Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with disabilities to access the numerous social and learning opportunities within general education. We examined peer support interventions as an alternative to one-to-one, adult-delivered support in high school science and art classrooms. All four participants with severe disabilities engaged in substantially more peer interactions when working with a peer support relative to when receiving direct support from a paraprofessional or special educator. Students' levels of academic engagement were not diminished because of participation in peer support arrangements. We discuss the contributions of these strategies to promoting peer interaction within inclusive classrooms, as well as offer recommendations for further refinement of this intervention approach.
This study was an investigation of the impact of motivation to read on reading gains of struggling readers with and without specific learning disabilities (LD) who were exposed to a structured, research-based daily reading program over an 18-week period. Participants included 13 students with LD and 25 students without disabilities from two middle schools and one high school in a U.S. Midwestern state. In this study, motivation to read was assessed by the Adolescent Motivation to Read Survey, and reading achievement was measured by the Scholastic Reading Inventory. The impact of motivation to read on reading gains was evaluated by conducting analyses with the bootstrap method of resampling. The results yielded significant reading gains for all students with and without LD but indicated a significant relationship only between pretest reading scores and improvements in motivation of students without disabilities. In addition, results showed a significant improvement in reading motivation only for students without disabilities.
Special education has been gaining intense attention from governments and educators throughout the world. As a developing country, and official candidate for the European Union, Turkey has been working on issues related to special education provision and inclusive education to improve the quality of services for citizens with disabilities. This article presents the developments and current status of special education in Turkey. The purpose of this paper is to describe the structure of the special education system in Turkey and current developments within the special education field. Topics include a brief history of special education services, an overview of special education laws and regulations, as well as a summary of efforts around inclusion and current directions in teacher training. We conclude by noting several challenges in the ongoing improvement of the quality of special education in Turkey.
This study provided support for the reliability and validity of T-PSS-10 suggesting that it can be used as a screening instrument by health professionals working with Turkish college students.
Öğrencilerin akademik performansını olumsuz etkileyen öğrenme güçlükleri dinleme, konuşma, anlama, okuma, yazma ve matematik gibi pek çok alanda görülebilmekte ve her öğrencide farklı biçimde seyredebilmektedir. Bazı öğrenciler okurken sözcükleri tanımada, bazıları ise kalem tutma ya da kendini yazılı olarak ifade etme becerilerinde sorun yaşamaktadır. Öğrencilerin yaşadığı bu sorunların önceden belirlenip önlenmesi ya da ortaya çıktığında giderilmesi için ilköğretim döneminde bazı müdahaleler gerçekleştirilmektedir. Alanyazına bakıldığında bu müdahalelerin daha çok okuma becerisi üzerinde yoğunlaştığı, yazma becerisi ile ilgili yeterli çalışmanın bulunmadığı ve mevcut çalışmaların da genellikle normal gelişim gösteren öğrenciler üzerinde yapıldığı görülmektedir. Bu nedenle bu çalışmada, ilköğretim döneminde özel öğrenme güçlüğü olan öğrencilerin yazma becerilerine ilişkin müdahalelerin gerçekleştirildiği araştırmaların incelenmesi amaçlanmıştır. Bu amaç doğrultusunda Google Akademik (Google Scholar), EBSCOHost, Elsevier Science Direct ve ERIC veritabanlarında tarama yapılmış ve ölçütleri karşılayan 23 makale incelenmiştir. Çalışmanın sonuçları araştırmaların en çok yazma stratejileri konusunda yapıldığını, kendini geliştirme stratejisi üzerinde yoğunlaştığını, en çok 4. sınıf öğrencilerine yönelik çalışıldığını ve erkek katılımcıların sayısının kadın katılımcılardan fazla olduğunu göstermektedir. Ayrıca, bu araştırmanın sonucu çalışmaların çoğunun deneysel veya tek denekli araştırmalar olarak desenlendiğini, kullanılan müdahalelerde bir uzlaşma olmadığını ve müdahalelerin genellikle birbirinden farklılaştığını ortaya koymaktadır.
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