This study examines the effect of students' ethnicity on teachers' educational decision making. A total of 207 elementary school teachers from a large midwestern city participated in this study. All participants were randomly assigned to one of three treatment conditions. Each group was provided with a short case vignette describing a gifted child. One third of the teachers read a vignette describing a European American student, one third read a vignette describing an African American student, and one third served as a control group and received no information about the student's ethnicity. After reading the vignette, all participants were asked to respond to two questions. The results of this study indicated that the student's ethnicity did make a difference in the teachers' referral decisions.
Independent living is recognized as a marker of adulthood. For individuals with intellectual and developmental disabilities, however, the need for continued support in completing daily living tasks reduces the likelihood of achieving independence in this domain. Barriers to living independently include increased dependence on family and support staff and deficits in functional life skills. In this study, a multiple-baseline across behaviors design was used to examine the efficacy of an augmented reality intervention for teaching daily living skills to three young adults with disabilities in a residential postsecondary education program. Our results indicate the intervention was effective for increasing independence among all participants. Furthermore, the intervention was found to be a socially acceptable and nonstigmatizing method for supporting young adults in a residential postsecondary education program.
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