensory activities, a comprehensive approach to treating sensory defensiveness, and the "How Does Your Engine Run?" program, a step-by-step method that teaches children simple changes to their daily routine to help them self-regulate. The paper concludes that collaboration among the therapist, teacher, and parent is most effective. (Contains 10 references.) (DB)
Promoting the Self-Determination of Students with Severe Disabilities by Michael L Wehmeyer( )

2 editions published in 2002 in English and held by 198 WorldCat member libraries worldwide

This brief paper on promoting the self-determination of students with severe disabilities begins by identifying barriers to training in self-determination skills, such as a perceived lack of student benefit and insufficient staff training. The question of whether students with severe disability benefit from instruction to promote self-determination is answered by stressing that partial benefits, such as increased independence, are still valuable and can be obtained from learning some self-determination skills. Specific strategies to promote self-determination are then explained including: (1) assessing interests and preferences and promoting choice making; (2) encouraging student participation in educational goal setting and educational planning; (3) involving students in problem solving and decision making; and (4) utilizing student-directed learning strategies. Examples are offered of combining these strategies. The potential of technology to promote independence and self-regulated learning is briefly noted. (DB)
Children with communication disorders : update 2001 by Alejandro E Brice( )

2 editions published in 2001 in English and held by 193 WorldCat member libraries worldwide

This digest discusses various types of communication disorders, their incidence, the learning difficulties associated with them, the special case of English language learners, and the educational significance of communication disorders. Communication disorders may result from many different conditions such as oral-motor difficulties or language-based learning disabilities. Approximately 20 percent of all students with disabilities have some form of communication disorder. Common characteristics of students with communication disorders include difficulty following directions, attending to a conversation, pronouncing words, expressing themselves, or being understood. Children learning English as a second language have special communication problems but should not be considered as having a communication disorder unless symptoms of the disorder are present in both languages. These students may be capable of high academic achievement if they learn the classroom's social, language, and learning patterns. (Contains 17 print, organizational, and Internet resources.) (DB)
Teaching English-language learners with learning difficulties : guiding principles and examples from research-based practice by Russell Monroe Gersten( Book )

3 editions published between 1998 and 1999 in English and held by 192 WorldCat member libraries worldwide

This guide provides practical information for teachers and others working with students who have learning difficulties (such as learning or language disabilities) and for whom English is a second language. Emphasis is on productive instructional strategies and approaches. The book is based on results of focus groups comprised of practicing teachers as well as a review of the research literature on effective instructional practices with English-language learners. Following an introductory chapter, the underlying concepts of "comprehensible input" and "meaningful access to the general curriculum" are explained in the next two chapters. Chapter 4 addresses problems in trying to provide meaningful access through comprehensible input, whereas chapter 5 considers approaches to increasing meaningful access through comprehensible input. Chapter 6 focuses on the teaching of academic language and chapter 7 offers useful initial teaching strategies. The following chapter considers what teachers can do to provide meaningful access to the general curriculum. Chapter 9 offers specific strategies to build comprehension and other language abilities. The final chapter explains key instructional principles such as teacher "think alouds" and modeling, use of concrete examples to explain concepts, importance of consistent language, the need to balance cognitive and language demands, and the value of peers in language development. (Contains 54 references.) (Db)
Teaching college students with learning disabilities by Stan F Shaw( )

2 editions published in 2001 in English and held by 190 WorldCat member libraries worldwide

This digest summarizes the issues involved in the instruction of college students with learning disabilities and offers a practical approach to teaching these students. It notes first that disability law at the college level is not as prescriptive as that for the elementary secondary level. Since the instructional climate in higher education is changing toward an increased emphasis on pedagogy, the digest suggests the Universal Design for Instruction (UDI) model as appropriate for serving these students. It briefly explains each of the nine principles of UDI: (1) equitable use, (2) flexibility in use, (3) simple and intuitive instruction, (4) perceptible information, (5) tolerance for error, (6) low physical effort, (7) size and space for approach and use, (8) a community of learners, and (9) instructional climate. Examples are offered for the practical application of two of these principles. (DB)
Curriculum access and universal design for learning by Raymond Orkwis( )

