Andrea P Beam

Differentiation and Faith: Improve the Learning Process by Finding Every Student’s God-Given Talents

Andrea Beam et al. — Tue, 08 Nov 2011 07:21:58 PST

Differentiation and Faith: Improve the Learning Process by Finding Every Student’s God-Given Talents

Andrea Beam et al. — Tue, 08 Nov 2011 07:21:57 PST

The Effects of Poverty in the Role of Schools: Implications for Teacher-Preparation Programs

Deanna L. Keith Dr. et al. — Tue, 09 Nov 2010 08:21:12 PST

Is Brain Gym an Effective Educational intervention?

Lucinda S. Spaulding et al. — Wed, 31 Mar 2010 12:25:50 PDT

Brain Gym® (BG) (BGI, 2008) is a popular commercial program sold by Brain Gym® International (BGI). Making extravagant claims for improved intellectual and physical development, it used in more than 80 countries. While BGI’s claims are persuasive, to date there is little empirical evidence validating the approach. We examine some theoretical assumptions from which BGI was developed, review the efficacy literature, and provide suggestions for making informed decisions about the judiciousness of investing time and resources in this program.

Standards Based Differentiation: Identifying the Concept of Multiple Intelligence for use with Students with Disabilities

Andrea P. Beam — Tue, 22 Sep 2009 07:37:05 PDT

With evolving eras in special education, an extreme concentration has been placed on accountability through high-stakes testing. In the past, only test scores of general education students were analyzed in most accountability efforts. Current laws, however, have extended accountability measures not only to include those students served in special education, but also to report their scores alongside their nondisabled peers. With the increased focus on accountability through high-stakes testing, educators are searching for more effective means to educate students who are participating in special education programs. Differentiation has become a means to educate all spectrums of students with disabilities. What is not evident, however, are the various methods used to differentiate lessons. It is proposed that educators consider multiple intelligences when differentiating for their students who require alternative methods of instruction. By incorporating different learning styles into daily plans, it is believed that all students will be reached academically.

A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability

Kenneth A. Kavale et al. — Tue, 22 Sep 2009 07:37:04 PDT

Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition of SLD has responded to new knowledge and understanding about the construct, the formal definition has remained static for 40 years, creating a schism between theory and practice. Using concepts gleaned from the scientific study of formal and operational definitions as well as the history of another special education category (i.e., mental retardation), in this article we demonstrate why change in the SLD definition is necessary. Finally, we propose a change in the SLD definition in federal regulations to redress the disconnect between theory and practice and restore integrity to the SLD field.