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A way in: strategies for art inclusion for students with special needs. Nyman and A. Jenkins Eds. What can a Foucauldian analysis contribute to disability theory? Tremain Ed. Children and their art: methods for the elementary school. Art education for students with disabilities: practical strategies for successful inclusion.

Creative and mental growth. Art therapy and autism: overview and recommendations. A history of disability. Foucault, governmentality, and critical disability theory: an introduction. Who is normal? Who is deviant? An exploration of identity: art and autism. Unpublished doctoral dissertation. University of Iowa, Iowa. Retrieved from Proquest, publication number AAT Autism spectrum disorders.

Mahwah, NJ: Lawrence Erlbaum. Such studies conclude that children might think and work less efficiently when engaged in long periods of uninterrupted instructional time. Particularly for Attention Deficit Hyperactivity Disorder ADHD children, which are typically characterized by inattention, excessive motor activity, and distractibility, the shorter the time of intellectual activity such as studying, class attendance, etc.

We propose a teaching and studying methodology that addresses this issue and capitalises on these findings. Introduction We have previously addressed in [3], [4] the question of efficiency - or rather inefficiency - of the study methodology employed by students all over the world, by proposing a studying methodology that takes the scientific self-experiment as the centerpiece method leading to the achievement of a significant increase in learning power. Crucially, in our experiments, the optimal study interval - for typically developing subjects - was of only 15 minutes per subject matter.

In this paper we investigate the link between our findings and the effects of applying such a methodology on specific populations such as Attention Deficit Hyperactivity Disorder ADHD children. Specifically, we propose that by limiting instruction time and individual studying time to very short intervals, similar to the ones determined in our experiments, learning efficiency should be considerably enhanced.

We conducted a series of experiments with middle and high-school students, who studied for given periods of time using different study methodologies, and we quantified their results in terms of increase in learning power. We found that a methodology that includes, among others, subdividing the time allotted to the study activity in intervals and alternating the subject matters being studied led to an increase in learning power of fifty percent in only a few months. Furthermore, we found that the smaller the interval, such as minutes or less, the better the increase in learning power.

Scientific Studying is based on the following assumptions: i There is a significant level of waste in the learning activity of students all over the world. Through personal observation, a student often emulates the way an older sibling or a classmate studies.

It is extremely rare that a student without exposure to Scientific Studying would consciously plan for a number of different scientific experiments and diligently execute and document them in order to maximize his or her learning power. Thus, the centrepiece of Scientific Studying is the scientific experiment. In order to be scientific, the experiment has to satisfy certain specific requirements, namely be unbiased, be conscious, be measured and documented, and be communicated.

This is radically opposed to the Traditional Studying methods employed - almost automatically - by students around the world.

Scientific Studying and Table 1. Comparison between Scientific Studying and Traditional Studying It is important to note that Scientific Studying is not about a particular methodology in and of itself, but rather about the importance of being open to scientific experimentation and allowing oneself to scientifically experiment with different methodologies in order to find the winning one.

Thus, students perform a series of experiments, using methods, parameters and implements and measure the effect on the learning power before proceeding to new experiments with modified methods, parameters and implements. While these experiments can be continued indefinitely, it is usually the case that one reaches a winning methodology that yields significantly improved results after a few rounds of experiments. The tool kit of Scientific Studying contains: i Methods: One example of method is the separation of the time dedicated to study into study activity and recreational activity.

Time management is a crucial element in the implementation of Scientific Studying. While the natural tendency is to mix the time dedicated to study and the time dedicated to recreation, this leads to an important loss in productivity. The way to avoid this is to appropriately plan, in writing, for a specific time segment for study and a specific time segment for recreational activity.

Such detailed planning can cover the day or simply a few hours. Moreover, as an added experiment, subdividing time provides better learning power when used in conjunction with alternating the subject matters that are being studied. In the experiments we performed, time segments of fifteen or twenty minutes yielded the best results. This typically contributes, according to our results, to the efficiency and effectiveness of the study activity.

A shorter time frame allotted per subject matter renders the study more focused. This is easily understandable considering that the smaller the time segment, the smaller the time wasted: in a small time segment, even a minimal waste of time will have a relative large ratio of wasted time on allocated time. This is in sharp contrast to Traditional Studying, which typically consists of studying one subject matter for a prolonged period of time. The study methodology is the sum of the methods, parameters, and implements used at a given time.

