Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This study explores the feasibility of algebra instruction for adults with IDD through an experimental curriculum. Ten individuals with IDD participated in a 6-week course framing mathematics concepts within the context of everyday challenges in handling money. The article explores classroom techniques, discusses student strategies, and proposes possible avenues for future research analyzing mathematics instructional design strategies for individuals with IDD.
The urban forest holds several important positions within the built and unbuilt environments. Those positions include economic, health, sustainability, quality of life measures, and overall protection of the environment, including air, water, and soil. The points are highlighted by Wolf (2005;2007); McPherson (2005) and Rowntree and Nowak (1991). This research references the four socio-economic sectors; the public or government sector, for profit or market sector, philanthropic or nonprofit sector, and the household or private sector (Biggs and Helms, 2007). The common purposes and role of each sector with respect to the urban tree cover takes on importance as they interrelate with concerns for public health, economic viability, tree coverage, tree placement, ecological relationships, and public policy. Harris County and its 52 heterogeneous subgovernmental units serve as the study area and the base for the administration of a random internet-based survey. Additionally, the research used urban tree canopy data to relate socio-economics, household preferences, sustainability measures, and overall environmental consciousness to gauge the sectors" connection to the urban forest. The research used multiple correlation analysis and regression modeling with secondary data. The research incorporated the results of the primary data collected, employed hierarchal linear modeling to address the perceived problem of a lack of concern for the urban forest and sustainability in respect to sectoral frame of reference in answering the survey questions. The element of willingness and receptivity serves as independent variables and overall environmental sustainability. The results can help policy makers promote sustainable initiatives that enhance the urban forest and protect the overall natural environment for the benefit of all, now and in the future. Contribution/ Originality:This study is one of very few studies that examined the urban forest resource as a critical element of our overall ecosystem with values and benefits that far outweigh the cost of maintainance and or expansion. The study also demonstrated that awareness and knowledge precipitates action. How we act though, may require clarity of understanding of the various roles of all the sectors and how each sector, may or may not, take, or be willing to take responsibility for our urban tree canopy"s future. There is a need for a balance within the ecosystem in order to enhance as well as retain our natural heritage of our homes, communities, and regions, by protection of the urban forest, both its resources and benefits. The public in general may not perceive the urban forest as an economic good, but often as an abstraction and not accounted as real property.
This study investigated what Castilian speakers thought about their own and ten other regional varieties of Spanish in Spain, including their perception of regional stereotypes. A questionnaire containing statements about language attitudes and regional stereotypes was administered to 620 subjects. Results were compared across language varieties, and by age, gender and level of formal education. Comparisons were also made between Castilian speakers from Madrid and the rest of the group. Findings reveal that Castilians like their own variety of Spanish better than almost any other, but that they also show a positive attitude toward the other ten varieties. Age proved to be a significant variable, in particular with regard to Catalan Spanish, with the oldest and the youngest groups showing a slight dislike of that variety. Age, gender and level of education also made a difference when analyzing responses to stereotypes. No important distinctions were found between the Madrileno and Castilian subgroups. Through this study, we are better able to understand how speakers of a standard dialect perceive non-standard dialects of that language, and how their attitudes may change over time.
This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recommendations are made for changes to educational systems and practices that create barriers to the access of FAPE for students with IDD.
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