There are several effective treatment methods and evidence based practices (EBP) for teaching children with Autism Spectrum Disorders (ASD). The use of EBPs is federally mandated, but it is often overwhelming for teachers to identify and implement available best practices with fidelity in the absence of ongoing training and support (Alexander, Ayres & Smith, 2015). Teachers often display low implementation fidelity, and, specifically, special education teachers often struggle with progress monitoring and data collection, which are essential elements of EBPs. Although most teachers are familiar with direct and frequent measurement for data collection, less than half reported using this type of progress monitoring in their classroom, stating several barriers including lack of time and knowledge (Wesson, King & Deno, 1984). One way to affect teacher implementation and behavior change is through different consultation styles, including performance feedback or a commitment emphasis approach. Performance feedback is a widely used and effective method to improve teacher implementation and treatment fidelity (Burns, Peters & Noell, 2008; Sanetti, & Kratochwill, 2009; Solomon, Klein & Politylo, 2012). A commitment emphasis model is a social influence strategy, which also shows continuing support for teacher behavior change (Noell et al. 2005). This study evaluated a strategy for increasing teachers’ completion of the Student Learning Profile (SLP), a curriculum-based student assessment that is administered as part of the Strategies for Teaching based on Autism Research (STAR; Arick, Krug, Loos & Falco, 2004), using a randomized control group design to compare a performance feedback model with a commitment emphasis plus prompt model of consultation. Overall, the study found a significant effect for teacher SLP completion at time-point one for teachers’ in the experimental group using a commitment emphasis model, but less so over time. Implications for researchers, clinicians and educators are also explored. / Special Education

This study was designed to evaluate the effects of a note-taking intervention using the Livescribe 4GB Echo SmartpenTM assistive technology on students’ notes and lecture comprehension, with an emphasis on content, vocabulary skills, and total words written. Students both with and without disabilities, including Specific Learning Disability, in 9th grade English Language Arts classes participated in this study. Students with disabilities may struggle with slower processing speed and poor working memory skills, which reduces the quality of their notes. Students in the experimental group were instructed how to use a note-taking intervention in conjunction with the smartpen assistive technology. This note-taking intervention was designed to assist students with disabilities to focus on taking their notes using the smartpen assistive technology, identify vocabulary words and definitions, amend their notes for errors or missed information, and write a brief summary of the important content. Results from the data analysis found statistical significance with special education students in the experimental group; they recorded more words in their notes, as well as an increase in word count and vocabulary words on the Immediate Free Recall (IFR) assessment. / Special Education

Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions. / Educational Psychology

Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational placement of children with ASD are a critical topic of study, since teachers are primarily responsible for the implementation of inclusion (Soodak, Podell, & Lehman, 1998). While there is a substantial research base that has examined the attitudes of teachers about inclusion, less research has focused on ASD that compared the attitudes of general and special education teachers. As reported in the literature, there are multiple barriers that prevent successful inclusion, particularly in high-poverty, urban districts. Since teachers are key stakeholders in decision-making processes for students' educational placement, their attitudes are important to assess as they may act as either barriers or facilitators of inclusion. These high-stakes decisions inevitably alter students' trajectories in terms of developmental outcomes, and therefore warrant further examination. Identifying teachers' specific resource needs is also crucial in determining how to make inclusion more successful for this population of students. Two similar surveys were developed and administered to 27 Autism Support (AS) and 28 general education (GE) teachers who presently had students with ASD in their classrooms. The surveys included quantitative items presented through a Likert-type scale, as well as open-ended items. They were designed to gather information on teacher demographics, students' current and recommended placement, teachers' perceptions of child and context-related variables found in the literature to impact inclusion, and resource needs. Overall, both AS and GE teachers felt their current students' placement was appropriate, though AS teachers' ratings of appropriateness were significantly lower. AS teachers reported they were likely to recommend more time in the general education setting for a majority (70%) of their students with ASD. While GE teachers believed a majority of their students (86%) should be included for most or all of the school day, they recommended less time in general education for 27% of students. GE teachers also expressed more concerns about the functioning of their students with ASD than they did about their own ability to teach those students or aspects related to the classroom context. AS teachers, on the other hand, felt less confident in the supportiveness and prior experience of the general education teachers at their school, whereas they felt their students were prepared to meet general education classroom demands. For both groups of teachers, their beliefs about child-related factors were associated with their recommendations for more time in an inclusive classroom. Identified barriers at the classroom and school-wide levels differed significantly for AS and GE teachers, with AS teachers focused more on skill development among general educators, and GE teachers indicating a greater need for external supports (e.g., classroom assistants, paraprofessionals). AS teachers also indicated a need for a more inclusive climate and greater acceptance than did GE teachers. Findings provide insight into the unique perspectives of AS and GE teachers, in terms of their perceptions of inclusion and their identified resource needs. Results indicate that the survey measures had good internal consistency α = 0.86) and a factor structure that clustered roughly as intended, despite the small sample size. Thus, this measure may be a valuable tool for use in future research on this topic. / School Psychology

