Academic journal article Michigan Academician


Academic journal article Michigan Academician


Article excerpt

What Progress in Michigan? Including Students with Intellectual Disabilities in Regular Education Classrooms. Phil Smith, Eastern Michigan University

To what extent are students with intellectual disabilities included in regular education classrooms in Michigan, and in the rest of the United States? While inclusion is an accepted best practice in special education, little progress has been made in including students with intellectual and other developmental disabilities. Using historical and the most recent available federal data, the percentage of students with intellectual disabilities who are fully included in regular education classrooms is explored, both nationally and in Michigan. Nationally, less than a third of students with intellectual disabilities are fully included in regular education classrooms, a number that has remained almost stagnant for many years. Michigan is substantially below even this meager percentage, ranking behind almost all other states. Research, policy, and advocacy issues are addressed, at both the state and national levels.

Effectiveness of Integrating a Computer-Based Reading Program into a Traditional Textbook Reading Program to Improve Reading Comprehension With Learning Disabilities. Michelle K. Wruble, Indiana University (South Bend)

Students with learning disabilities often struggle with language-based impairments and reading comprehension. These struggles affect nor only English/Language Arts, but other classes where reading and comprehending the material are important when determining whether or not a child has mastered the content of the class. In addition to the schoolwork, these impairments hinder a student's chances of passing state-mandated resting that determines whether or not that student will be able to obtain a diploma. Many teachers struggle with choosing effective methods to deliver reading instruction to students with learning disabilities. Students with learning disabilities often need various instructional strategies in order to retain newly acquired skills, but traditional reading programs offer very little in the way of differentiated instruction. Computer-based reading programs have the capabilities to offer interactive, individualized instruction that students with learning disabilities may need in order to increase reading and comprehension skills. This paper analyzes the use of a computer-based reading program when used in conjunction with a traditional textbook reading program. This paper wall provide evidence that a computer-based reading program increases the reading comprehension scores of students with learning disabilities more than using a textbook reading program alone.

Technology Makes the Lives of Students With Visual Impairment Brighter. Alicia Li and Tom Hwang, Michigan State University

One of the challenges faced by students with visual impairment (VI), both partially sighted and totally blind, is the difficulty involved in accessing learning media in a timely manner. Examples of the access difficulties are, but are not limited to, the following: print is too small; unavailability of Braille materials; Braille books are too bulky to carry around; Braille versions of higher level math books (e.g., upper high school and college levels) are often not available because they take more time and versatile tools to create; and lack of space for the storage of Braille books (one print math book may take more than 50 volumes in Braille). Aside from an outstanding teacher who has great passion and skills in making adaptations, a successful VI education requires materials that suit each student's learning media needs. With the advancement of technology, many of the problems are being addressed through new and creative means. This paper will present a variety of ways that improve and enhance the learning of students with visual impairment of all ages through the use of technology to access learning media.

University and District Partnerships for Inclusive Math Instruction: Lessons Learned and Opportunities Explored. …

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