Verbal and nonverbal intelligence scores within the context of poverty, 2016
This study explored the relationship between verbal and nonverbal intelligence scores in students... more This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through fifth-grade students enrolled in free and reduced-price lunch programs. Large gaps were found between students' verbal and nonverbal intelligence scores; such gaps were not specific to any particular grade or ability level but rather were seen in all of the examined grades. Gaps were even larger for students with higher nonverbal IQ scores. Results suggest that assessments based solely on nonverbal scores should be interpreted with caution. Cattell and Horn's fluid–crystallized (Gf-Gc) theory of intelligence is perhaps the best known and most widely used comprehensive theory of intelligence. Horn and Cattell (1966) claimed that primary mental abilities could be organized into two general types of intelligence: fluid and crystallized. Many current intelligence tests include both verbal
This study examines how pre-existing disabling conditions influenced the recovery process of surv... more This study examines how pre-existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded theory methodology. Five themes emerged as the most significant barriers to recovery: housing; transportation; employment; physical and mental health; and accessing recovery services. While these barriers to recovery were probably common to most survivors of the disaster, the research results suggest that disability status enhanced the challenges that participants experienced in negotiating the recovery process and in acquiring resources that accommodated their disabilities. The findings indicate that, when disaster recovery services and resources did not accommodate the needs of individuals with disabilities, recovery was hindered. Recovery efforts should include building accessible infrastructure and services that will allow for participation by all.
In this paper, the Sendai Framework for
Disaster Risk Reduction 2015–2030 (SFDRR) is evaluated
wi... more In this paper, the Sendai Framework for Disaster Risk Reduction 2015–2030 (SFDRR) is evaluated with respect to its ramifications for persons with disabilities. In the SFDRR, persons with disabilities were referenced either directly or indirectly as part of the preamble, the guiding principles, the priorities for action, and the role of stakeholders. In addition, the 2015 World Conference on Disaster Risk Reduction, during which the SFDRR was adopted, incorporated explicit recommendations toward a disability-accessible and inclusive environment not evident in previous disaster risk reduction conferences. The infusion of disability-related terms and concepts such as accessibility, inclusion, and universal design throughout the SFDRR document was significant. These concepts, which have their origin in disability studies, are used in the SFDRR document to refer to the needs of all in disaster, not only to people with disabilities. These disability-related concepts will now serve the field of disaster risk reduction as important overarching disaster-related principles. The authors conclude that the SFDRR has firmly established people with disabilities and their advocacy organizations as legitimate stakeholders and actors in the design and implementation of international disaster risk reduction policies.
Research and Practice for Persons with Severe Disabilities, 2003
... Laura M. Stough Texas A&M University ... In 1973, the Ministry of Public Education establ... more ... Laura M. Stough Texas A&M University ... In 1973, the Ministry of Public Education established the first special education classrooms for students who had mental retardation or hearing impairments on gen-eral education campuses (Marın Arias, 2000; Stough, 1990). ...
Abstract: Experienced special education teachers (n=62) were surveyed on their professional prepa... more Abstract: Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.
Key Words: classroom management, teacher preparation, teacher training, special education
A nonexperimental design was used to determine whether the verbal scores of low-income gifted fif... more A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis–Lennon School Ability Test, Eighth Edition and the Stanford Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income level on verbal intelligence and verbal achievement scores was found (η2 = .19). The existence of verbal–nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students.
This study explores the beliefs and attitudes that university students enrolled in teacher educat... more This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two‐way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross‐cultural data and further research opportunities.
This study investigated the background of personnel who are responsible for transcribing braille ... more This study investigated the background of personnel who are responsible for transcribing braille in Texas. Most respondents were not certified by the Library of Congress and believed that they had begun their careers less than adequately prepared, yet they rated the quality of the materials that they produced as either excellent or good.
Educational Technology Research and Development, 2010
We report on an investigation into the design, development, implementation, and evaluation of an ... more We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process of design and development research, the problem addressed, the theory-based solution, and the evaluation and testing of that solution. Based on our experience, we then identify sixteen guidelines for future designers and developers of read/write Web-based learning environments. The study demonstrates how read/write Web technologies can be used to address general problems that have intrinsic societal importance; examines implementation of a read/write technology in a real-life context, thereby testing distributed cognitions learning theory; informs the design of similar environments; and provides grounded theory for the design and development of read/write Web learning environments.
Verbal and nonverbal intelligence scores within the context of poverty, 2016
This study explored the relationship between verbal and nonverbal intelligence scores in students... more This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through fifth-grade students enrolled in free and reduced-price lunch programs. Large gaps were found between students' verbal and nonverbal intelligence scores; such gaps were not specific to any particular grade or ability level but rather were seen in all of the examined grades. Gaps were even larger for students with higher nonverbal IQ scores. Results suggest that assessments based solely on nonverbal scores should be interpreted with caution. Cattell and Horn's fluid–crystallized (Gf-Gc) theory of intelligence is perhaps the best known and most widely used comprehensive theory of intelligence. Horn and Cattell (1966) claimed that primary mental abilities could be organized into two general types of intelligence: fluid and crystallized. Many current intelligence tests include both verbal
This study examines how pre-existing disabling conditions influenced the recovery process of surv... more This study examines how pre-existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded theory methodology. Five themes emerged as the most significant barriers to recovery: housing; transportation; employment; physical and mental health; and accessing recovery services. While these barriers to recovery were probably common to most survivors of the disaster, the research results suggest that disability status enhanced the challenges that participants experienced in negotiating the recovery process and in acquiring resources that accommodated their disabilities. The findings indicate that, when disaster recovery services and resources did not accommodate the needs of individuals with disabilities, recovery was hindered. Recovery efforts should include building accessible infrastructure and services that will allow for participation by all.
