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- Creator:
- Charmley, Amanda
- Description:
- Our juvenile detention centers are currently populated with an overrepresented group of youth with Emotional Behavioral Disorders (EBD). This particular group of adolescents tends to struggle with interpersonal skills, problem solving, low-academics and many other societal challenges which increase their odds of ending up in the juvenile system. While the educational system is able to identify students with EBD early on, it has not helped decrease the probability that those same individuals will end up in the juvenile detention centers or reoffend in the future. The aim of this project is to support the educational staff within the juvenile detention centers by providing them with information on how to incorporate the philosophy of the Circle of Courage in their daily instruction. The Circle of Courage is the set of four vital needs that everyone needs in order to be a successful adult - belonging, mastery, independence, and generosity. To this end, the question that this research project addresses is what information about the Circle of Courage approach that staff of juvenile detention centers can use to help educate and potentially prevent youths with emotional and behavioral disorders from reoffending in the future? This question is answered through the creation of a booklet, entitled Preventing and Intervening with Youth At Risk of Offending: An Introduction to the Circle of Courage for the instructional staff at the juvenile detention centers. This booklet provides instructional staff information on what the Circle of Courage is and incorporates the four universal principles of belonging, mastery, independence and generosity into their instruction.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Aguirre, Belinda
- Description:
- Parents play an integral role in special education. Federal law establishes numerous protections for parents of students with disabilities throughout the special education processes that take place to ensure students’ needs are individually met. One such guarantee is the right for parents to be equal partners throughout special education decision making, namely the IEP process. The recent increase in the number of students identified as having a disability has resulted in a growing demand for parental resources about the manner in which they can be involved in special education processes. Special education laws and policies are often complex and difficult to navigate, especially for parents with no prior experience with the special education system. Monolingual parents face barriers that often lead to dissatisfaction with decision making outcomes regarding their child’s education. Spanish speaking families face additional barriers that hinder their ability to participate in Special education process. This project addresses the need for resources available in Spanish about the IEP process. The result of this project was the creation of an informational tool entitled Individual Education Program Guide for Parents in Spanish.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Hensley, Parker
- Description:
- The need to support a diverse community of students is ever increasing. This project offers three professional learning in-service opportunities that can support elementary teachers and administrators to build general educators’ capacity to support all students and apply decision-making frameworks for support at all three tiers of an RtI system as well as create a more collaborative school climate. The content in all three in-services were intended to capitalize upon and further develop (a) what teachers and administrators already feel confident with and were currently using; the goals teachers and administrators had for their respective classroom, school, and/or district; and (c) how, as a community, teachers and administrators can collectively achieve their goals. The professional learning experiences offered through these three in-service modules attempted to engage participants through group discussions, surveys and checklists, and opportunities for feedback.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Barton, Carolyn
- Description:
- The project that I have created addresses several concerns of motivation regarding shaping behaviors and offering motivation that builds students’ educational momentum through interest-based activities. The frustration expressed by educators is often seen when they lack the right interventions that help support students in their classroom, particularly those with disabilities. This project was designed to remove some of those obstacles that can impede a student’s access to education. “What’s in the box?” focuses on three themes: a token economy, social stories, and student motivation. Each theme of the project is interconnected and supports the student on various levels. The token economy supports the student by providing a reward for each smaller effort given within a task or when preferred behavior is exhibited. The social stories support the student by modeling expected behaviors. Both extrinsic and intrinsic motivation are used to be the final reward of the student’s long term efforts. Literature review of these themes offers evidence of why they are used within my project. The project offers educators a completely customizable process that will support any of their students’ needs. Overall, the goal of this project is to promote positive, engaging activities that motivate students to the point that they improve their classroom performance.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Coveney, Cassandra
- Description:
- The number of English Language Learners (ELLs) overidentified into special education services is growing tremendously every year. The disproportionate number of minority students referred to special education is cause for concern among all educators today. General education teachers are the first to encounter these students and as such, to dictate which path these students may take. Yet many of them are unprepared to meet these challenges. How can general education teachers know whether these students truly need special education? What if their academic challenges are due to typical development of emerging language acquisition skills rather than characteristics of a specific disability? The product of this project is a series of comprehensive checklists developed to assist educators in more accurately identifying and differentiating between the characteristics typically seen in ELLs without disabilities, and those seen in ELL students that may require referral to special education services.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Bresee, Carly
