Inclusion And Its Effect On Preschool Children With[1]

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This document summarizes three studies on the effects of inclusion on preschool children with special needs. The studies found that inclusive classrooms were of higher quality than non-inclusive classrooms and supported social gains for children with disabilities. However, children with disabilities still lagged behind their typically developing peers. The studies also found that collaborative teams were important for supporting inclusion and child development. While inclusion benefits students with special needs, more research is needed on its effects on students without disabilities.

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Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions. Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018). Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .

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Running head: PARENTAL RESPONSIBILITY 1 PARENTAL RESPONSIBILITY 3 Parental Responsibility Kristie L. Carter Columbia Southern University Parental Responsibility Corno, L., & Xu, J. (2004). Homework as the job of childhood. Theory into Practice, 43, 227-233. This article was formed based on the interviews that were conducted on the parents by the authors. According to the authors, homework helps the child to develop good time and management skills. The article emphasizes on the importance of parents involving themselves in helping their children with their homework. The research also brings about the century-old practice of doing homework suggesting that it is essential part of childhood. The authors state that the homework creates a situation in which a child has to complete certain tasks with minimal supervision and with little training. Children that are experts in their homework demonstrate their responsibility in managing tasks. The authors believe the homework helps prepare the children for jobs in the future. Since homework plays an important role in a child’s development, the parents are entitled with the responsibility of ensuring that the homework is done. The parents have to help their students in areas that face difficulty. Horowitz, A., & Bronte-Tinkew, J. (2007). Research-to-Results: Building, engaging, and supporting family and parental involvement in out-of-school time programs (Publication No. 2007-16). Washington, DC: Child Trends. The author of the article points out the parental involvement in out-of- school programs. According to the article, it is the parent’s responsibility to be involved in out-of-school programs. The research states that the family involvements in the child’s activities help them to improve their academic performance and their relationships with their parents. Parental involvements in school programs have been found to improve children’s attention. The article findings were that parental involvement increased student engagement. It further states that most of the parents fail to attend to these functions due to their tight work schedules, access or feel uncomfortable to attend. The authors suggest for school to come up with multiple programs that help to engage families and help build trust. The article uses Concerned Black Men national to help support their argument and emphasize on the need for parents to be responsible for their children. They emphasized on the importance of good relationship between the parent and child. Parcel, T. L., &Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social Forces, 79(3), 881-911. Retrieved from EBSCO database. The article talks of the effects of family and school capital on math and reading scores. It also considers the effect school capital on social, human, and financial considerations in school. The article refers to the family social capital as the parental involvement in the children activities ...

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A i A S a b c a A R R 2 A K P T C I S l i o c o w t r c m f S H p e S U 0 d Early Childhood Research Quarterly 27 (2012) 198– 209 Contents lists available at SciVerse ScienceDirect Early Childhood Research Quarterly ctivity settings and daily routines in preschool classrooms: Diverse experiences n early learning settings for low-income children� llison Sidle Fuligni a,∗, Carollee Howes b, Yiching Huang b, Sandra Soliday Hong b, andraluz Lara-Cinisomo c California State University, Los Angeles, USA University of California, Los Angeles, USA University of North Carolina, Charlotte, USA r t i c l e i n f o rticle history: eceived 28 April 2010 eceived in revised form 7 September 2011 ccepted 8 October 2011 eywords: reschool quality eacher-directed activity hild-directed activity a b s t r a c t This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low- income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and nstructional quality chool readiness literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children’s language scores but profiles were not associated with measures of children’s math reasoning or socio- emotional behavior. Consideration of teachers’ structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness. Children from low-income families attend a variety of early earning programs prior to kindergarten. Some programs are specif- cally designed to provide pre-kindergarten readiness development pportunities. Others are primarily concerned with meeting the hild care needs of working parents. Many programs focus on both f these goals. As a result, early learning settings may vary greatly ith respect t.

