• The Impact of Language Acquisition and Language Learning On Learning Process: A Meta-Synthesis

      Allman, Ashley (University of Alaska Southeast, 2018-07-20)
      This meta-synthesis explores the correlation between language acquisition and learning. Children who are bilingual have advantages and disadvantages to how they learn. When research first started on this idea, common opinion was that it was a disadvantage to be bilingual. However, as research has progressed more advantages than disadvantages of being bilingual have been found. Furthermore, new ways children can learn language have appeared. Options can include but are not limited to parents and guardians, an immersion program, and/or a dual/multi-language program. An important factor of language acquisition is for children to be fluent in one language before they learn a second language. Children that do not have a firm grasp of their first language combine two language patterns and create a different language. The combining of languages causes them to have challenges throughout their education.
    • No Teacher Left Behind: The Influence of Teachers with Disabilities in K-8 Classrooms A Meta-Synthesis

      Hauk, Amanda (2009)
      This meta-synthesis of the literature on K-8 teachers with disabilities examines the profound influence that teachers with disabilities can have in our classrooms. Teachers with disabilities act as valuable and realistic role models for all students and bring unique qualities to the classroom, including a passion for inclusive education and creative methods of instruction. However, prejudicial barriers to success often restrict these exceptional teachers from access to our classrooms, undermining the inclusion movement present in most special education programs and schools today. When these teachers are denied employment, students with disabilities suffer in and out of the classroom from a lack of identity construction, reduced self-esteem, and nonexistent advocacy skills.
    • Rett Syndrome: A Place for Angels

      Cox, Deborah Ann (University of Alaska Southeast, 2009-07-14)
      Rett syndrome is a thief! It robs little girls of their projected life. It lulls their families into a false sense of security while their little girls develop normally for 6 to 18 months. Then it insidiously robs them of their skills and abilities until they are trapped in a body that won't respond. These little girls are called "silent angels" (Hunter, 2007). Rett syndrome (RS) was originally identified in 1966 by the Austrian neurologist Andreas Rett, but his research and findings were written in an obscure form of the German language the medical world could not and did not translate. It wasn't until 1983, that Rett syndrome was re-identified and labeled as its own disorder (Hunter, 2007). The Rett Syndrome Research Foundation (2006) summarizes the condition best with: Rett syndrome is a debilitating neurological disorder diagnosed almost exclusively in females. Children with Rett syndrome appear to develop normally until 6 to 18 months of age when they enter a period of regression, losing speech and motor skills. Most develop repetitive hand movements, irregular breathing patterns, seizures and extreme motor control problems. Rett syndrome leaves its victims profoundly disabled, requiring maximum assistance with every aspect of daily living. There is no cure. (Retrieved October 14, 2008 from http://www.rsrf.org/about_rett_syndrome/) Research is ever going to regards to Rett syndrome. What is known as of now is that Rett syndrome is caused by a mutation of the gene MECP2. It is not passed down in families and it knows no ethnic boundaries. The majority of Rett girls live to adulthood (RSRF, 2006). The male child doesn't usually survive birth with Rett syndrome.
    • Teaching Children with Reactive Attachment Disorder: A Review of the Literature

      Arnold, Shawn Travis (University of Alaska Southeast, 2009-07-14)
      Reactive Attachment Disorder (RAD) has been examined by the psychological community for many years, but only in recent years has it entered the realm of education and recognizing students with RAD has occurred. Disagreements continue to take place over what types of assessments or interventions may work for children with RAD. Often children with RAD are not diagnosis [sic] because the symptoms reflect other dysfunctional behaviors and teachers reject these students as unwilling to accept instruction. This paper is a literature review of professional articles available with bearing on teaching children with RAD. In addition, this article presents behaviors of RAD and describes recommendations in dealing with students with RAD that teachers may use. Lastly, the article briefly summarizes the content of several research articles.
    • Using Family Centered Systems Theory to Bridge the School and Family Gap in Special Education: A Review of the Literature

      Beard, Brandon (University of Alaska Southeast, 2009-07-14)
      In this review I looked at 22 articles that explored two of the primary interventional perspectives used when addressing the needs of exceptional students. A number of the articles elucidate the present prevalence of student based practices in U.S. schools, administration, and legislation. The body of the literature surveys how family centered interventions can be, and are used, to better serve students by integrating the needs and concerns of the family, as well as those of the student. The review was concluded with a discussion of the importance of finding a balance between the current legislative trend which emphasizes a student's needs based on an annual standards driven success model, versus a model which emphasizes the development of the whole child at home, and in the school, during all educational and developmental stages.