Advocating for Lifelong Learning, Professional Development, and Support

Brownell, Mary T.

doi:10.1177/0040059920976067

Cited by 5 publications

(6 citation statements)

References 6 publications

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“…A full listing of these HLPs and an overview of their development and research base is available in High-Leverage Practices in Special Education by McLeskey et al (2017). As Brownell (2021) noted, HLPs are instructional strategies and professional practices used to support students with disabilities. HLPs can be used in combination with EBPs to positively impact a student's social and emotional skills.…”

Section: Recommended Practicesmentioning

confidence: 99%

Technology Tools Available for Implementing Social Skill Instruction

Mosher

2021

TEACHING Exceptional Children

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General and special education teachers report feeling inadequate in providing social skill instruction to students. Yet, researchers and government bodies (ASELA, 2015) report students receiving social skill instruction display marked improvements in: (a) motivation to learn, (b) commitment to school, (c) time devoted to schoolwork, (d) mastery of subject matter, (e) school attendance, (f) graduation rates, (g) grades, and (h) test scores. Numerous technology tools are available to assist educators in providing social skill instruction to students with disabilities. However, determining a student's social skill need and finding tools that utilize effective research-based interventions can be a time-consuming and daunting task for educators. In this article, the authors provide a streamlined process for determining an individual student’s social skill instructional need and present technology tools available that utilize high-leverage and evidence-based practices (EBPs) to provide instruction for these targeted areas.

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Section: Recommended Practicesmentioning

confidence: 99%

Technology Tools Available for Implementing Social Skill Instruction

Mosher

2021

TEACHING Exceptional Children

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“…Alternatively, families may test it themselves with a disposable lead test kit readily available for less than $30. Brownell (2021) asserted that educators could consider advocating for a professional development session about lead exposure in their community. Finally, special educators can advocate that their schools have explicit policies related to lead and that a comprehensive education program be made available to community members and school personnel.…”

Section: Advocacy Awareness and Preventionmentioning

confidence: 99%

Lead Exposure in Children: What Special Educators Need to Know

McLucas

Wilson

Lovette

et al. 2021

TEACHING Exceptional Children

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Journalists have reported large-scale lead poisoning affecting children in cities such as Flint, Michigan. Unfortunately, children’s exposure to lead is not isolated and occurs throughout the country in both urban and rural settings. The effects of lead exposure can cause children to develop disabilities, potentially requiring special education services to address their academic and behavioral difficulties. In this paper, we detail three areas where special education has a major role in addressing the lead crisis: special education identification; intervention; and advocacy, awareness, and prevention. For each area, we provide concrete suggestions for special educators to implement in order to ensure children exposed to lead receive the special education services they need.

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“…In particular, individuals with special needs need effective teachers to achieve the desired results in their lives after school. It is important to train prospective special education teachers to take responsibility for their learning when they enter the classroom (Brownell, 2021). Working with students with special needs requires teachers to use many skills and requires continuous training.…”

Section: Introductionmentioning

confidence: 99%

“…Etkili birer öğretmen olabilmek için, özel eğitim öğretmen adaylarının, sınıfa girdiklerinde kendi öğrenmelerinin sorumluluğunu üstlenecek şekilde yetiştirilmeleri önemli görülmektedir (Brownell, 2021). Eğitim programlarını uygulayan öğretmenlerin bu sayılan nitelik ve verileri taşımları ve öğrenmeyi kolaylaştırıcı görevlerini başarılı bir şekilde yerine getirmeleri, yaşam boyu öğrenme becerileriyle ilişkili olduğu unutulmamalıdır .…”

Section: Introductionunclassified

Untitled

2023

TAY Journal

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The purpose of this research is to investigate the level of Empathetic Tendency and Critical Thinking skills of students who were placed/enrolled in the 9th grade after the 2021 High School Entrance Exam (LGS) in the central district of Tokat province and to reveal the relationship between these two variables. In the research, the scanning model was used to reveal the existing situation as it is, and in addition, the relational model was used to determine the relations between the variables examined in the study. The study group consisted of 408 students. It was found that the empathetic tendency levels of 9th-grade students were slightly above average, while their critical thinking skills were below average. Empathetic tendency levels showed a significant difference according to the gender variable, but it did not show a significant difference according to the motherfather attitude variable, it was found that there was no significant relationship between empathetic tendency levels and academic achievement, but there was a negative and low-level significant relationship between empathetic tendency levels and critical thinking skills.

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Advocating for Lifelong Learning, Professional Development, and Support

Cited by 5 publications

References 6 publications

Technology Tools Available for Implementing Social Skill Instruction

Technology Tools Available for Implementing Social Skill Instruction

Lead Exposure in Children: What Special Educators Need to Know

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