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Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary OutcomesMims, Pamela J., Baker, Joshua, Courtade, Ginevra, Jimenez, Bree, Rivera, Christopher 01 December 2016 (has links)
This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID.
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Comprehension through Grade Aligned Adapted Biographies for Students with Significant Disabilities and AutismMims, Pamela J., Knight, Victoria 23 January 2014 (has links)
No description available.
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How to Teach All Students Comprehension Using Adapted BiographiesKnight, Victoria, Mims, Pamela J. 12 December 2013 (has links)
This presentation will provide strategies for teaching comprehension using adapted biographies to students with varying support needs. Participants will learn how the use of systematic prompting and graphic organizers can benefit students with ASD and severe disabilities included in general education classes.
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School Counselors and LGBTQ Youth: A Nationwide Survey of School Counselor Educational Needs and ExperiencesScarborough, Janna L., Goodrich, Kristopher M., Luke, Melissa 23 March 2013 (has links)
Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth.
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Targeting Grade Aligned ELA Skills via an iPad AppMims, Pamela J. 12 March 2016 (has links)
Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.
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Assuming Competence: Philosophical Basis for Research in Access to the General CurriculumJimenez, Bree, Mims, Pamela J. 03 December 2015 (has links)
Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on research and evidence based strategies to promote the LDA for students with significant disabilities regarding accessing personally relevant academic instruction with meaningful student centered outcomes. OBJECTIVES: By the end of this session, participants will be able to: a) identify four criteria to promote Least Dangerous Assumption b) discuss ways to successfully implement the four criteria in their classroom to meet the needs of a wide range of diverse students with significant disabilities c) identify resources that incorporate these four criteria and are applicable to students from diverse backgrounds
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Promoting Emergent Literacy for Students with Significant Disabilities and Autism Through Shared Stories and Adapted BooksMims, Pamela J. 01 July 2013 (has links)
No description available.
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The Use of Replacement Behaviors for Adults with Intellectual Disabilities and Behavior DisordersMayton, Michael R., Wheeler, John J. 21 January 2014 (has links)
No description available.
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The High Stakes Literacy Game: Improving Literacy of Children with Disabilities through Squishy BooksKeramidas, Cathy Galyon, Hale, Kimberly, Dugan, Angie 09 March 2016 (has links) (PDF)
Research has provided ample evidence supporting the notion that interaction with books during early childhood enhances the development of reading skills (Bus, van IJzendorn, & Pellegrini, 1995; Dickinson & Smith, 1994; McKeown & Beck, 2004; Sénéchal & LeFevre, 2002). Additionally, we know there are substantial disparities in children’s experiences with language, vocabulary, and early literacy prior to entering kindergarten. These disparities have a lasting effect on later academic success (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995: Snow, Burns, & Griffin, 1998). Children at greatest risk for poor language and literacy skills are young children who live in poverty and young children identified at-risk for developmental delays and disabilities.
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School Counselor Educational Needs and Experiences in Working With LGBTQ Youth: A Nationwide StudyScarborough, Janna L., Goodrich, Kristopher M., Luke, Melissa 01 January 2012 (has links)
Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth.
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