Evonn Welton

Strategies for Increasing Positive Social Interactions in Children with Autism: A Case Study

language, and development of varied interests are fundamental skills critical for life success. Yet these are the skills that often present the most significant challenges for individuals with autism. In fact, quantitative and qualitative deficits in these three areas are required identifiers for demonstrating autism (American Psychiatric Association, 1994). While individuals with autism must present the social difficulties, language limitations, and restriction of interests necessary for diagnosis, the degree to which these characteristics are demonstrated vary widely among individuals with autism. Involvement can range from mild to severe and can change as a function of age or development (Smith, 2004). For example, a toddler with autism may demonstrate significantly hyperactive behavior and limited social and language abilities. However, these characteristics may become less intense and debilitating as the toddler progresses toward adulthood. Although autism is a lifelong disability and currently incurable, certain interventions have resulted in significant improvements and in placements in more communitybased or less restrictive settings. This article utilizes a case-study approach to illustrate those intervention strategies most efficacious for children with autism.

Special Education in India: The Success of a Model Program.

In India, the family is largely responsible for its members with disabilities. With the increase of women in the work force and with fewer joint family systems in the urban areas, many parents are concerned about their ability to take care of their children with disabilities. Also, parents have few opportunities to advocate for their children. Meetings are often difficult to organize and are poorly attended. In response to those needs, the National Institute for the Mentally Handicapped organized the first national meeting of the registered parent associations in 1990 (Misra, 2000).

Citizenship and Self-Determination for Individuals with Cognitive Disabilities: The Interdependence of Social Studies and Special Education.

Abstract The importance of the social studies curriculum has been potentially underestimated for individuals with cognitive disabilities. Inherent in this curriculum are standards and expectations for skills with citizenship. Collaborative instruction in citizenship requires planning, understanding of diversity, authentic instruction, and an emphasis on self-determination and decision-making skills. This article discusses the interrelatedness of these concepts and methods for effective implementation in the educational setting.

Beyond Bullying: Consideration of Additional Research for the Assessment and Prevention of Potential Rampage School Violence in the United States

For approximately 15 years there have been a number of episodes of rampage school violence in elementary/high school and higher education in the United States. Initial responses included implementation of antibullying programs, disciplinary measures, and increased law security measures. As the incidences have continued, it has become apparent that a more collaborative and interdisciplinary approach is needed for prevention. This paper offers a review of research literature as it applies to proposed innovative strategies for collaborative research, prevention, and intervention in the school setting.

Hands-on Science as a Motivator for Children with Emotional/Behavioral Disabilities.

Children’s behavioral difficulties impede their academic success (Morgan & Jenson, 1988), yet little research has been done on academic concerns of these students (Ruhl & Berlinghoff, 1992) and the pervasive “curriculum of control” overshadowing academics in their classrooms (Steinberg & Knitzer, 1992). This article describes the infusion of hands-on science into a classroom for children with emotional/behavioral disabilities. The abundance of age appropriate science materials in this classroom contrasts with more typical, unadorned rooms designed to minimize temptation. Carefully organized lessons engage students in what they perceive to be “real science,” thereby reducing reliance on structured behavioral management techniques.