J. Emmett Gardner

Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice:

This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the percentage of intervals team members talked and the percentage of time they discussed transition. Special education teachers completed a pre/post ChoiceMaker self-determination student skill and opportunity assessment, and meeting participants answered postmeeting surveys. The Self-Directed IEP had a strong effect on increasing the percentage of time students talked, started, and led the meetings. This was verified by survey results. These findings add to the growing literature demonstrating the effectiveness of the Self-Directed IEP.

Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction:

The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) called for an increase in student involvement in individualized education program (IEP) meetings. To determine the extent of student involvement in educational planning, this study observed 109 middle and high school IEP meetings; 90% of the participants completed a postmeeting survey. There were statistically significant differences by role between those present throughout the meetings, and those who participated intermittently. Special education teachers talked 51% of 17,804 observed 10-s intervals, family members 15%, general educators and administrators 9%, support staff 6%, and students 3%. Students seldom exhibited leadership behavior, and scored significantly lower on IEP meeting knowledge questions compared to other meeting participants. The results from this study support research suggesting that students need to be taught effective meeting participation skills to enhance participation by all parties and result in more effective transition IEPs.

GRANDPARENTS’ ADJUSTMENT TO GRANDCHILDREN WITH DISABILITIES

Thirty‐two grandparents of children with special needs were interviewed regarding their knowledge of their grandchilds disability and the impact and emotional consequences this has had on their lives and the lives of their immediate family. Results indicated that only a small number of grandparents knew in advance about their grandchilds disability. Initially, most grandparents experienced feelings of grief. Soon after, a large number of them became involved in providing emotional and financial support for their children and grandchildren. The grandparents expressed fears and concerns regarding their grandchilds future ability to live independently and the ability of their grandchilds parents to sustain the stress associated with the disability. Only a small number of grandparents reported seeking help by accessing support groups, counseling, or forums to discuss and share information concerning their grandchilds disability. Most of their support came from their spouses and immediate family. Educatio...

Video-Based Simulations: Considerations for Teaching Students with Developmental Disabilities.

The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.

Integrating Technology into Special Education Teacher Preparation Programs: Creating Shared Visions:

While the importance of integrating technology into the curriculum is frequently discussed, to-date, most teacher education initiatives for enhancing instruction with technology have been the result of the efforts of individuals and generally focus on single courses. While such efforts are noteworthy developmentally, they are hardly adequate for significant programmatic benefit. The purpose of this article is to describe a change strategy for fostering systemic and collaborative efforts to integration technology in teacher education. A self-study process is outlined for engaging teacher educators in a series of collegial conversations about the effective use of technology in special education teacher preparation. Five topics are used to structure the conversation: (1) reviewing professional standards, (2) viewing snapshots of current practice, (3) examining visions of technology integration, (4) utilizing a roadmap of the technology integration process, and (5) validating technology integration efforts. The authors argue the process is critical for the profession if we are to move beyond individual visions to common, shared visions, of how technology can be used as a meaningful tool for teaching and learning within the discipline of special education. By advancing collective perspectives about technology integration, it is anticipated that teacher educators will gain a forum for examining descriptions, illustrations, models, principles, and strategies for implementing technology in ways that enhance opportunities for student learning. Finally, the policy implications of this change strategy for current practice and future research are noted.

Enhancing Interdisciplinary Instruction in General and Special Education Thematic Units and Technology

This article discusses interdisciplinary thematic units in the context of special and general education curricula and focuses on ways technology can be used to enhance interdisciplinary thematic units. Examples of curriculum integration activities enhanced by technology are provided in the context of productivity tools, presentation and multimedia tools, contextual themed software, and Web-based activities.

Enhancing Thematic Units Using the World Wide Web: Tools and Strategies for Students with Mild Disabilities.

Thematic units are one way that the World Wide Web can be used to support curriculum accommodations and enhance instruction for students with mild disabilities. This article presents key principles to consider when using Web-based activities. Strategies and resources to develop thematic units that use Web-based activities are recommended. Tools that enhance web-based learning for all students are identified. Together these tools, resources, and strategies represent items in a toolbox that help teachers construct thematic units that are meaningful and Web-enhanced.

Panamanian Grandmothers' Family Relationships and Adjustment to Having a Grandchild with a Disability

The purpose of this article was to explore the family relationships and role adjustment of grandmothers in the Republic of Panama who have a grandchild with special needs. Thirty Panamanian grandmothers of children with a disability were interviewed using a standardized format and non-directive probing. Categories of analysis were established only after the data was fully collected and reviewed. The results indicate that for most Panamanian grandmothers, their changes in family relationships are not dramatic when they have a grandchild with a disability; however, 25% clearly report a deteriorated relationship with their son-in-laws. They view their relationship with their grandchild with a disability to be one that provides a mixture of affection, love, acceptance and patience. In the area of role adjustment, they see a need to become more involved in areas that include assisting their grandchildren and/or her family with caregiving and household responsibilities, economic and medical support, or in areas related to school/academic, spiritual or recreational activities. With respect to emotional adjustment, Panamanian grandmothers of children with disabilities distinguish themselves from grandmothers in the United States, by experiencing reduced emotional stress and dwelling less on personal loss, grief, or role stigma. The implications are that there appear to be universal beliefs and adjustment factors that Panamanian grandmothers of grandchildren with disabilities experience. However, culture appears to have a genuine influence that results in subtle but unique differences from their U.S. counterparts.

Conducting Assessments in Technology Needs: From Assessment to Implementation

Practitioners with an expertise in assistive technology and technology assessments are in demand to be full participants in the selection, planning, and implementation of instruction for students with mild disabilities. Frequently, practitioners with knowledge of assistive technology are assigned to evaluate students with sensory, physical, language, or severe disabilities. Our article highlights aspects of technology assessments and progress monitoring that can be used for students with mild disabilities. Given the impact that technology integration can have on the access that students with mild disabilities have to the general education classroom, we argue that all practitioners should be cognizant of protocols for assistive technology assessment and evaluation and that all evaluation teams should include an assistive technology specialist.

Increasing Achievement Motivation of Elementary School Students with Mild Disabilities

Presents specific strategies for enhancing achievement motivation that can serve as guides for instructional practices evaluation and the design of new activities