Elizabeth A. West

A Framework for Planning Technology Used in Teacher Education Programs That Serve Rural Communities

This article presents a planning framework for instructors to reflect upon in their decision making and implementation process of technology use. Detailed components include consideration of factors relating to: (a) context, (b) student, (c) instructor, (d) technology, (e) access, (f) knowledge and content, and (g) the important skill and craft of connecting theory to practice. Developing innovative use of technologies may assist in meeting the demand for highly qualified teachers in the area of low-incidence disabilities. Teacher educators must utilize a deliberative, thoughtful process before engaging in the actual development of online courses and this article offers a strategy that will help promote this process.

Effects of Verbal Cues Versus Pictorial Cues on the Transfer of Stimulus Control for Children With Autism

The author examined the transfer of stimulus control from instructor assistance to verbal cues and pictorial cues. The intent was to determine whether it is easier to transfer stimulus control to one form of cue or the other. No studies have conducted such comparisons to date; however, literature exists to suggest that visual cues may be preferred. An adapted alternating treatment design within a multiple baseline design across subjects was used in this investigation to compare effects when teaching two functional skills to four young students with autism. Results indicate that it is more efficient to achieve transfer of stimulus control from instructor assistance to pictorial cues for three of the participants.

Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder

Selection of a special education evidence-based practice (EBP) requires developing an understanding of what interventions work as well as for whom they are effective. This review examined participant characteristics in the EBP literature for learners with autism spectrum disorders (ASD) identified by the National Professional Development Center on Autism Spectrum Disorders. Results indicated very limited representation of diverse participants in the entire body of research, and when reported, White youth represented a large majority of study participants. This work is an attempt to begin to better understand the extent that various contextual factors are reported in a body of literature used to identify EBPs. Implications for ASD research are discussed along with recommendations for future research.

Positive behaviour support and supported employment for adults with severe disability.

Abstract Background Functional assessments and supported employment procedures have the potential to enhance quality of life factors for adults who have historically been isolated. Method Functional assessments and supported employment procedures were used to assist four adults with severe disability who exhibited challenging behaviour, to achieve community access and employment. Hypothesis-driven interventions were used to decrease problem behaviours and increase access to job-related activities in the community. Results All participants met criterion on task analysed job performance. When participants were involved in community settings and job training, an immediate and complete absence of problem behaviour occurred within those settings. Conclusions Findings emphasise the importance of positive behavioural supports and community access in the lives of adults who have historically been isolated.

Promoting Community for Online Learners in Special Education.

Abstract This study examined the sense of community in an online course for special education teachers enrolled in a master’s program. The sense of community in an online environment may contribute to students’ success and satisfaction (Knapczyk, Chapman, Rodes, & Chung, 2001). This article provides an example of a process for online community development and implementation that may foster a sense of community among learners, a tool that can be used to measure sense of community and insights from students who responded to this tool. Analysis of survey results from two cohorts of students who completed two sections of an online course in special education shows that the level of community they experienced was “just about right.” This study highlights themes generated that include (a) favored course components (Elluminate sessions, learner-centered activities, and course convenience), (b) factors contributing to sense of community (communication, safe environment, supportive instructor, and opportunities to network across the group), and (c) problematic course components (technical issues and general dislike of online learning format).

Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education

The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice.

Moving Toward Inclusion

Abstract This chapter provides an overview of inclusion for learners with low-incidence disabilities and highlights related terminology. Special education is detailed as a service and not a place. A comprehensive definition of the term low-incidence disabilities is provided. The chapter concludes with potentials and challenges related to the least restrictive environment and inclusion.

Cambodian Inclusive Education for Vulnerable Populations: Toward an Ecological Perspective Policy.

Abstract Cambodia is a dynamic country in transition and its population is committed to improve an economic, social, and educational system (Chandler, 2008). An imperial legacy and traumatic histor...