The optimal methodology, which is in essence the outcome of Scientific Studying, is the combination of several methods, parameters, and implements that yield the maximum learning power to the specific student. Our experiments 3.

Design We conducted four sets of experiments with middle and high school students over a period of eight months. Participants were given a number of methods, parameters and implements as potential study methodologies and were encouraged to customize and change them at will. Table 2 outlines some of the methodologies we first proposed to the participants. For instance, using two methods i. ISBN: 46 Table 2. Methods, parameters, and implements proposed to participants in the four sets of experiments i Average marks before the experiments, as compared to average marks after the experiments, calculated both by subject matter and by overall average.

The increase or decrease in average mark was calculated through a weighting process taking into consideration the overall mark distribution in the school. Since all this was subject to a weighting process, the higher the density of marks in the segment representing the absolute increase, the higher the percentage increase as compared to the absolute increase.

By using both measures i and ii outlined above, we calculated an index that quantifies the percentage increase in learning power, which is directly proportional to i above and inversely proportional to ii above. General results For example, if a student had availability to study from tohere is a study plan that would be drafted by the student before starting to study and then strictly followed: The results have been strong across the 4 sets of experiments.

We illustrate in Table 3 below the results of the first three sets of experiments, while the full results are detailed in [3]. Fourteen students participated in the first three sets of experiments.

Eleven students completed the experiments and three dropped out. The control group performance remained approximately flat in the same period. Table 3. Scientific Studying and the effects of physical exercise Moreover, as detailed in [5], as a related additional methodology, in the fourth set of experiments, a limited number of students were encouraged to work out during the recreational breaks. The proposed workout was an aerobic activity workout.

We executed the same rounds of methods, parameters and implements as in the other three sets of experiments, i. Two out of 23 students, student 18 S18and student 23 S23 chose to experiment with this methodology. We illustrate in Table 4 the general results of the fourth set of experiments, and in Table 5 the highest increases in average marks per student. Table 4. Improvements in learning power recreational time included for the fourth set of experiments Table 5.

Highest increases in average marks per student in the fourth set of experiments 23 students that it is possible to make a connection between working out during certain recreational segments and obtaining an increase in study efficiency.

This confirms previous findings in the field of neurocognitive kinesiology that make a clear link between aerobic fitness and cognitive performance. Studies reveal that brain activity as in a decisionmaking tasks increases more rapidly following a time of intense physical activity such as running on a treadmill. For instance, in [6] it is reported that performing twenty-minute treadmill sessions improves preadolescent cognitive control of attention and school-based academic performance.

The results of our experiments in the optimization of the study activity bring further support to the powerful idea that physical exercise has a clear impact on academic performance. The Scientific Studying methodology that we are proposing integrates what we know about brain function and the results of previous studies in two ways: i On one side, through our proposal to alternate the study activity intervals with physical activity breaks.

As a matter of fact, the student who chose more frequent and shorter brake intervals with workout S18 obtained a higher increase in learning power than the student using just one long work brake interval with workout S In fact, the increase in learning power of S18 was the highest of the entire experimental group of 23 students. The use of short rather than long study intervals is supported by studies showing that optimal classroom learning is associated with shorter instruction times.

For instance, studies reported in [2] have shown that children in elementary school who are confined for prolonged periods often become more restless and experience reduced concentration.

ISBN: 48 While our studies concentrated on typically developing students, we believe that it can be successfully applied to specific populations, such as ADHD students, with potentially even greater increases in learning efficiency.

Other sources call it a neurodevelopmental disorder characterized by hyperactivity and inattention, most recently understood in the context of inhibitory control and reward processing cf. Recent research led to considering ADHD a spectrum disorder, characterized by the presence of domain symptoms such as inattention, hyperactivity and impulsivity, and corresponding subdomains symptoms such as failure to attend to details, difficulty sustaining attention, failure to finish tasks, difficulty in organizing tasks, avoidance of sustained effort; fidgeting, leaving seat in class, running about or climbing, motor excess; talking excessively, blurting out answers, difficulty waiting turn, interrupting or intruding.

Learning strategies for ADHD children tend to be comprehensive strategies that combine learning strategies and medication. Medication seems to be fundamental in some cases. Rather, it is suggested in [10] that ADHD children should be encouraged to move and explore, in other words, take advantage of the high levels of physical energy that characterize them.

