Darcy Miller

Overcoming resistance to change: a case study of revision and renewal in a US secondary education teacher preparation program

Abstract Historically, secondary teacher preparation in the United States has been slow to respond to changes in public education. Using Goodlads concept of educational renewal to bridge the traditional disconnect among teacher education, schools, and content area disciplines, this qualitative case study examines the process of revision and renewal of a secondary education program. The study examines internal and external factors contributing to the change process, bureaucratic and personal responses, and resistance to change in higher education. Recurring phenomena within the study, such as structural barriers and enhancements, provide insights for change. Positive outcomes, including a revised program and renewed trust among faculty are discussed.

Students with Fetal Alcohol Syndrome: Updating Our Knowledge, Improving Their Programs

with Fetal Alcohol Syndrome, lives with his adoptive parents, who began as foster parents when he was 3 years old. Jack is a talkative, active, and creative boy who struggles with academics, making friends, and anger management. It is difficult for him to understand the consequences of his behavior, so his decision making doesn’t always result in positive outcomes. After negative peer interactions, Jack’s teacher uses direct teaching of social skills, modeling, and guided practice. However, Jack tends to repeat the same negative decisions, and therefore has few friends. Jack also has a difficult time understanding social cues and interpreting others’ communication, wants, or needs.

Suicidal Behavior of Adolescents with Behavior Disorders and Their Peers without Disabilities.

Despite the fact that suicide is a major cause of death among adolescents (Centers for Disease Control, 1986; National Center for Health Science, 1989), the suicidal behavior of adolescents with behavioral/emotional disorders has not been extensively studied. A survey instrument was used to obtain information from adolescents with behavioral/emotional disorders and their peers without disabilities about the frequency of and the rationale behind their suicide ideation and suicide attempts. Significant differences were found between the adolescents with behavioral/emotional disorders and their nondisabled peers, as well as differences between the males and the females in each group in the frequency of suicide ideation and suicide attempts. The female adolescents with behavioral/emotional disorders reported high frequencies in both suicide ideation and suicide attempts. No group or gender differences were found in the rationales offered by the adolescents for suicidal behavior. Implications for teachers, parents, and social service personnel are discussed, including the need for gender-specific suicide prevention and intervention for adolescents with and without behavioral/emotional disorders.

Widgets on the Web: Using Computer-Based Learning Tools

puterized tools that are easy to use, appeal to students, help them learn abstract concepts, and can be found on the Internet? This article describes such tools. They are not big, fancy, expensive software packages. They are small, friendly programs written by other teachers. And they are out there waiting for you and your students Learning abstract concepts can be a challenge for students with mild disabilities. These students often require more practice than do students without disabilities to master the understanding of concepts (Bender, 2001). To help students with mild disabilities succeed, their teachers need a variety of tools to teach abstract concepts, as well as interesting activities to facilitate mastery through practice. Both in the initial stages of concept instruction and in subsequent practice sessions, it is essential that the instructional tools not only be effective, but highly motivating and interesting to students. Through the use of technology, new instructional tools can be developed that are not only effective, and flexible, but also motivating to students (Lindsey, 2000). Current technological applications are now available to make computerbased, flexible learning tools that can facilitate effective concept instruction and practice. Traditionally, special education teachers have used computers and software for drill and practice, academic mastery, and functional skills enhancement (Babbit & Miller, 1996; Gardner & Edyburn, 2000; Okolo, 2000; Wissick, 2001). Most software programs, however, are controlled and sequenced (Bottge & Hasselbring, 1993; Wiebe, 2000) and do not allow the teacher, as a decisionmaker, to easily integrate them into curriculum content or individualized education program (IEP) objectives. The Widgets were designed to meet the instructional need for computer-based, flexible tools that can be used across student ability levels for many purposes (Brown & Miller, 2001; Mayer, 2001). Widgets are relatively new computer-based learning tools, sometimes referred to as “knowledge objects” or “learning objects” (Beck, 2001; Merrill, 2001). These learning tools are small, self-contained instructional activities that, according to the Wisconsin Online Resource Center (2001), offer justenough, just-in-time instruction and are well suited to the creation of customized instruction. Widgets are actually small computer programs that are created using an authoring software program and can be stored on CDs or accessed via the internet. They are flexible computer programs that can be designed as instructional tools for a wide range of concepts and ability levels. Just as teachers use overhead transparencies, manipulatives, and dry markers in their everyday instruction, teachers can also use Widgets as instructional tools. Widgets are not “drill and practice” software programs, nor are they “programmed instruction”; rather, the Widgets are mediational software programs to be used by the teacher when interacting with a student in a learning task.

Sexual and Physical Abuse among Adolescents with Behavioral Disorders: Profiles and Implications.

Sexual and physical abuse can have chronic and debilitating effects on adolescents. Very little is known about the prevalence and frequency of sexual and physical abuse among adolescents with behavioral disorders, yet this information would seem to be critical if appropriate educational programs for these adolescents are to be developed. The Student Questionnaire was sent to 82 adolescents with behavioral disorders and 70 adolescents without disabilities to solicit information on the prevalence, frequency, and conditions associated with sexual and physical abuse among these adolescents. There were significant differences between the adolescents with behavioral disorders and the adolescents without disabilities in the prevalence, frequency, and conditions of sexual and physical abuse. The prevalence of sexual abuse was highest among the adolescent females with behavioral disorders. While the adolescents with behavioral disorders reported higher frequencies of sexual and physical abuse than the adolescents without disabilities, the latter group also indicated problems in both of these areas. As a result of the study, educational recommendations are generated which address the needs demonstrated by the adolescents who have been sexually or physically abused.

Teachers' and Parents' Knowledge about Disabilities and Inclusion in Nigeria

Abstract There has been a gradual move toward the inclusion of students with disabilities in Nigeria promoted by the National Policy of Education, as well as polices emerging from UNESCO; however, ...

Designing Culturally Responsive and Relevant Individualized Educational Programs

Developing culturally responsive and relevant individualized educational programs (IEP) is becoming increasingly more important as the student population becomes more diverse. Current supports available for IEP teams primarily address the technical aspects of the IEP (e.g., writing goals that are measurable) but offer little assistance in designing culturally responsive and relevant IEPs. This article provides a tool and process for integrating culturally responsive and relevant aspects into the IEP document and process. The Culturally Responsive and Relevant IEP Builder (CRRIB) was developed to guide IEP teams through this process and could be used to conduct assessments, evaluate current practices, and guide the development of interventions, strategies, and supports for students. The CRRIB helps maintain the team’s focus on enhancing the student’s cultural competence, incorporating the student’s prior experiences, and valuing the family’s frame of reference. A sample of the CRRIB with student information is included.