Many students on the autism spectrum display a strong ability to process and comprehend information at elevated levels when presented with it visually. Despite this, students who have autism are increasingly being educated in general education content classrooms that utilize lessons directed to whole groups of students and limit the use of visually presented material. For some students with an autism spectrum disorder (ASD), this presentation introduces difficulties related to attention as well as comprehension and retention of material. Research indicates promising results associated with using a graphic organizer to increase comprehension accuracy in students who answer wh-questions following the reading of a short passage. The purpose of this study was to document the relationship between using a graphic organizer and increasing reading comprehension. The study employed a single-subject multiple baseline design across participants to evaluate if the use of a graphic organizer impacted the correctness of answering wh-questions for grade-level social studies content. Participants included four eighth grade students in an urban public school who had been diagnosed with ASD. Results supported research by showing an increase in comprehension skills with the use of a graphic organizer.

This diploma work describes educational trial in small village school in the context of inclusive education. It is focused on teaching united classes and teaching pupils with special educational needs. Theoretical part contains characteristic of small village schools, describes their historical evolution, typical features of teaching and position assistant of teacher in these schools. In the following subsections are determined special learning disabilities, theirs causes of origin and regulars pedagogical intervention. And then is focused on theme of inclusive education. Targets of practical part were to find experiences of teachers at small village schools, to choose ideal didactical methods and organizational forms, which are suitable for differentiation and individualization in the teaching, after that to make a proposal of methodical support, that to verify in practise and to evaluate its. KEYWORDS Small village schools, inclusive education, special learning disabilities

Children with autism spectrum disorder (ASD) may have challenges with communication, changes in routine, and processing social information and communication that can affect their ability to learn and respond successfully to safety threats. When given behavioral skills training (BST), children with and without ASD have demonstrated gains in safety responding skills. Although the prevalence of ASD has risen, few studies exist on the acquisition of fire safety skills for children with ASD. This study built on current literature by utilizing a multiple probe design across participants to teach a precursor fire safety evacuation procedure using BST. Additionally, it evaluated if the behaviors gained generalize to another environment and maintain over time, as generalization and maintenance are critical for real-world application of the safety skills. The purpose of this study was to evaluate if an intervention using BST for teaching a precursor fire alarm evacuation procedure was effective for children with ASD in acquiring, maintaining, and generalizing the procedure. The study showed that the BST procedure for teaching precursor fire safety skills was effective for three of four participants. Only 50% of participants demonstrated generalization of skills learned to an alternate location and fire alarm sound, and 75% of participants maintained skills after 4 weeks. According to the What Works Clearinghouse (WWC) single-case design standards, the study met standards without reservations and demonstrated moderate evidence of a causal relation.

Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

Video modeling interventions have been mostly effective for individuals with autism spectrum disorder (ASD) in teaching social communication skills. However, differences in the effectiveness of these interventions have been noted. Participant motivation was suggested as one of the factors that can influence the effectiveness of video modeling. The purpose of this study was to investigate the effects of participant motivation on video modeling for teaching social communication skills to individuals with ASD. A combined multiple probe across participants and adapted alternating treatments design was used to examine the differential effects of two video modeling conditions (i.e., motivated and non-motivated) on social communication skills of four adults with ASD. Of the four participants, three participants responded to the intervention and performed more of target behavior during the motivated video modeling condition than the non-motivated video modeling condition, while one did not respond to the intervention. In addition, the three participants engaged in a higher percentage of the target behavior during motivated generalization sessions than non-motivated generalization sessions. The results demonstrated that participant motivation influenced the effectiveness of video modeling.

Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies examining the relationship between student response systems and academic engagement for older students with specific learning disabilities. The purpose of this study was to pilot the use of Google classroom as a student response system on academic participation and disruptive behavior for high school students with specific learning disability. While the study began as a multiple baseline across participants single-subject research design, the design was changed due to school closures as a result of COVID-19. A high-school student with specific learning disability participated in a study using an AB non-experimental design. The student response system resulted in an abrupt change in academic participation for the participant. The student and teacher perceived the intervention to be effective and appropriate for increasing participation and decreasing disruptive behavior. This study contributes to a limited body of research on student response systems for secondary students with specific learning disabilities.

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