Table 6. Eyes and mind on the speaker speaker. Resist talking to your neighbours. Open your mind F3. Keep your hands and feet quiet. Clear your mind of distracting thoughts. Ignore distractions O2. Be ready to learn and remember. Set your mind on the subject.

Think about what is being said. Try to relate what you are hearing to things that you already know and are related to the lesson. Create a picture in your mind of the new information. Use your eyes Select C3. Pay attention to the book, chalk board, worksheets, overheads, or other visual materials. Select the important parts so you know what to remember. Say the important parts to yourself in your own words. Ask questions to make sure you understand.

Other strategies include, for instance, improving listening. Each key word is an action verb that cues students on what to do, as illustrated in Table 6, from [11]. Other learning methods include self-talk, discussed in [10]. Incidentally, self-talk is part of the cognitive development of most young children.

However, while typically developing children eventually internalize the self-talk into inner speech, some ADHD children continue to use it. The challenge in this case becomes one of having teachers accept self-talk as an educational tool that helps ADHD children think more effectively, rather than a disruptive behavior.

ADHD and Scientific Studying We believe that the studying methodology that we have developed may constitute an encouraging avenue of development of study strategies for ADHD populations. The main study methods that we have proposed and that we have demonstrated to yield a significant increase in learning power in normally developing students can be seen as targeting precisely the characteristics of ADHD students, namely: i The deficit in attention is addressed by the Scientific Studying methods that have given the best results in our experiments: the division of study time in smaller intervals and the alternation of subject matters being studied.

By alternating the subject matters being studied at short time intervals, students maintain attention and interest at optimal levels. While this is advantageous for the normally developing children because it reduces time-waste and daydreaming, in the ADHD contexts it becomes a crucial component in maintaining students stimulated and countering the fact that their learning environment is often understimulating cf. Note however that in the ADHD context the study activity intervals themselves may be completed with physical exercise, with the goal of optimizing learning.

This is because performing a physical activity is believed to allow these children to maintain the level of alertness necessary for cognitive activities. In this respect, the initiative of allowing ADHD children to attend classes while performing physical exercise such as stationary cycling has already been adopted in some schools as part of pilot projects.

For instance, in a Laval school in the Montreal metropolitan area, stationary bike desks have been installed in class for the ADHD students. So far, the use of these bikes does not seem to affect the concentration of the other students, but further research is necessary to evaluate the overall impact of these desks.

He and his team also found that ADHD students perform better in the classroom or at tests if they are sitting on activity balls or exercise bikes. In fact, one of the methods we propose is the active listening method, performed in class in order to increase the efficiency of the learning activity, by constantly reducing distractions, by making conscious efforts to link new concepts to previously known concepts, by avoiding daydreaming, by selftesting, etc.

Again, while this method proved to be efficient for typically developing students, it is expected to be equally efficient for ADHD students. Conclusions The effects of ADHD are widespread, not only in terms of poor grades and increased grade retention, but also in terms of increased use of school-based services and low rates of high-school graduation and post-secondary education cf.

Given the above, all attempts to design and implement effective teaching and effective learning strategies targeting ADHD children are bound to be beneficial for our children and for our schools. The Scientific Studying methodology is one possible strategy to be considered in the quest for improving our understanding of ADHD and for developing strategies to help students with behavioral and attention problems, as part of a comprehensive strategy. The general consensus in this field remains that a successful strategy for ADHD children is a holistic one.

ISBN: 50 6. References [1] Jarret, O. Maxwell, C. Dickerson, P. Hoge, G. Davies, and A. Murphy, D. Rowe, J. Golden, A. Shields, and T. Second edition, Hillman, M.

Pontifex, L. Raine, D. Castelli, E. Hall, and A. Davis Middle Tennessee State University College of Education Abstract Self-determination is an important measure of learning for students with significant cognitive disabilities.

The purpose of this study was to determine whether the mean scores of two components of self-determination capacity and opportunity differed for students with significant cognitive disabilities that had taken the National Center and State Collaborative Curriculum Resource Schema Intervention.

Research participants included seven students with significant cognitive disabilities, their parents, and teacher. A one-group pretest-posttest design was used to collect information on the status of subjects prior to and following the intervention. The differences between the posttest and pretest means for capacity and opportunity were determined. Introduction The purpose of this study was to determine if the National Center and State Collaborative NCSC Curriculum Resource Schema Intervention created a difference in the self-determination of students with significant cognitive disabilities.

