Using Technology to Create Motivating Social Skills Lessons

Therese M. Cumming

Intervention in School and Clinic Vol. 45, No. 4 (2010) pp. 242–250

Many students with emotional and behavioral disabilities do not receive the social skills training required for success in inclusive school settings or life after graduation. Teachers often cite lack of training and motivation as factors explaining...

Social skills of students with emotional disabilities: A technology-based intervention

Therese M. Cumming

Social@skills of students with emotional@disabilities: A technology@-based intervention (2006) pp. 1–212

Students with emotional and behavioral disabilities can be some of the most difficult students to keep in the regular school setting, let alone include in general education classes (Desbians & Royer, 2005). Often, higher percentages of students with ...

Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude

Sarah Mulholland; Therese M. Cumming

International Journal of Educational Research Vol. 80, No. 1 (2016) pp. 93–100

It is widely known that attitudes have a direct relationship to teacher actions in the classroom; therefore, gaining an understanding of teacher knowledge and attitudes with regard to students with disabilities is an essential step in improving the...

Language: English

Integrating the iPad into Language Arts Instruction for Students with Disabilities: Engagement and Perspectives

Therese M. Cumming; Cathi Draper Rodriguez

Journal of Special Education Technology Vol. 28, No. 4 (2013)

This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the...

A Meta-Analysis of Mobile Technology Supporting Individuals with Disabilities

Therese M. Cumming; Cathi Draper Rodríguez

Journal of Special Education Vol. 51, No. 3 (2017) pp. 164–176

Mobile technology has become ubiquitous in the education and support of individuals with disabilities. While this practice is supported under the Universal Design for Learning framework, research in the area has yet to establish a solid evidence...

Current practices in schooling transitions of students with developmental disabilities

Cathi Draper Rodriguez; Therese M. Cumming; Iva Strnadová

International Journal of Educational Research Vol. 83, No. 1 (2017) pp. 1–19

This article examines the planning processes involved for students with developmental disabilities (i.e., intellectual disability and autism spectrum disorders) as they transition through different stages of schooling in the United States. In order...

Language: English

Building an Inclusive Research Team: The Importance of Team Building and Skills Training

Iva Strnadová; Therese M. Cumming; Marie Knox; Trevor Parmenter

Journal of Applied Research in Intellectual Disabilities Vol. 27, No. 1 (January 2014) pp. 13–22

Background: Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in ...

A snapshot of education behind the fence: Supporting engagement in education of incarcerated youth in Australia

Iva Strnadová; Sue C. O’Neill; Therese M. Cumming

International Journal of Educational Research Vol. 85, No. 1 (2017) pp. 33–42

Incarcerated youth often have complex needs. Past researchers have reported that these young people have high drop-out rates and early disengagement from school. This study adds to the limited research on the ways both education and juvenile justice ...

Language: English

Core Curriculum in Assistive Technology: In-Service for Special Educators and Therapists

Thomas S. Higbee Kara A. Reagon; Wei-Chen Hung and James Lockard; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Thomas S. Higbee Kara A. Reagon; Wei-Chen Hung and James Lockard; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Thomas S. Higbee Kara A. Reagon; Wei-Chen Hung and James Lockard; Susan De La Paz; Pedro Hernández-Ramos; Rajiv Satsangi Emily C. Bouck; Whitney Bartlett; Therese M. Cumming; Cathi Draper Rodriguez; Christopher J. Rivera; Fred Spooner and Charles L. Wood; S Christy Hicks; Frankie K. Dissinger

Journal of Special Education Technology Vol. 18, No. 2 (2003) pp. 35–45

This article describes the development of a four-year course sequence in assistive technology (AT). Course participants learned how to assess student needs for AT, what AT devices were available, and how to make decisions within the individualized...