Search results

1 – 10 of 22
To view the access options for this content please click here
Book part
Publication date: 26 November 2019

Emily C. Bouck and Jiyoon Park

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical…

Abstract

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Keywords

To view the access options for this content please click here
Book part
Publication date: 5 June 2018

Emily C. Bouck and Erin Bone

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic…

Abstract

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

To view the access options for this content please click here
Book part
Publication date: 14 July 2014

Emily C. Bouck and Megan Hunley

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as…

Abstract

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as identified with a disability). However, little research exists regarding the use and evidence-base base of technologies for these populations. This chapter presents technology to support students who are GCT as well as students identified as twice exceptional, including assistive technology to support students in content area instruction. Although, an evidence-base is needed for using technology in education for GCT and twice-exceptional students, existing research supports using the Internet and Web 2.0 technologies with these students.

Details

Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

Keywords

To view the access options for this content please click here
Book part
Publication date: 7 January 2019

Emily C. Bouck and Courtney Maher

The term intellectual disability is broad and encompassing. Regardless of the severity of a child’s intellectual disability, early education is important. This chapter…

Abstract

The term intellectual disability is broad and encompassing. Regardless of the severity of a child’s intellectual disability, early education is important. This chapter discusses educational considerations of young learners with intellectual disability. Specially, the chapter focuses on academics, life skills, social skills and social development, and behavior. Instructional content and instructional strategies are shared for these areas considering young children, although particular attention in paid to preschool and early elementary age students.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

To view the access options for this content please click here
Book part
Publication date: 30 July 2014

Emily C. Bouck and Sara Flanagan

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with…

Abstract

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

Details

Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects
Type: Book
ISBN: 978-1-78441-045-2

To view the access options for this content please click here
Book part
Publication date: 24 October 2016

Emily C. Bouck and Jiyoon Park

Students with an intellectual disability historically faced exclusion in both schools and in their communities. Through court cases, legislation, and parental advocacy…

Abstract

Students with an intellectual disability historically faced exclusion in both schools and in their communities. Through court cases, legislation, and parental advocacy, students with an intellectual disability were awarded the right to an education, and under the Individuals with Disabilities Education Act, an education in the least restrictive environment. This chapter explores the historical and current state of inclusion for students with an intellectual disability as well as the current and historical research base regarding inclusive educational placements for students with an intellectual disability. The chapter concludes with a discussion of the future of inclusive education for students with an intellectual disability.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

To view the access options for this content please click here
Book part
Publication date: 2 January 2013

Carrie Anna Courtad and Emily C. Bouck

Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with…

Abstract

Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning disabilities (LD) in terms of access and success in general education and special education settings. This chapter will discuss the challenges students with learning disabilities may face in school and the assistive technology educators can use to help address these challenges. Specifically, this chapter pays particular attention to assistive technology to support core content areas (e.g., literacy and mathematics) as well as organization and self-management.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

To view the access options for this content please click here
Book part
Publication date: 4 January 2012

Carrie Anna Courtad and Emily C. Bouck

Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton…

Abstract

Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009). However, assistive technology (AT) considerations for all students with an Individualized Education Program (IEP) must still occur. Evidence exists that technology can compensate for students with other identified disabilities and while the specific research of students with EBD is lacking, students with disabilities, in general, appear to benefit from the support of technology. This chapter discusses how technology supports access to the general education curriculum for student with EBD in the academic areas of reading, writing, and math as well as supports self-management. Resources for free AT are also highlighted.

Details

Behavioral Disorders: Practice Concerns and Students with EBD
Type: Book
ISBN: 978-1-78052-507-5

Keywords

To view the access options for this content please click here
Book part
Publication date: 11 August 2021

Emily C. Bouck and Holly Long

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to…

Abstract

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate individuals as having an intellectual disability (e.g., intellectual functioning assessments and adaptive behavior assessments), as well as to guide instruction and making decisions about what to teach. Throughout this chapter, the authors present assessments related to the determination of individuals having intellectual disability as well as ones that inform, guide, or evaluate instruction for students. In addition to presenting traditional assessment options for students with intellectual disability, the chapter also presents some innovative options for determining what to teach students with intellectual disability.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

To view the access options for this content please click here
Book part
Publication date: 23 April 2010

Emily C. Bouck

Technology, particularly for students with disabilities, is often viewed as “the great equalizer” (Wyer, 2001, p. 1). It is perceived as a means of providing access and…

Abstract

Technology, particularly for students with disabilities, is often viewed as “the great equalizer” (Wyer, 2001, p. 1). It is perceived as a means of providing access and opportunity, promoting independence, and encouraging empowerment (Edyburn, Higgins, & Boone, 2005b). Technology can greatly benefit students with disabilities and solve many of the challenges these students face. Perhaps, this was put most profusely by former Assistant Secretary of the United States Department of Education, Office of Special Education Programs Judy Heumann, “For most of us, technology makes things easier. For a person with a disability, it makes things possible” (Edyburn et al., 2005b, p. xiii). The potential of technology is enormous for students with disabilities. For example, technology can provide a voice to those students who may not otherwise have one per their disability (i.e., AAC devices), read a text to a student who struggles with reading as a result of his/her disability (i.e., text-to-speech devices, screen readers, and Reading Pens), grant access to a computer and other electronic tools (i.e., switches and speech recognition), and offer low-tech devices such as pencil grips or lined paper to aid students in writing.

Details

Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation
Type: Book
ISBN: 978-1-84950-955-8

1 – 10 of 22