A positive change would result in increased college, career, and community readiness for these students. There is an intensified emphasis for students with disabilities to exit high school with skills that will enable them to be college, career, and community ready.

Selfdetermination must be an educational objective if these students are expected to achieve this measure. Wehmeyer and Schwartz [14] reported that students who possess self-determination have a stronger chance of being successful in making the transition to adulthood.

Self-determination refers to the characteristics of a person that leads the individual to make choices and decisions that are based on preferences and interests. It also allows individuals to monitor and control their actions and to be goal-oriented and self-directing [12]. These standards seek to prepare students for college, career, and community readiness. States are allowed to develop an alternate assessment on alternate achievement standards AA-AAS for students with the most significant cognitive disabilities SCD.

The U.

The LPF describe how the understanding of core concepts in English Language Arts and Mathematics typically develop over time when students have the benefit of high quality instruction. The implementation of the Curriculum Resource Schema is believed to allow students with disabilities to achieve at higher levels of learning and prepare for college, career, and community readiness.

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If students with SCD are expected to leave high school with skills that enable them to be college, career, and community ready, then research must be conducted to determine if NCSC Curriculum Resource Schema Intervention produces increased self-determination.

In the years following, researchers and practitioners began to shift from a life skills focus to skills related to community and social interactions [13]. Next, the research shifted to academic learning [2; 3]. Finally, as educators began to incorporate standards-based instruction, an emphasis was placed on teaching grade level content skills [4; 6; 7; 8]. These findings are relevant to the implementation of the NCSC Curriculum Resource Schema Intervention because it is an approach to instruction and assessment that seeks to connect students with SCD to the appropriate grade level standards of learning.

Not every student with SCD will be able to achieve this goal. However, every student should have the opportunity to try. The Curriculum Resource Schema was developed to assist teachers in presenting content to improve college, career, and community readiness skills. All students within the Transitional Comprehensive Developmental Classroom CDC in an elementary school in rural Tennessee were eligible to participate in this study.

However, only seven students agreed to take part in the research. The ages of students ranged from five to ten years. The specific disabilities included autism, developmental disabilities, intellectual disabilities, and other health impaired. Three cts Knowledge, Ability, and Perception measure capacity, and two cts Opportunity at School and Opportunity at Home measure opportunity.

The AIR Assessments adhere to the learning theory of selfdetermination as presented in Mithaug, Mithaug, Agran, Martin, and Wehmeyer [9], which suggest that the necessary characteristics of selfdetermination develop over time as children learn skills and develop attitudes that allow them to engage in self-determined behaviors.

The research methodology utilized for this research was a one-group pretest-posttest design. This methodology involves collecting information on the status of subjects prior to and following implementation of a treatment. The treatment in this study was the NCSC Curriculum Resource Schema Intervention, which continued intermittently for nine weeks with unscheduled absences due to weather.

Procedures 3. This approach supported access to the general education curriculum in each grade at a reduced depth, breadth, and complexity, as necessary. Methodology 3. Missing Data Across student and parent AIR forms, there existed a small amount of arbitrary missing data.

Nonresponse in this research interferes with our ISBN: 53 ultimate goal of determining a change in capacity and opportunity. Because of the potential misrepresentative effects of not including all available data in the analysis process, a simple mean imputation [5] was calculated to replace the missing data. Student Responses Mean The total difference between pretest and posttest means yielded an increase of 1. The outcomes of the AIR-S establish a pretest opportunity mean score of The overall difference between pretest and posttest means yielded an increase of 6.

Table 1. The total difference between pretest and posttest means yielded an increase of The outcomes of the AIR-P establish a pretest opportunity mean score of The overall difference between pretest and posttest means yielded an increase of There are no missing scores for capacity and opportunity in the educator responses.

The total difference between pretest and posttest means yielded an increase of 3. The overall difference between pretest and posttest means yielded an increase of 8.

This missing data also influenced the mean scores for opportunity. Table 2. Discussion This study sought to determine if the selfdetermination components of capacity and opportunity would differ for students with SCD after nine weeks of the NCSC Curriculum Resource Schema Intervention was applied to seven students in an elementary transitional CDC classroom in a rural school district in middle Tennessee.

