Wondering how to stoke the flames of enthusiasm among your students? In this seminar, we'll explore what factors impact learner motivation, and then put those ideas to work. You'll be provided with practical suggestions for how to create a motivating class, ways to implement these suggestions in an online setting, and opportunities to brainstorm other great ideas with fellow attendees.

Examining the use of the MotivAider self-monitoring device to increase special education teacher candidates’ use of evidence-based practices and classroom research for students with learning and behavior disorders It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.

Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.

No description available.

Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for special education. In the present study, the authors surveyed District Directors of Special Education in selected states to determine whether guidelines or policies were present to govern referrals for a comprehensive evaluation and how long a student may remain in RTI tiers before referral or eligibility determination. The extent to which districts permit individual schools to enact their own policies was also investigated. Results indicate that (a) RTI is often used to identify specific learning disabilities without clear guidelines, (b) many aspects of RTI are implemented without being communicated within state and district administrative levels, and (c) RTI is the required specific learning disability assessment determinant in a significant percentage of districts in states that allow that choice. Implications for future research and practice are discussed.

No description available.

The need for licensed teachers and specialists in the area of moderate to severe disabilities has been a point of concern for the past two decades; however, technology is increasingly being used to deliver instruction and assist in providing supervision and consulting for students in need of certification in diverse fields through synchronous online learning environments (Luna & Medina, 2007; Spooner & Wood, 2006). The use of these technologies, such as video and web conferencing, are an increasingly popular and viable option for educators and teacher candidates living in rural locations or that have schedules that may not allow for travel to on-campus meetings. In response to this need, the University of Kentucky (UK) Department of Early Childhood, Special Education, & Rehabilitation Counseling, has been delivering instruction through satellite, interactive video, and web-based course management systems for 30 years. This chapter describes how UK has increased their capacity to serve students by using distance education technologies not only for course delivery, but practicum supervision as well (Collins & Baird, 2006).

It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.

No description available.

No description available.