In this paper, the Sendai Framework for
Disaster Risk Reduction 2015–2030 (SFDRR) is evaluated
wi... more In this paper, the Sendai Framework for Disaster Risk Reduction 2015–2030 (SFDRR) is evaluated with respect to its ramifications for persons with disabilities. In the SFDRR, persons with disabilities were referenced either directly or indirectly as part of the preamble, the guiding principles, the priorities for action, and the role of stakeholders. In addition, the 2015 World Conference on Disaster Risk Reduction, during which the SFDRR was adopted, incorporated explicit recommendations toward a disability-accessible and inclusive environment not evident in previous disaster risk reduction conferences. The infusion of disability-related terms and concepts such as accessibility, inclusion, and universal design throughout the SFDRR document was significant. These concepts, which have their origin in disability studies, are used in the SFDRR document to refer to the needs of all in disaster, not only to people with disabilities. These disability-related concepts will now serve the field of disaster risk reduction as important overarching disaster-related principles. The authors conclude that the SFDRR has firmly established people with disabilities and their advocacy organizations as legitimate stakeholders and actors in the design and implementation of international disaster risk reduction policies.
Research and Practice for Persons with Severe Disabilities, 2003
... Laura M. Stough Texas A&M University ... In 1973, the Ministry of Public Education establ... more ... Laura M. Stough Texas A&M University ... In 1973, the Ministry of Public Education established the first special education classrooms for students who had mental retardation or hearing impairments on gen-eral education campuses (Marın Arias, 2000; Stough, 1990). ...
Abstract: Experienced special education teachers (n=62) were surveyed on their professional prepa... more Abstract: Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.
Key Words: classroom management, teacher preparation, teacher training, special education
A nonexperimental design was used to determine whether the verbal scores of low-income gifted fif... more A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis–Lennon School Ability Test, Eighth Edition and the Stanford Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income level on verbal intelligence and verbal achievement scores was found (η2 = .19). The existence of verbal–nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students.
This study explores the beliefs and attitudes that university students enrolled in teacher educat... more This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two‐way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross‐cultural data and further research opportunities.
This study investigated the background of personnel who are responsible for transcribing braille ... more This study investigated the background of personnel who are responsible for transcribing braille in Texas. Most respondents were not certified by the Library of Congress and believed that they had begun their careers less than adequately prepared, yet they rated the quality of the materials that they produced as either excellent or good.
Educational Technology Research and Development, 2010
We report on an investigation into the design, development, implementation, and evaluation of an ... more We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process of design and development research, the problem addressed, the theory-based solution, and the evaluation and testing of that solution. Based on our experience, we then identify sixteen guidelines for future designers and developers of read/write Web-based learning environments. The study demonstrates how read/write Web technologies can be used to address general problems that have intrinsic societal importance; examines implementation of a read/write technology in a real-life context, thereby testing distributed cognitions learning theory; informs the design of similar environments; and provides grounded theory for the design and development of read/write Web learning environments.
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Keywords: disability, disaster, Hurricane Katrina, recovery
Disaster Risk Reduction 2015–2030 (SFDRR) is evaluated
with respect to its ramifications for persons with disabilities.
In the SFDRR, persons with disabilities were referenced
either directly or indirectly as part of the preamble,
the guiding principles, the priorities for action, and the role
of stakeholders. In addition, the 2015 World Conference on
Disaster Risk Reduction, during which the SFDRR was
adopted, incorporated explicit recommendations toward a
disability-accessible and inclusive environment not evident
in previous disaster risk reduction conferences. The infusion
of disability-related terms and concepts such as
accessibility, inclusion, and universal design throughout
the SFDRR document was significant. These concepts,
which have their origin in disability studies, are used in the
SFDRR document to refer to the needs of all in disaster,
not only to people with disabilities. These disability-related
concepts will now serve the field of disaster risk reduction
as important overarching disaster-related principles. The
authors conclude that the SFDRR has firmly established
people with disabilities and their advocacy organizations as
legitimate stakeholders and actors in the design and
implementation of international disaster risk reduction
policies.
Key Words: classroom management, teacher preparation, teacher training, special education
Keywords: disability, disaster, Hurricane Katrina, recovery
Disaster Risk Reduction 2015–2030 (SFDRR) is evaluated
with respect to its ramifications for persons with disabilities.
In the SFDRR, persons with disabilities were referenced
either directly or indirectly as part of the preamble,
the guiding principles, the priorities for action, and the role
of stakeholders. In addition, the 2015 World Conference on
Disaster Risk Reduction, during which the SFDRR was
adopted, incorporated explicit recommendations toward a
disability-accessible and inclusive environment not evident
in previous disaster risk reduction conferences. The infusion
of disability-related terms and concepts such as
accessibility, inclusion, and universal design throughout
the SFDRR document was significant. These concepts,
which have their origin in disability studies, are used in the
SFDRR document to refer to the needs of all in disaster,
not only to people with disabilities. These disability-related
concepts will now serve the field of disaster risk reduction
as important overarching disaster-related principles. The
authors conclude that the SFDRR has firmly established
people with disabilities and their advocacy organizations as
legitimate stakeholders and actors in the design and
implementation of international disaster risk reduction
policies.
Key Words: classroom management, teacher preparation, teacher training, special education