La complexité de la tâche qu’est la lecture du français en interaction avec les caractéristiques de la personne qui a un retard de deux ans en lecture, la population cible de cette recherche, place cette dernière en situation d’échec. Tous les processus impliqués dans l’acte de lire en interaction avec ces caractéristiques induisent des échecs et des retards d’apprentissage de la lecture. L’enseignant, qui souhaite utiliser un manuel scolaire tout en intégrant un élève de 3e année ne sachant toujours pas lire, a deux choix : lui offrir un manuel de 1re année, un manuel de 3e année ou adapter lui-même son matériel. Si l’enseignant lui remet un manuel de 1re année, l’élève vit des réussites, mais les thèmes sont infantilisants. Si l’enseignant remet un manuel de 3e année à ce même élève, les thèmes ne sont pas infantilisants, mais le niveau en lecture place ce dernier systématiquement en situation d’échec. Si l’enseignant adapte lui-même le matériel, l’entreprise est grande en charge de travail pour ce dernier. En réponse à ce dilemme, le Groupe DÉFI Accessibilité (GDA) a conçu des manuels scolaires adaptés. Ils sont, à première vue, identiques à la version originale Signet (3e année), mêmes thèmes, mêmes titres, mêmes numéros de pages, mêmes illustrations et mêmes réponses aux deux premières questions de chaque page, mais les textes sont simplifiés afin de permettre la lecture à l’élève de 3e année qui a deux ans de retard dans cette matière. En accord avec une stratégie de design inclusif, la simplification des manuels par le GDA a été réalisée en fonction des caractéristiques d’un groupe de référence reconnu pour avoir de grandes difficultés d’apprentissage de la lecture, soit des élèves qui ont des incapacités intellectuelles (Langevin, Rocque, Ngongang et Chaghoumi, 2012). L’objet de cette thèse est le calcul de la productivité et de l’efficience de ces manuels scolaires adaptés auprès d’élèves qui ont deux années de retard en lecture, la population cible. La méthodologie utilisée pour cette recherche est l’analyse de la valeur pédagogique, une méthode systématique de développement et d’évaluation de produits, procédés ou services, adaptée de l’ingénierie. Cette recherche a pour objet la troisième et dernière phase de l’analyse de la valeur pédagogique, soit l’évaluation des manuels scolaires adaptés. En analyse de la valeur pédagogique, comme pour cette recherche, la mise à l’essai a deux objectifs : comparer le prototype créé au cahier des charges fonctionnel regroupant toutes les fonctions que devrait remplir le produit pour répondre aux besoins de ses utilisateurs potentiels et calculer la productivité/efficience. Puisqu’il s’agit d’une première mise à l’essai, un troisième objectif est ajouté, soit la proposition de pistes d’amélioration au prototype de manuels scolaires adaptés. La mise à l’essai s’est échelonnée sur six mois. L’échantillon regroupe quatre enseignantes de 3e année, deux en classes spéciales et deux en classes régulières. Ces dernières enseignent à 32 élèves utilisateurs des manuels scolaires adaptés : six sont dyslexiques, quatre ont une connaissance insuffisante de la langue française, un a un trouble envahissant du développement avec incapacités intellectuelles et 21 ont des incapacités intellectuelles légères. Les résultats sont présentés sous la forme de trois articles. Les quatre enseignantes ont confirmé la réponse des manuels scolaires adaptés au cahier des charges fonctionnel. De plus, la phase de conception a été jugée efficiente et la phase d’utilisation productive. Il n’y a pas de modification à faire aux manuels scolaires adaptés. Par contre, le guide d’utilisateur doit être modifié, puisque l’outil n’a pas été utilisé tel qu’il était prévu par l’équipe de conception. / The complexity of reading French interact with non-cognitive and cognitive characteristics of the person who has intellectual disabilities it up in failure mode. All processes involved in the act of reading interact with these characteristics induce failures and delays of learning to read. Teachers wanting to use a textbook and integrated third grade’s students who don’t know how to read, have tho choices: to provide a first grade’s textbook or to provide a third grade’s textbook. If teachers give a first grade’s textbook to students that has accumulated two years behind in reading, it saw success, but the themes are infantilizing. If teachers give a third grade’s textbook, the themes are not infantilizing, but reading level, instead it consistently in failure. In response to this dilemma, the Groupe DÉFI Accessibilité did adapted textbooks. They are at first identical to the original Signet (third year), same themes, same page numbers, illustrations and even the same answers to the first two questions of each page, but the texts are simplified to allow reading the third grade’s children who has two years behind in this matter. The methodology for this research is the pedagogical analysis of value, a systematic method for development and evaluation of products, processes or services. This research is aimed at the final stage of the pedagogical analysis value. In pedagogical analysis value, as for this research, the testing has two purposes: to compare the prototype created functional specification covering all the functions that should fill the product to meet the needs of potential users and calculate productivity / efficiency. Since this is a first testing, a third is added, is the proposal of possible improvements to the prototype of suitable textbooks. The testing took place over six months. The sample included four teachers of third year, two special classes in regular classrooms and two. The latter teach 32 students users of suitable textbooks: six are dyslexic, four have insufficient knowledge of the language, one has adevelopmental disorder and 21 had mild intellectual disabilities. The four teachers confirmed the response of adapted textbooks to the functional specifications. In addition, the design phase was considered efficient and the using phase was conseidered productive.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 101-106).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 101-106). Also available in print.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 40-46).