2 editions published in 1999 in English and held by 189 WorldCat member libraries worldwide

This digest discusses the Individuals with Disabilities Education Act requirements which state that all students, regardless of their abilities, be given the opportunity to become involved with and progress in the general education curriculum. It describes how educators can use a curriculum that has been universally designed to ensure accessibility. Essential features of universal design for learning are discussed, including: (1) the curriculum provides multiple means of representation, allowing subject matter to be presented in alternative modes for students who learn best from visual or auditory information, or for those who need differing levels of complexity; (2) the curriculum provides multiple means of expression to allow students to respond with their preferred means of control; and (3) the curriculum provides multiple means of engagement that allow students' interests in learning to be matched with the mode of presentation and their preferred means of expression. The digest warns against "dumbing down" the curriculum, and urges teachers to maintain the curriculum at a sufficient level of difficulty to allow student progress. Support for a universal design curriculum is discussed, and groups who are working on universal design issues are identified. (CR)
The implications of culture on developmental delay by Rebeca Valdivia( )

2 editions published in 1999 in English and held by 189 WorldCat member libraries worldwide

This Digest discusses cultural influences that may lead to the inappropriate diagnosis of a young student as developmentally delayed, and the need to use assessment instruments that are appropriate for use with culturally and linguistically diverse families. In order to determine the appropriateness of norm-referenced instruments for children from diverse backgrounds, professionals are urged to ask themselves the following questions: (1) Were the norms inclusive of the diversity of families found in the communities across the United States with which the tool will be applied? (2) Did these "diverse" children also represent variations that typify the communities in which the tool will be applied? (3) Does the tool or process include provisions to conduct the assessment in the child's dominant language? and (4) Will specially trained personnel familiar with the family's culture, practices, and beliefs conduct the assessment? Professionals are also warned to recognize that the domains of development and the items subsumed in each area, are predominately reflective of a Western approach to the discussion and examination of early childhood development and may contradict a more holistic, functional, situational approach common in other cultural groups. (CR)
Teaching expressive writing to students with learning disabilities by Russell Monroe Gersten( )

3 editions published in 1999 in English and held by 189 WorldCat member libraries worldwide

This brief paper summarizes research on effective instruction in writing for students with learning disabilities. It finds that three components stand out as methods that reliably and consistently lead to improved outcomes in teaching expressive writing to these students. These components are: (1) adhering to a basic framework of planning, writing, and revision; (2) explicitly teaching critical steps in the writing process; and (3) providing feedback guided by the information explicitly taught. The paper also notes two specific teaching methodologies that incorporate these three principles: first, Self-Regulated Strategy Development, which involves self-directed prompts, and second, Cognitive Strategy Instruction in Writing, which focuses on pre-writing strategies. Emerging issues in writing instruction are identified, including the mechanics versus the content of writing, dictation as a means of eliminating mechanical difficulties of expressive writing, and transfer of writing skills and related strategies to other subject-matter areas. (Contains 10 references.) (DB)
Planning student-directed transitions to adult life by Cynthia L Warger( )

3 editions published in 2000 in English and held by 188 WorldCat member libraries worldwide

This digest discusses comprehensive training planning for students with disabilities and ways educators can facilitate the involvement of students with disabilities in helping to formulate the Individualized Transition Plan component of the Individualized Education Program (IEP). Strategies for encouraging student participation include: (1) begin instruction as early as possible in self-determination and other related skills; (2) be prepared to support students with sensitive issues and work through all issues and questions about a disability with students; (3) make sure you feel comfortable talking about a topic or allowing the student to lead the IEP process; (4) schedule time for students to develop skills related to IEP participation on a regular basis; (5) teach IEP participation skills as a semester course; (6) use motivational techniques to interest students, such as inviting an individual with a disability to talk to students; and (7) communicate with families and explain the transition process. (Contains a list of seven publications on transition, along with four related Web sites.) (CR)
Rights and responsibilities of parents of children with disabilities : update 1999 by Bernadette Knoblauch( )

