The language employed did not obfuscate the points the authors were making and generally assisted in ensuring that their argument was lucid and efficient. This is an important feature because very often writers will produce work where the reader is sentenced to time reading the work, not in this case. More substantively, however the thesis was well supported by the argument presented. While, I concur with most of the positions advanced there are some elements that seem discordant and required further elaboration by the authors. In particular, the section on the limitation of CBM was not thoroughly balanced. It appeared as though the authors were attempting to place limited scrutiny on the weaknesses rather than give the complete picture. An additional concern is the actual transition from clinical practice by a trained professional to the use of the techniques by those who are uninitiated in the specific discipline. The authors were not convincing in their argument as to the veracity and simplicity of this transition process. It is possible that the process is more convoluted and fraught...
The absence of CBM use could not simply be the result of an "oversight."
CBI is not a simple 'rewards-based' program, but encourages students to adopt more effective coping strategies. Negative self-esteem as well as 'acting out' can be addressed by CBI as the teacher helps the child work through negative self-talk and encourages rational and realistic positive self-talk. Rather than thinking 'I am a bad person,' children are encouraged to engage in effective problem-solving approaches. "A basic ingredient in CBT with children is
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Great emphasis is, for example, placed upon the emotional factors implied in the definition, while the educational factor is somewhat underemphasized. This means that children suffering from behavior or emotional disturbances will not be eligible for special education services unless this is also affecting their academic performance. This separation of issues can result in severe difficulties for these children later in life. On the other hand, if such children
This study has noted that educators are noting better methods to assist these students rather than placing them in special education classes which fail to assist these students in school or across the span of their lifetime endeavors. RECOMMENDATIONS Recommendations arising from this review of literature in this study include the recommendation that different methods be utilized in assisting culturally and linguistically diverse students in the school setting. Among these methods
(Thompson, Morse, Sharpe and Hall, 2005, p.40) The work of Vaughn, Levy, Coleman and Bos (2002) entitled: "Reading Instruction for Students with LD and EBD" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
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