No description available.

Doctor of Education / Department of Special Education / Warren J. White / The current study, based solely on teacher-report, provides descriptive data regarding current transition-related instructional practices among Kansas special educators of secondary-aged youth with emotional and behavioral disorders. Students with E/BD are the least likely of all students with disabilities to gain and maintain positive post-school outcomes in the areas of employment, personal-social skills, and community and independent living. Students who demonstrate functional life skills and self-determination skills independent of instruction and directive generally report a higher quality of life than those who are unable. Transition-related instruction specifically addressing functional life skills and self-determination skills may assist these students in their quest for positive post-school outcomes. Research indicating what, if any, transition skills instruction these students receive is not available. Teachers (N = 165) reported a desire to provide transition skills instruction to youth with E/BD (N = 1,076) yet reported having very little transition training (fewer than eight clock hours) and providing very little instruction (less than two hours weekly). Teachers reported that many students with E/BD do not demonstrate life skills and self-determination skills independent of instruction or directive, yet fewer than 11% of the student population had, within their IEP, a goal addressing the specified transition skills. IDEA 2004 regulations mandate that teachers address the transition needs of students with disabilities within a statement of needed transition services, which is not happening with any regularity. The self-determination skills of demonstrating positive social interactions, making appropriate choices and decisions, and employing self-regulation, though often deficits of youth with E/BD, were among the skills mentioned least frequently within the goals of these students. Based on the Pearson r correlation-coefficient analysis no significant relationship was indicated between the number of years of experience of the teachers and the number of minutes of transition instruction teachers provided to this student population. Very few significant relationships existed between the level of independence students reportedly demonstrate each life skill and self-determination skill and a) the amount of transition training the teacher had received and, b) the amount of transition-related instruction teachers reportedly provide. The teacher’s focus has frequently shifted from transition to educational reform.

One purpose of this paper was to investigate differences between gifted students' attitudes toward school according to assignment to self-contained or resource gifted classes. The other purpose was to investigate differences in knowledge of gifted and positive attitudes of the students' parents and school staff. The students' attitudes were measured using Hogan's Survey of School attitudes with local items added. No significant differences were found in attitudes toward reading/language arts, science, mathematics or social studies. There were minor differences in the students' attitudes toward their gifted program and being gifted. The parents' and staffs' attitudes were measured using a researcher made scale, the Gifted Attitude Survey. There were no statistically significant differences between the groups. The results of these surveys were affected by the composition of each class as well as by the use of a differentiated curriculum in the resource format class.

There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian students, their families, and how they acculturate to the American society. Acculturation affects parents and children in different ways, and it can affect the way parents raise their children. Using semi–structured interviews, this study examined Saudi mothers' perspectives on acculturation to American society and how those perspectives affect their childrearing beliefs and their children's behaviors. The descriptive qualitative study acknowledges mothers' perceptions about adaptation of Saudi children to American society and if those parents observe behavioral changes in their children. The results showed there are some changes that occurred regarding parental beliefs of parents due to acculturation, but there were not any behavioral problems caused by acculturation to the American culture in the Saudi children.

The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants design, four autism teachers in public schools received intervention support through an online module along with video models as well as direct performance feedback from autism specialists via video-conferencing. The primary dependent variable was the percentage of correct responses from the instructional procedures of task analysis, and the secondary measure was the subsequent rate of student mands. Data were analyzed both visually (i.e., through the study of behavioral patterns) and statistically (i.e., analysis of effect size). Results indicate that telepractice increased accuracy of both teacher and student target responses.