Selfdetermination was measured using the American Institutes for Research AIR Self-Determination Assessment, which focused on the capacity and opportunity components of self-determination. Positive gains in mean scores following the nineweek intervention period provide evidence that the curriculum approach is worthwhile and beneficial for ISBN: 54 students with SCD as a means of preparation for college, career, and community readiness. Conclusion The conclusions of this research study are very promising to educators in the field who are facing the state mandated NCSC as an alternate assessment measure.

Finally, positive gains in mean scores during a nine-week intervention period could provide good evidence that the NCSC Curriculum Resource Schema approach is worthwhile and beneficial for students with SCD. Additional research studies focusing on larger populations of students need to be conducted to build a body of knowledge about the research.

It would also be interesting to conduct a longitudinal study to determine the effect that the NCSC Curriculum Resource Schema plays on the self-determination of students with SCD over their entire academic career and in their transition from high school to college, career, and community readiness.

References [1] Brown, L. A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young children. The Journal of Special Education, 13, A primer for handling missing values in the analysis of education and training data. International Journal of Training Research, 10 3 A comparison of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in the special education classroom.

An exploratory study of self-directed science concept learning by students with moderate intellectual disabilities. Research and Practice for Persons with Severe Disabilities, 34 2 The effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Self- determined learning theory: Construction, verification, and evaluation.

National center and state collaborative project summary. What is self-determination? A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, - A review of curricular research in severe disabilities from to in six selected journals.

The Journal of Special Education, 31,36 - Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, - Selfdetermination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities.

Exceptional Children, 63 2 Comparison of the acquisition and maintenance of the teaching functional and core content sight words in special and general education settings.

Focus on Autism and Other Developmental Disabilities, 22, - AIR selfdetermination scale and user guide. The programme consisted of two cycles.

The first cycle aimed at identifying problems concerning marginalized students in science classrooms. The second cycle aimed at exploring as well as testing new approaches in inclusive practices in the science classroom.

The project results pointed towards focusing on scaffolding inquiry and fieldwork as some possible ways forward. Introduction The idea of inclusive education is a high priority in the Danish primary and secondary school system in The present focus on inclusion emphasizes the discussion concerning whether teaching in various school subjects matches a diverse student population.

In general, the natural sciences are presented in a manner that is not accessible or meaningful to all students [7]. It is, e. At the same time a maxim of science didactics is that science must be for everyone.

This phrase has been central to reform efforts in the science education community for more than a decade. But despite early attempts to raise awareness of the needs and promises of a growingly diverse student population, science seems to continue to belong to a selected few rather than all of our students. Sarah J. Watt et al. Moreover, they indicate that providing a science education that focuses on core concepts and involves ongoing formative assessment will boost learning for students with special needs.

The purpose of this action research programme has been to take up this challenge. The challenge that developing inclusive practices entails for teachers is a well-known area of research [1]. Inclusive education and marginalization The project focuses on how science education can respond to students who are academically marginalized.

The term marginalization is connected to specific situations and is understood as a non-participation that springs from the community of practice that the teaching endeavours to uphold [10]. It expresses a situation in which the student is cut off from opportunities to participate that would otherwise point in a meaningful direction. The project aims to transcend marginalization [6] thus enabling students to move step by step from their marginal position as non-participants and thus become legitimate participants in their science classes - in other words, be included.

In this context social inclusion encompasses when students feel they are a valuable part of the personal relational community, while academic inclusion means that students feel they are valuable and ISBN: 56 natural contributors to the tasks involved in their school education. This project is concerned with academic inclusion, for which reason the project follows the exclusion and inclusion processes connected with the academic subject.

Research approach and method The project is an action research programme that places itself within the critical utopic branch of action research, its aim being to act to change existing patterns that lead to student exclusion from science teaching and thus open up future opportunities to participate in the science education community. From this point of view action research is understood as a mutual challenge between theory and practice experience, which has been the guiding principle of the project design.

Another goal, however, was to produce knowledge about these changes by reflecting on practice. The project chose to collaborate with five science teachers, all of whom teach form levelsbecause these subjects become more abstract at this phase of education, and thus more students become marginalized. All five teachers volunteered for the project and had more than five years of professional experience. The teachers taught at four different schools in a suburb of Copenhagen where the student population is diverse.

The teachers and researchers collaborated on formulating the problems and setting up the experiments worked with. Generally, the project was designed with two cycles, with the first being aimed at identifying problems and the second at seeking out and testing new possibilities.

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