Board of Cooperative Educational Services

Systemic and structural inequities and disparities in social, health, economic, and educational opportunities result in pervasive, complex challenges which impede social, emotional, behavioral, and cognitive development. This exploratory paper considers practices which perpetuate inequity and offers a framework for thinking about and addressing these inequities by convening learning city “Smart Teams” comprised of representative community members working collaboratively in visioning, problem solving, decision-making, action taking, and policy development to promote, support, and extend the community school model into the fabric of the community. This paper draws on a theoretical framework consisting of self-determination theory and conceptual frameworks for communities of networked expertise and activity theory with the goals of (1) reimagining and helping students to actualize new identities as learners and contributors to society; (2) designing motivating learning environments which offer new options for collaboration with peers, educators, and community mentors; (3) implementing new approaches for students to systematically, yet imaginatively, and creatively interpret, tackle and propose, incubate, and/or prototype solutions to real-world problems; and (4) constructing environments and activity models which mitigate impediments to learning and teaching.

Aquatic invertebrates are common reservoirs of a rapidly expanding group of circular Rep-encoding ssDNA (CRESS-DNA) viruses. This study identified and explored the phylogenetic relationship between novel CRESS-DNA viral genotypes associated with Pacific intertidal isopods Idotea wosnesenskii, Idotea resecata, and Gnorimosphaeroma oregonensis. One genotype associated with I. wosnesenskii, IWaV278, shared sequence similarity and genomic features with Tombusviridae (ssRNA) and Circoviridae (ssDNA) genomes and was putatively assigned to the Cruciviridae clade comprising chimeric viruses. The complete genome of IWaV278 (3478 nt) was computationally completed, validated via Sanger sequencing, and exhibited sequence conservation and codon usage patterns analogous to other members of the Cruciviridae. Viral surveillance (qPCR) indicated that this virus was temporally transient (present in 2015, but not 2017), specific to I. wosnesenskii at a single collection site (Washington, DC, USA), more prevalent among male specimens, and frequently detected within exoskeletal structures. 18S rRNA sequences identified two alveolate protists associated with IWaV278-positive tissues and mechanical epibiont removal of ciliated exoskeletal structures eliminated viral detection, suggesting that the putative host of IWaV278 may be an epibiont of I. wosnesenskii. This investigation provides additional phylogenetic evidence to resolve Cruciviridae evolution and offers insight into the biogeography, specificity, and potential host of a crucivirus genotype.

Journal Article “This Blue Hollow”: Estes Park, the Early Years, 1859–1915 and Yellowstone: The Creation and Selling of an American Landscape, 1870–1903 Get access “This Blue Hollow”: Estes Park, the Early Years, 1859–1915. By Pickering James H.. (Niwot: University Press of Colorado, 1999. xv + 321 pp. Illustrations, maps, notes, index. $29.95.)Yellowstone: The Creation and Selling of an American Landscape, 1870–1903. By Magoc Chris J.. (Albuquerque: University of New Mexico Press/Helena: Montana Historical Society Press, 1999. xvi + 266 pp. Illustrations, notes, bibliography, index. $19.95, paper.) David Kathka David Kathka Sweetwater Board of Cooperative, Educational Services Search for other works by this author on: Oxford Academic Google Scholar Western Historical Quarterly, Volume 31, Issue 4, Winter 2000, Pages 493–494, https://doi.org/10.2307/970109 Published: 01 November 2000

Assistive technology is critical to maximize the functional skills of the person with a physical disability at home, work, and school. As assistive devices become increasingly complex and expensive and more options are available, the need for an assistive technology specialist is enhanced. Recent regulations and advances in technology are affecting the type, quality, and comprehensiveness of assistive technology service provision and need for assistive technology specialists. The occupational therapist's role as an assistive technology specialist is illustrated in an example of an assistive technology program within a special education setting.

This investigation compared the spoken and written English errors of 20 hearing-impaired postsecondary students with intelligible speech and poor English language. Error categories used to assess the language samples were function, content, and structure. Spoken and written performances were distinguished only by a greater number of function word errors in writing samples. A trend toward greater complexity in writing was also found. Implications for instruction are discussed.

Many special education students have the knowledge but are unable or unprepared to demonstrate that knowledge while taking a test.

Educational/therapeutic teams working with the pediatric population continue to be challenged by the intense needs of children with the most profound and multiple handicapping conditions. Through a critique of A Curriculum for Profoundly Handicapped Students: The Broward County Model, a variety of subjects are discussed relevant to the habilitation of persons with profound disabilities. Topics include areas such as functionality, age-appropriateness, and choice-making as well as expanded and partial participation options for this population. Combining therapeutic techniques, individualized adaptations, partial participation, and direct instruction applied to functional activities are suggested to increase the likelihood of meaningful outcomes for persons with even the most profound disabilities.

This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, language development, cognitive development and affective development. Results indicated that a Logo-based environment enhanced children's problem-solving skills and their acquisition of linguistic pragmatics as compared to counterparts in a control condition. In contrast, an instructional software condition promoted children's acquisition of specific skills. Neither software environment enhanced children's global levels of cognitive or of affective development. We conclude with a caution that the medium is not the message.

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Compared the WISC-R and Leiter International Performance Scale IQs for a sample of 42 educationally handicapped adolescents, who ranged in age from 13.1 to 16.5 years. Pearson product-moment correlation coefficients and correlated t-values were computed for the data analyses. The results indicated a pattern of positive correlations between WISC-R Verbal, Performance, and Full Scale scores and Leiter scores. WISC-R Verbal, Performance, and Full Scale IQs were found to be significantly higher than Leiter IQs. The findings suggest that generally the same pattern exists for the WISC-R and Leiter as for the WISC and Leiter.