자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Literacy may be one of the most important instructional areas for enhancing quality of life for all students. One way to promote literacy skills is through engaging students in the shared reading of a story. In this study, methods for planning and implementing shared stories for three students with multiple disabilities was evaluated via a multiple probe design across participants. Because the students had few consistent responses and complex physical challenges, a team planned the literacy participation using principles of universal design for learning (UDL). Outcomes indicate that all three students improved literacy skills and added to the literature base that shared stories can promote early literacy. Future research and implications for practical team implementation of the augmentative and alternative communication use and UDL components of representation, expression, and engagement are discussed.

Teaching Elementary Students with Multiple Disabilities to Participate in Shared Stories

Augmentative and alternative communication is a compilation of methods and technology designed to supplement spoken communication for people with limited speech or language skills, including children with developmental and intellectual disabilities. The field of AAC has evolved rapidly within the last 10 years, due to a combination of empirical advances from research as well as rapid changes in technology. This article reviews some of the most significant aspects of this growth as it relates to children with developmental disabilities. Major issues within the field, the evidence base available to practitioners and researchers, and promising areas of future growth are identified.

The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities.

The advantages to a family-centered approach to services have been emphasized in education literature for several decades. Active family involvement and support have been identified as key elements to the success of inclusive early childhood education programs. The purpose of this article is two-fold: to review literature on family involvement in inclusive early childhood programs from the perspective of developmental ecological systems theory, and to describe family-focused programs for developing embedded learning opportunities across multiple inclusive settings. In so doing, we discuss how the four components of the ecological system (the microsystem, parents and siblings; the mesosystem, peers and school; the exosystem, community connections; and the macrosystem, cultural identity) influence the education of the child. Key words: family involvement, inclusion, ecological systems, parents, siblings, early childhood education, Asian, case, cultural diversity Introduction Active family involvement has long been considered to be an important factor related to better outcomes in the education of young children with and without disabilities in inclusive early childhood programs (Berger, 1995; Levy, Kim, & Olive, 2006; Perez Carreon, Drake, & Barton, 2005). Research has shown that high levels of parental involvement correlate with improved academic performance, higher test scores, more positive attitudes toward school, higher homework completion rates, fewer placements in special education, academic perseverance, lower dropout rates, and fewer suspensions (Christenson, Hurley, Sheridan, & Fenstermacher, 1997; Hoover-Dempsey & Sandler, 1997; Perez Carreon, et al.). Parental involvement is important for the education of children of all ages, but it is critical for the success of young children in inclusive settings (Filler & Xu, 2006). Although there has not been a standard definition of the term inclusion, inclusive early childhood programming typically reflects three characteristics: (1) full participation of children with disabilities in everyday life activities with their typically developing peers in both school and community settings; (2) educational goals and objectives are developed and implemented through team collaboration by parents and professionals; and (3) child outcomes are measured periodically to ensure the effectiveness of the program (Guralnick, 2001; Hunt, Soto, Maier, Liboiron, & Bae, 2004; Odom et al., 1996; Siegel, 1996). The recognition that family involvement benefits children does not make clear how the involvement becomes a positive force or what factors act to determine the degree of benefit. Family involvement is not a fixed event but a dynamic and ever-changing series of interactions that vary depending on the context in which they occur, the disciplines from which the collaborative team members are drawn, the resources parents bring to the interactions, and the particular needs of the child and the family. Traditionally, the education agency or school has created structures and activities intended to support involvement. However, as parents become involved, they do so with limited power to define their roles and actions (Fine, 1993). They are often expected to agree with and support the structures and dynamics already in place. Parents who agree with the school and get along with the existing model are seen as "good." Those who disagree are considered "problematic" (Lareau & Horvat, 1999). Parent involvement is also related to teacher actions. For example, Anderson and Minke (2007) found that specific teacher invitations were significantly related to parent involvement behaviors, particularly among minority and low-income families. They suggested that when parents perceived that their participation was desired by teachers, they would often overcome obstacles to be involved in spite of a lack of resources. Brown and Medway (2007) examined the relationships among measures of school climate, teacher expectations, and instructional practices in an elementary school with a high percentage of low-income, minority children. …

/pdf/facilitating-family-involvement-and-support-for-inclusive-3tcgwyz7ia.pdf

Facilitating Family Involvement and Support for Inclusive Education

Researchers in 2 studies investigated the effectiveness of a general education/special education collaborative teaming process in increasing the engagement, development, and learning of preschoolers with severe disabilities who were placed in general education early childhood programs that operated under a team-teaching model. The process included monthly team meetings to develop educational and social supports for targeted preschoolers, which were then collaboratively implemented by the educational team members. Study 1 focused on 3 teams composed of early childhood and special education teachers, instructional assistants, speech—language therapists, and parents who supported a child with significant disabilities attending one of the 3 participating preschools. Study 2 extended the collaborative teaming model to include all preschoolers with disabilities attending one of the preschool programs from the first study who required intensive levels of support (4 children). The effectiveness of the collaborati...

Collaborative Teaming to Support Preschoolers With Severe Disabilities Who Are Placed in General Education Early Childhood Programs

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Collaborative Teaming to Support Preschoolers With Severe Disabilities Who Are Placed in General Education Early Childhood Programs