أتمنى تساعدوني

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السلام عليكم ورحمة الله وبركاته ..


مساء الخير ..
طلبت مني ترجمة بعض الدراسات وأنا مو تمااام باللغة الإنجليزية ترجمت بس حسيته مو زابط
ياليت تساعدوووني وبأقرب وقت بليز ...
هي بمجال التربية الخاصه والإعاقة الفكرية تحديدا .
هذي هي الدراسات ..

Generalizability Theory Applied to Reading Assessments for Students With Significant Cognitive Disabilities
1. Gerald Tindal
1. University of Oregon, geraldt@uoregon.edu
1. Paul Yovanoff
1. University of Oregon
1. Josh P. Geller
1. University of Oregon
2. Abstract

3. Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is used to estimate the dependability of reading items and tasks that have been administered using two formats of communication (receptive and expressive). The results reflect a trade-off between meaningful participation and accurate measurement of students with significant cognitive disabilities, particularly when considering the two formats. Significant variance is obtained for persons interacting with tasks, whereas the effect of raters is negligible. Furthermore, these results appear to vary across administrative format.





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Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students With Intellectual and Developmental Disabilities

1. Suk-Hyang Lee
1. Ewha Womans University, South Korea, deepjoy@ewha.ac.kr
1. Jane H. Soukup
1. University of Kansas, Lawrence
1. Todd D. Little
1. University of Kansas, Lawrence
1. Michael L. Wehmeyer
1. University of Kansas, Lawrence
2. Abstract

3. The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both student and teacher variables are strong predictors of access to the general education curriculum. A complicated pattern of the relationship between student and teacher variables (e.g., suppression, correction of distortion) was found along with interaction between these variables and environmental factors. These findings also suggest future practices and research that can be considered to enhance access to the general education curriculum for students with disabilities.



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Creating Access to the General Curriculum With Links to Grade-Level Content for Students With Significant Cognitive Disabilities
An Explication of the Concept
1. Diane M. Browder
1. University of North Carolina at Charlotte, dbrowder@email.uncc.edu
1. Shawnee Y. Wakeman
1. University of North Carolina at Charlotte
1. Claudia Flowers
1. University of North Carolina at Charlotte
1. Robert J. Rickelman
1. University of North Carolina at Charlotte
1. Dave Pugalee
1. University of North Carolina at Charlotte
1. Meagan Karvonen
1. Western Carolina University

Abstract

Current federal policy requires that students with disabilities participate in large-scale assessments and be included in schools' scores for adequate yearly progress. Students with significant cognitive disabilities may participate in an alternate assessment with alternate achievement standards, but these standards must be linked to grade-level content and promote access to the general curriculum. Because most research with this population has focused on nonacademic life skills, few guidelines exist for teaching and assessing skills that are linked to grade-level content. One challenge to developing research and practice in grade-linked academic content for students with significant cognitive disabilities is the absence of a clear conceptual framework. This article—developed by a team of special education, curriculum content, and measurement experts—proposes a conceptual definition and criteria for linking instruction and assessment to grade-level academic content.


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Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion by Young Adults With Moderate Intellectual Disabilities
1. Linda C. Mechling
1. University of North Carolina, Wilmington
1. David L. Gast
1. University of Georgia
1. Elizabeth A. Fields
1. University of North Carolina, Wilmington
2. Abstract

3. This study evaluated the effectiveness of a portable DVD player plus the system of least prompts (SLP) for DVD player use as a self-prompting device to teach cooking tasks to three young adults with moderate intellectual disabilities. A multiple probe design across three cooking tasks and replicated across three students was used to evaluate the effectiveness of the portable DVD player to prompt completion of multistep tasks. Results indicate that the self-prompting, portable DVD player with the SLP was effective in teaching multistep cooking tasks that were maintained over time.




ومشكورييييين ..

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