2 editions published in 1999 in English and held by 188 WorldCat member libraries worldwide

This digest summarizes the rights and responsibilities of parents of children in the special education process under the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. Among 12 rights listed are a free appropriate public education for every child, written notification for any proposed evaluations, re-evaluation or change in placement, informed consent concerning evaluation and programmatic decisions, evaluation of the child in his or her primary language, access to student records, participation in all individualized education program (IEP) or individualized family service plan (IFSP) team decisions, being informed of student progress at least as often as parents of children without disabilities, and voluntary mediation or a due process hearing to resolve differences with the school. Among the eight parental responsibilities listed are: asking for explanations of any unclear program aspects, making sure that IEP or IFSP goals and objectives are specific, monitoring the child's progress, keeping records, and joining a parent organization. The digest also suggests ways that parents can help the IEP or IFSP process, such as identifying the specific things the parent feels the child should learn, understanding the related services being provided, and discussing methods of effective discipline. Suggested organizational resources are also listed. (CR)
Early childhood instruction in the natural environment by Cynthia L Warger( )

2 editions published in 1999 in English and held by 187 WorldCat member libraries worldwide

This Digest reviews what is known from recent research about delivering instruction to young children with disabilities in the natural environment. It notes the endorsement of this practice by the Division for Early Childhood Education of the Council for Exceptional Children. Research is reported which has focused on validating specific natural-environment approaches, including incidental teaching, coincidental teaching, time delay, mand-modeling procedures, activity-based intervention, and milieu teaching. Results have underscored the fact that just using the natural environment is not enough; the procedures that are integrated into the setting must be effective ones. Effective principles include the following: (1) review and reinforce requisite skills; (2) present new material incorporating guided practice; and (3) provide opportunities for maintenance and generalization. Procedural and contextual questions are suggested for practitioners to consider when evaluating a recommended approach. The paper concludes that instruction in natural environments promotes child-focused, age-appropriate target skills and, philosophically, is consistent with inclusionary practices. (DB)
The link between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs) by Kristine Jolivette( )

2 editions published in 2000 in English and held by 186 WorldCat member libraries worldwide

This Digest discusses provisions in the Individuals with Disabilities Education Act (IDEA) that require functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) to be conducted prior to a change in placement or suspension for more than 10 days, based on inappropriate behaviors for students with disabilities. It presents the following 10-step process to help school personnel infuse data from the FBA into the BIP: (1) determine the function of the undesired behavior; (2) determine an appropriate replacement behavior; (3) determine when the replacement behavior should occur; (4) design a teaching sequence; (5) manipulate the environment to increase the probability of success; (6) manipulate the environment to decrease the probability of failure; (7) determine how positive behavior will be reinforced; (8) determine consequences for instances of problem behavior; (9) develop a data collection system; and (10) develop behavioral goals and objectives. Educators are urged to view the IDEA mandates on FBAs and BIPS as a single, continuous process rather than as a separate process and a subsequent product. (Contains 10 references.) (CR)
Paraeducators, factors that influence their performance, development, and supervision by Anna Lou Pickett( )

3 editions published in 1999 in English and held by 186 WorldCat member libraries worldwide

This digest is concerned with the need to develop standards and infrastructure for improving the employment, placement, preparation, and supervision of paraeducators in inclusive general and special education classrooms, Title I, multilingual/English as a Second Language, and early childhood programs. It discusses teacher responsibilities for directing and integrating paraeducators, and the need for policies and infrastructures to strengthen teacher and paraeducator teams. A list of essential policy questions that are central to the conceptualization and implementation of a comprehensive system for professional development for paraeducators is provided. Questions address: (1) the identification of the roles of paraeducators; (2) standards for preparing paraeducators; (3) credentialing systems; (4) standards for the supervision of paraeducators; (5) the impact of federal, state, and local mandates and funding on the employment, training, and supervision of paraeducators; and (6) the current roles of different educational institutions and parents in setting standards for paraeducator utilization, development, credentialing, and supervision. The digest concludes by calling for different governmental and non-governmental organizations to form partnerships to address these policy questions, and work in concert to develop and maintain infrastructures that will ensure that both teachers and paraeducators are appropriately and effectively prepared for their roles and responsibilities. (CR)
Cultural reciprocity aids collaboration with families by Cynthia L Warger( )