The Individualized Education Program (IEP) is intended to serve as a planning tool to ensure that school teams provide students with disabilities a free and appropriate public education (FAPE) (Blackwell & Rosetti, 2014). An essential step in the IEP process includes the development of meaningful and measurable IEP goals based on students’ present levels of performance and specific areas of need (Christle & Yell, 2010). Despite the significant role that the IEP plays in meeting legal requirements of the IDEA, research has shown that the quality of IEPs for students with disabilities is generally low (Blackwell & Rosetti, 2014; Rakap, 2015), especially for students with autism (Etscheid, 2003). Research evaluating IEP quality for students with autism revealed that many IEPs failed to include goals and objectives that addressed students’ deficits in social communication or social interactions (Ruble, McGrew, Dalrymple, & Jung, 2010) despite explicit recommendations for best practices (NRC, 2001). The purpose of this study was to train pre-service teachers to use results from a curriculum-based assessment to write quality IEP goals and objectives for students with autism. The study used a randomized group design in which undergraduate students (N = 32) enrolled in an introductory special education course were randomly assigned to a training group. Participants assigned to the Captivate Group (n = 16) participated in a series of interactive eLearning modules in which there were opportunities for the learners to respond to questions and engage in various learning interactions. The training provided to participants in the Video Group (n = 16) served as a treatment-as-usual condition in which participants viewed video recordings of the eLearning modules, but did not have opportunities to engage in any learning interactions. A two-way mixed analysis of variance was conducted to examine within group differences from pre- to post- test and between group differences based on the method of eLearning training received. Additional analyses were conducted in order to compare the quality of goals and objectives written for academic skills and goals targeting communication skills. Results indicated significant improvement for both groups on the quality of written goal and objectives from pre- to post-test . Although the Captivate Group performed slightly better on the post-test, there was no significant effect for training received. Additional analyses examining group outcomes on specific quality indicators revealed some noteworthy differences between groups. The data also confirmed statistically significant differences between participants’ total academic scores and total communication scores at pre-test, meaning that goals and objectives written for academic skills met more quality indicators compared to goals and objectives written for communication skills. A second paired samples t-test on participants’ post-test totals showed significant differences in quality for the Video Group, but not the Captivate Group. / Special Education

Early reading intervention has not eradicated reading deficiencies at the middle school level. According to the National Center for Educational Statistics (NCES), adolescents continue to read below grade level in middle grades. Response to intervention (RTI) is one method of combating this educational concern. This study examined the impact of implementation of a RTI program within one district across multiple middle school campuses. Using individual structured online questionnaires, focus groups, and document analysis, the researcher employed a qualitative, multi-site case study design to evaluate the perceptions of impact of RTI through the lens of middle school reading teachers. Participants included a convenient purposive sample of middle school reading teachers in a suburban school district of about 24,000 students in North Central Texas. I present a review of relevant research at the middle school level to provide a framework for the current study. Additionally, an outline of methodology, research questions, and the proposed data analysis plan are provided. I discuss the intended use of constant comparative analysis to report findings in themes. Particularly, facilitators, hindrances, and impact are a priori themes for reporting.

This study examined the link between special education teacher job satisfaction and its impact on teacher shortages. Covariation of administrative support and job satisfaction was evaluated with school sector also evaluated for relevance to special education teacher job satisfaction. A quantitative, cross-sectional research model was used for the data collection and analysis process. The population for the study was special education teachers, and data was extracted from the National Teacher and Principal Survey. Data was collected for this survey by the National Center for Education Statistics using paper documents and internet questionnaires. Multiple regression was used to test the relationships between special education teacher satisfaction and administrative support. The findings indicate as perceived supportiveness and encouragement from administration increased, a corresponding increase in job satisfaction from special education teachers occurred. The findings from this study showed no significant moderation effect of the school sector between public and private schools. These outcomes further suggested that the role of administrative support was crucial regardless of the public or private nature of the school. As a result, it is imperative for school administrators to focus on building a culture of support and encouragement, paying special attention to providing emotional and professional support to teachers. Additionally, schools should consider implementing policies that ensure equitable access to resources and support for all teachers, irrespective of their demographic characteristics. Lastly, considering the minor but significant role of gender in influencing job satisfaction, schools should be mindful of gender dynamics and strive to create a more inclusive and supportive environment for all teachers, regardless of their gender identity.

