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Using Data to Guide Instruction: Training Teachers of Students with Significant DisabilitiesMims, Pamela J., Jimenez, Bree 01 January 2012 (has links)
No description available.
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How to Implement Visual Activity Schedules for Students with DisabilitiesSpriggs, Amy D., van Dijk, Wilhelmina, Mims, Pamela J. 01 December 2015 (has links)
Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.
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Technology-based Intervention for Promoting Grade Aligned ELA Instruction for Students with Significant DisabilitiesMims, Pamela J., Young, P., DeMarco, J. 10 March 2017 (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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ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad AppMims, Pamela J., Stanger, Carol 23 January 2015 (has links)
This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.
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Using Data to Guide Instruction: Training Teachers of Students with Significant DisabilitiesJimenez, Bree, Mims, Pamela J. 01 November 2012 (has links)
No description available.
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Supporting Literacy Achievement for Students with Intellectual Disability and Autism through Curricular Programs that Incorporate Assistive TechnologyStanger, Carol, Mims, Pamela J., Wood, Leah, Ahlgrim-Delzell, Lynn 01 January 2016 (has links) (PDF)
Education professionals are challenged with re-evaluating the learning capacity of students with developmental disabilities (e.g., intellectual disabilities, autism). Assistive technology (AT) provides both the means for delivery of instruction and the measure of outcomes. Students with developmental disabilities are learning to read and develop general education English Language Arts (ELA) skills across the grade span. This article summarizes ten selected research studies that demonstrate gains of students with developmental disabilities, including individuals who use augmentative and alternative communication (AAC), who have made measurable strides in literacy general education ELA skills. This selected research focused on literacy interventions specifically created for students with developmental disabilities which incorporated the use of AT, use systematic instruction and shared stories, and are commercially available. The research studies include a range of literacy instruction from picture books and early literacy skills to adapted contemporary fiction novels grade aligned to general education secondary level ELA. In these research protocols, AT facilitated both the delivery oof instruction and measure of outcomes.
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Supporting Literacy Achievement for Students with Developmental Disabilities through TechnologyMims, Pamela J., Meyer, Ann, Wood, Leah, Ahlgrim-Delzell, Lynn 20 January 2016 (has links)
No description available.
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English-Language Arts Instruction Aligned to Standards for Middle School Students With Moderate-to-Severe DisabilitiesMims, Pamela J., Schreiber, Linda 12 November 2015 (has links)
No description available.
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Instruction to support the acquisition of mathematics and vocabulary for young English Language Learners with Developmental Disabilitiesvan Dijk, Wilhelmina, Mims, Pamela J. 22 January 2015 (has links)
This session will present the preliminary findings from a research designed to determine the efficacy of a validated instructional routine on the mathematics and vocabulary acquisition of English language learners with developmental disabilities using word problems based on Common Core State Standards (CCSS). Learner Outcomes: • To learn several techniques on how to integrate vocabulary supports in mathematics instruction; • To learn components of an intervention package designed to increase math and vocabulary outcomes for students with ELL and DD; and • To understand how careful selection of vocabulary and sequencing of problems can help ELLs with DD attain a higher proficiency in English and mathematics.
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Aligning English Language Arts Instruction to CCSS for Middle School Students with Moderate to Severe DisabilitiesMims, Pamela J., Schreiber, Linda 14 November 2013 (has links)
This session presents a researched curriculum for middle school students with significant disabilities (including early symbol users and/or those nonverbal) that aligns English/language arts instruction and content to Common Core Standards; it will include demonstrations of evidence-based teaching procedures (including use of AAC) and age-appropriate content.
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