2 editions published in 2001 in English and held by 185 WorldCat member libraries worldwide

This digest discusses the problems that service providers and family members from different cultural backgrounds may encounter when planning for students with disabilities. It begins by identifying the following assumptions that underlie a clinical perspective of disability: disability is a physical phenomenon, disability is an individual phenomenon, disability is a chronic illness, and disability requires remediation or fixing. It then presents a cultural reciprocity process in which service providers develop their own cultural self-awareness in order to recognize the cultural underpinning of their professional practices. The steps of the process are described and include: (1) identify the cultural values in your interpretation of a student's difficulties or in the recommendation for service; (2) find out whether the family members being served recognize and value your assumptions, and if not, how their views differ from yours; (3) acknowledge and give explicit respect to any cultural differences identified, and explain the cultural basis of your assumptions; and (4) through discussion and collaboration, set about determining the most effective way of adapting your professional interpretations or recommendations to the value system of the family. The digest closes with identifying the cultural assumptions underlying the Individuals with Disabilities Education Act, including individualism, choice, and equity. (CR)
Cómo podemos proveer lugares con juegos infantiles que no sean peligrosos para los niños?( Book )

2 editions published in 1996 in Spanish and held by 184 WorldCat member libraries worldwide

Autism and Autism Spectrum Disorder (ASD) by Glen Dunlap( )

2 editions published in 1999 in English and held by 181 WorldCat member libraries worldwide

This digest provides an overview of autism and Autism Spectrum Disorder (ASD). It addresses: (1) the behavior of individuals with autism, such as developmental difficulties in verbal and nonverbal communication, social relatedness, and leisure and play activities; (2) diagnosis and evaluation of autism; and (3) prevalence of autism and the diagnosis of autism in four times as many boys as girls. The digest also discusses approaches to intervention and educational support for students with autism. It reports that interventions derived from an educational and behavioral orientation have been shown to help children and adults affected by autism, primarily by teaching new skills that enable the person to function more successfully in the daily world of home, school, work, and community interactions. The digest states that people with autism respond better with structure and clear guidelines regarding expectations for appropriate and inappropriate behavior and recommends that the environment include systems or materials that can help the person to comprehend and predict the flow and sequence of activities. Family members are urged to participate in all aspects of assessment, curriculum planning, instruction, and monitoring. The digest concludes with a list of relevant web sites, organizations, and newsletters and journals. (CR)
Students with disabilities in correctional facilities by Mary M Quinn( )

2 editions published in 2001 in English and held by 181 WorldCat member libraries worldwide

This digest presents the major findings of a national survey of public and private facilities and state agencies on the prevalence of youth with disabilities in juvenile and adult correctional facilities in the United States and the educational and related services offered to them. Findings include: (1) a preliminary estimate of the prevalence of youth with disabling conditions in juvenile corrections is 32 percent; (2) youth with a specific learning disability or an emotional disturbance are more vulnerable to placement in juvenile or adult corrections than youth not identified as disabled; (3) 84 percent of youth in short-term detention facilities, 48 percent of youth in long-term correctional facilities, and 29 percent of youth in adult corrections facilities were enrolled in education programs; (4) most facilities reported that they had procedures in place to determine whether incarcerated youth were eligible for special education and related services; (5) facilities reported than only 17 percent of their teachers were fully certified to teach special education; and (6) of the related services, counseling and speech and language services were the most prevalent offered to detained or incarcerated youth. (Contains 10 references.) (CR)
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Teaching English-language learners with learning difficulties : guiding principles and examples from research-based practice
Alternative Names

controlled identityERIC Clearinghouse on Handicapped and Gifted Children

Council for Exceptional Children. ERIC Clearinghouse on Disabilities and Gifted Education