Paraprofessionals have a wide range of responsibilities in the educational system to support students' academic, behavioral, and social needs. The law does not specifically define how paraprofessionals will receive training for these tasks, but many districts require teachers to fill this role. While some educators may receive adequate training, literature shows that the majority of preservice and in-service teachers feel unprepared to train, manage, and supervise paraprofessionals. In this exploratory study, grounded qualitative methods were used to analyze data from course materials and semi-structured interviews regarding faculty perspectives of current practices used in teacher preparation programs. Themes which emerged from the data included: (1) Informal or ad hoc training; (2) Recognition of the need to support conceptual awareness; and (3) Infrastructural issues. Participants in this study used their knowledge, background, and experiences to create meaningful and relevant activities with concepts that preservice teachers need to work with paraprofessionals. However, instruction tended to be informal or ad hoc due to a number of infrastructural issues and constraints surrounding current practices. The findings of the study were congruent with previous literature regarding course materials, activities, and types of training. Additionally, this study revealed some issues at the national, state, and local levels that have influenced the extent of information provided to preservice teachers regarding working with paraprofessionals.

Jusqu’à maintenant, la prison a surtout été analysée à partir du point de vue des détenus et celui des surveillants comme si le vécu de l’enfermement et la relation détenus-surveillants étaient les seuls points de vue permettant d’en apprendre sur ce qu’elle est et d’en saisir le fonctionnement. Nous pensons, pour notre part, que d’autres points de vue sont possibles, voire même souhaitables. C’est le cas, notamment, de celui des enseignants qui exercent leur métier en prison. Bien que théoriquement en mesure d’offrir un complément intéressant aux fonctions de dissuasion et de réinsertion sociale que la prison remplit difficilement à elle seule, le projet éducatif carcéral constitue une activité plus ou moins marginalisée qui est ramenée au niveau des autres activités pénitentiaires. Au premier chef, c’est à la prison que nous sommes tentés d’en imputer la responsabilité et, de fait, elle y est pour quelque chose. D’abord conçue pour neutraliser des criminels, il lui est difficile de les éduquer en même temps. Mais cette marginalisation, nous le verrons, n’est pas le seul fait de la prison. Elle tient aussi beaucoup au mandat qu’ils se donnent et à la façon dont les enseignants se représentent leur travail. S’étant eux-mêmes défini un mandat ambitieux de modelage et de remodelage de la personnalité de leurs élèves délinquants détenus, prérequis, selon eux, à un retour harmonieux dans la collectivité, les enseignants déplorent qu’on ne leur accorde pas toute la crédibilité qui devrait leur revenir. Cette situation est d’autant plus difficile à vivre, qu’à titre de travailleurs contractuels pour la plupart, ils sont déjà, aux yeux du personnel correctionnel, objets d’une méfiance qui sera d’autant plus grande que, pour effectuer leur travail, ils doivent se faire une représentation du délinquant et du délit peu compatibles avec celles qui prévalent dans le milieu. C’est ainsi qu’à la marginalisation comme fait organisationnel se superpose une auto-marginalisation, incontournable, qui est le fait des enseignants eux-mêmes et qui se traduit par leur attitude de réserve à l’égard de la prison. La chose est d’autant plus paradoxale que le mandat que se donnent les enseignants, bien qu’ils s’en gardent de le dire, correspond tout à fait au projet correctionnel. Mais la prison, davantage préoccupée par la gestion du risque que par la réinsertion sociale des détenus, n’a d’intérêt pour l’éducation en milieu carcéral que dans la mesure où elle permet une socialisation à l’idéologie pénitentiaire et contribue à consolider la paix à l’intérieur des murs avec la complicité des enseignants eux-mêmes. Du reste, ces derniers ne sont pas dupes et lui en font grief, encore qu’il soit permis de nous demander si on ne lui reproche pas, plus simplement, de ne pas leur donner toute la place qu’ils croient leur revenir et de les laisser suspendus dans le vide carcéral. / Until now, the prison has been analyzed, primarily, from the prisoners and warders points of view as if the reality of confinement and the prison-warder relationship were the only likely opinions that could allow us to learn how the prison operates and thus understand its function. On the contrary, we think that other points of view are not only possible but even desirable. In particular, this is the case for teachers who are working in prisons. Although theoretically being able to offer an interesting complement to the functions of dissuasion and social rehabilitation that the prison fills with difficulty, the prison educational project constitutes a more or less marginalized activity which is brought down to the level of other penitentiary activities. At its highest degree, we are tempted to charge the prison with responsibility for it; and, in fact, a prison does have a certain liability in this matter. Initially conceived to neutralize criminals, it is difficult for the prison to educate them at the same time as pointed out by the sociology of organizations. This marginalization, we will see, is not solely that of the prison but also in the way in which the teachers perceive their work and the mandate which they assign themselves. Prison teachers have defined, for themselves, an ambitious mandate of modeling and remodeling the personalities of their delinquent pupils, a prerequisite, according to them, for a harmonious return to the community. It is an ambitious mandate for which they feel that they do not receive the respect they deserve. This situation is made all the more difficult because, as contractual workers for the majority, they are, in the eyes of the correctional staff, more or less objects of mistrust. This feeling is increased by the fact that the teachers, in order to carry out their work, develop a portrait of the delinquent and offence that is not very compatible with that which prevails in the prison environment. Thus, this marginalization as an organizational fact superimposes a self-marginalization, impossible to circumvent, which is true of the teachers themselves and which results in their attitude of detachment toward the prison. It is all the more paradoxical that the mandate the teachers give themselves, although they take great care to not say it, corresponds completely with that of the correctional project. Even though the prison is more preoccupied with the risk management of its prisoners rather than their social rehabilitation, it does have an interest in education in prison but only insofar as it merges with penitentiary ideology and contributes to a consolidated peace inside the walls made complicit by the teachers themselves. The latter are not easily deceived and object to this point of view and we may ask ourselves whether their criticism of the prison is simply because the prison does not provide them with the required space they believe they should occupy thus leaving them suspended in a vacuum that is the correctional system.