- Description:
- Evidence-based practices in education are widely researched and becoming more and more prevalent in classrooms across the country. But what about our students with more extensive and complex support needs? This study employs a multiple baseline single-case research design to examine the impact of individualizing a student’s augmentative and alternative communication system. The investigation focuses on a six-year-old student named Sam who has multiple disabilities including an intellectual disability, an orthopedic impairment, and a visual impairment and whose dominant Multiple Intelligences strength is musical/rhythmic intelligence. A multiple probe design across behaviors was used to examine the effect music-based interventions could have on Sam’s independent engagement with their communication switches using systematic, least- to most-restrictive prompting. The results indicate a trend toward greater independence following the introduction of music to each communication switch. Limitations and suggestions for future investigations are provided.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- DeFoney, Kevin
- Description:
- There is a lack of training in the areas of inclusive practices and disability for middle school teachers of inclusive classrooms that contain a wide variety of students. This project offers a professional learning opportunity intended to increase teacher efficacy of inclusive practices and in return increase student learning in these classrooms. The content of the professional learning opportunity was designed to (a) increase teachers’ understanding of two common disabilities, Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), along with the correlating strategies to be used for these populations. This professional learning opportunity was also designed to (b) teach the 10 best inclusive strategies for teachers of inclusive classrooms. This training consists of a presentation with a slideshow including videos, group reflections, games, and a one-page best practice reference sheet that summarizes the key points of the presentation.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Reeve, Savannah
- Description:
- How do elementary educators of students in Kindergarten-Second grade address and manage the social stigma of having a special education label and the bullying of students with disabilities in the inclusive setting? Over the last few decades, U.S. legislation in education has positively altered the course of academic achievement for students with special educational needs. The movement towards inclusive education to meet the mandated requirements of the Least Restrictive Environment (LRE) has helped bridge the gap between general education and special education students. However, the stigma related to the label of “special education” and bullying of students with disabilities remains a topic of concern. The purpose of this project was the development of a resource manual to provide inclusive educators with research-based methods and strategies to better address the stigma of special education labels and bullying of students with disabilities. The resource manual consists of four sections covering the topics of; (1) special education, (2) inclusive education, (3) strategies for addressing stigmatization and bullying within the inclusive environment, and (4) the appendices, which include sample resources for educators. The project was developed based upon the demographics that exist in school districts in Southern California.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Vogel, Brianna
- Description:
- Research reveals that students with emotional disturbance or behavior-related disorders experience disproportionately high rates of academic exclusion and poor academic and social success. In addition, these students with emotional disturbance and behavior-related disorders experience more extreme disciplinary measures and lower rates of positive teacher interactions. Research findings have established that many of these reduced student outcomes can be linked to the high instructional and managerial demands that students with emotional disturbance and behavior-related disorder place upon the general education teacher. A comprehensive review of the literature acknowledged a need to: a) substantially increase general education teacher awareness of the factors that influence student behavior, b) to challenge teacher perceptions of student behavior, and c) to provide teachers with the resources and professional development necessary to systematically implement positive behavioral interventions within the general education classroom. While an abundance of strategies and interventions exist, creating a singular resource which organizes resources within a framework of tiered interventions has been created to facilitate the ability of general education teachers to adapt these interventions to use in their existing classroom routine while ensuring all students, including students with emotional disturbance and behavior-related disorders have access to evidenced based intervention that minimizes disruption for the student and the classroom as a whole.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Special Education
- Creator:
- Suttles, Roxanne
- Description:
- This paper examines recommended collaborative practices between general education teachers and education specialists. It compares recommended collaborative practices such as consulting between teachers, co-planning lessons and following an agenda in recent literature to the results of a survey administered by the researcher. The survey consisted of 14 general education teachers as participants. Teachers ranged from having one to four or more years collaborating with an education specialist. The amount of time teachers spent consulting with an education specialist ranged from zero - four or more hours a month, with an average of consulting for two hours a month. The results of the study indicate that collaborative practices teachers find most helpful include co-planning lessons, brainstorming solutions for supporting students, and co-creating IEP goals. These results can inform education specialists and administrators of ways they can support general education teachers providing instruction to students with IEPs.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Special Education