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Literature Review An essential concern in special education is the attitudes and the views of teachers in regard to the involvement of the parents in facilitating the smooth learning process for special needs children. According to Berkant, Oz, and Atilgan (2019), the perceptions held by teachers can determine the degree of collaboration that exists between the teacher and parents of children with special needs. In a study to investigate the attitudes of teachers in regard to parental involvement in their children's education, Abdull, Seedee, Alzaidiyeen, Al-Shabatat, Alzeydeen, and AlAwabdeh (2011) found that in-service teachers have a positive attitude on parental involvement in the education of their children. Accordingly, many teachers are bound to support initiatives and programs that seek to foster teacher-parent involvement in facilitating a smooth learning process for children with special needs (Abdull et al., 2011). The study findings by Abdull et al. also indicated that older teachers are more likely to proactively support parental involvement in the education process of children with special needs. Notably, such elderly teachers have accumulated years of experience and, unlike young teachers, understand the special needs of these children and the role that active participation and involvement of the parent can play towards making the process of learning for these children a smooth one. In another study similar to that by Abdull et al., Dor and Rucker-Naidu (2012) investigated the attitudes of teachers on parental involvement. Using a sample of 56 elementary and secondary schools sampled from Israel and USA for comparison, Dor and Rucker-Naidu (2012) found that teachers perceive parental involvement in education as a voluntary undertaking in that parent of children with special needs as well as normal children can choose when and how to get involved in helping facilitate smooth learning for their children. Dor and Rucker-Naidu (2012) also found that teachers in both Israel and the United States are supportive of parental involvement, and many teachers are empowered by active parental involvement in the education process of children (Dor, 2013). Further, in a study that investigated teachers' perspectives of the varying factors that can have an impact on parental involvement in special education programs, Blackman and Mahon (2016) found that there are both in-school and out-of-school factors that can influence parental involvement in special education programs. In-school factors include processes and systems for parents consultations and discontinuation of programs, while out-of-school factors with the potential to influence parental involvement according to teachers are levels of collaboration and coping. Researchers have devoted much effort and resources to understand the role and the impact of parental involvement in the success of special education programs. Such an effort is of great importance, and the findings in these stud ...

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Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1 Autism and How to Help Student to Deal with It Elizabeth Collins-Bray EDU 694 Capstone 1: Educational Research Instructor: Newton Miller September 10, 2019 Introduction Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development. Special needs for children with autism The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010). Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001). Measures to address specials need for students with autism Use of Universal Design Learning (UDL) One of the ways which can be employed to deal with autism issu ...

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National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com NATIONAL FORUM JOURNALS Founded 1982 NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide. Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts. Global Website: www.nationalforum.com

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6.1 Theoretical Models and Research The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005). To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs. There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home? There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.

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The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes Christopher A. Mallett Many victims of chudhood maltreatment expedence difficulties in school and with academic performance. This article reviews the evidence on the connection between childhood maltreatment and school performance and presents an evaluation of a unique program established by Children's Services in Lorain County, Ohio. Since 2001, the School Success Program, in collaboration with 18 Ohio public school distdcts, has provided individual tutodng and mentodng by certified teachers to 615 maltreated children and youths, working closely with the whole family in an in-home setting. Most children and youths in the program have progressed to their appropdate grade level whue improving overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par- ticipants have shown one-year improvements that are significant when compared with those of their nonmaltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic wddng skills improved 48 percent; and overall academic skills improved 51 percent. These improvements were seen across both gender and race, with almost equal gains made by minodty and nonminodty children and youths, but particularly by boys. Implications for school social work practice are set forth in light of these promising results. KEY WORDS; children; maltreatment; mentor; school; tutor A cademic success is vital for children and youths to transition without difficulty to adolescence and young adulthood (Buehler, Orme, Post, & Pattenon, 2000). This transition is markedly more difficult for many children w h o have been vicdms of maltreatment. Abuse and neglect may affect children's abüities to learn, decrease cognitive and language capacities (SmithgaU, Gladden, Howard, Goerge, & Courtney, 2004), increase dsk for special education disabüities, decrease standardized tesdng outcomes (Egeland, 1997), and decrease overall academic performance (Leiter, 2007). It is important to develop interventions and programs tar- geted specifically to this population that has expedenced abuse, neglect, or both to provide these children and youths the opportunity to achieve school-related success. These interventive efforts may have long-lasting and important future impacts (Veltman &L Browne, 2001). This investigation provides descdptive and lon- gitudinal findings for a program initiated in 2001 in one Ohio county's children's services agency that is trying to address and improve the academic and school-related outcomes for maltreated children and youths. Finding evidence of what may work to address this child welfare, school social work, and public educadon situadon is important not only because academic difficuldes are a common problem for maltreatment victims, but also because few programs have been designed specifically.

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