Il presente lavoro di ricerca, condotto in cotutela con l’Università di Pittsburgh, ha lo scopo di riflettere rispetto all’uso delle tecnologie come strumento per l’inclusione in classe. Il framework teorico: - la gestione della classe; - la differenziazione didattica; - l’uso della tecnologia per includere. Da un punto di vista metodologico, la ricerca utilizza un approccio quali-quantitativo. Sono state condotte sperimentazioni su tre differenti aree: - scuole di ogni ordine e grado dell’area nord, centro e sud sulla base di indicatori ben precisi; - Università (UCSC) coinvolgendo studenti con DSA o disabilità; - un gruppo di studenti con disabilità severa che non possono accedere all’Università. La ricerca prende avvio con l’analisi della legislazione italiana che può giustificare l’uso della tecnologia in classe; procede con un approfondimento circa le neuroscienze per cogliere i cambiamenti generati dalla tecnologia sul processo di apprendimento; presenta il potere inclusivo della Differenziazione Didattica, dell’Universal Design for Learning e della gestione della classe; predispone e presenta due spazi digitali: un corso per insegnanti e uno spazio con mappatura qualitativa delle più recenti soluzioni inclusive. La tecnologia rivoluziona il processo di insegnamento-apprendimento e, se usata bene, permette di includere tutti gli allievi, nessuno escluso. / Accessibility for inclusion, a research in co-supervision with Pitt University, focuses on technology solutions for inclusion in the classroom. Nowadays every, generally, schools use technology in the classroom. Every student needs a specific approach to have a good experience at school and the role of teachers is central to promote inclusion, access and creativity for all. Schools and teachers encourage well-being for all and work for social equity when learning process meet every students’ need. In this research the focus is based on: - Classroom management; - Differentiation and Universal Design for Learning; - Special needs, Technology and inclusion in the classroom. Goals of the study: - Analysis of education technology policies in Italy; - Analysis of teacher digital competences for increased inclusive education; - Know-how Neuroscience: how technology impacts on the whole learning process and the perception of self-competence in students; - Analysis of recent accessible technology solutions. In today’s complexity technology solutions allows all students, also with special needs, to differentiate and to customize the contents as they deserve and allows all teachers to identify more ways to engage the students. When students are more ingaged they are more motivated and, consequently, they perform and fell better.