This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.
In a study that examined transition services for students with disabilities aged 18-21 years in the state of Wisconsin, respondent completed and returned 231 surveys. Survey data indicated that 50% of respondents lived in rural communities. The authors analyzed data for participant perspectives on components of transition planning in the areas of curriculum, employment, independent living, instruction, leisure/recreation, post-secondary education, transition, and transportation/mobility. Results included that the most common reported perceived barriers to provision of effective transition programming center around lack of resources. The authors discuss the specifics of these barriers and suggest ways schools may begin to remove or circumvent these barriers.
As class starts. Shelby raises her hand and says to her teacher, "Ms. Johnson, I have a problem that I need help solving." Ms. Johnson: "Would you like to share it with the class, or do you want to work this out with me later?" Shelby: "Ahhh, I can share it with the class." Ms. Johnson: "Go ahead and tell us about it." Shelby: "Well, my sister is always going into my bedroom when I am trying to get my homework done, and then we both get into trouble." Ms. Johnson: "OK, let us do some active problem solving." Students like Shelby are learning to become empowered problem solvers; they strive to have control over their lives and to take action to get what they want and need (Akey,
Assistive Technology (AT) is an instructional tool that may benefit many students. Practitioners, especially classroom teachers, are aware of the benefits of AT but many have limited experience and knowledge resulting in poor assessment, planning, and implementing of assistive technology to positively impact student learning. The content in this chapter provides readers with the following information: (a) assistive technology defined and discussed through the lens of historical legislation, (b) assistive technology devices, (c) augmentative and alternative communication, (d) assistive technology assessment, (e) person centered planning as a framework for AT utilization, and concludes with (f) instructional programming based on AT assessment results.
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