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31 results on '"Cheney, Christine O."'

2. Using a Web-Based Tutorial To Teach the IEP Process.

Author

Cheney, Christine O.

Abstract

A Web-based tutorial was developed to teach preservice special education teachers about the individualized education program (IEP) process in Nevada and to allow them to practice development of specific IEP components. The Web site has four major sections which: (1) review the process by which children become eligible for special education; (2) explain each component of the IEP, using Nevada state-adopted forms; (3) present case studies and allow students to practice the formats for writing goals, objectives, and justification statements; and (4) provide additional Web-based resources focused on the IEP. The third section, "Practice" is the most complex and contains exercises to help students write and evaluate the narrative parts of the IEP; case studies that lead students through the decision-making process and include links to professional opinions on each aspect of the case; and additional case studies to be used for student evaluation. The tutorial was used for the first time during the fall 2001 semester, freeing class time to cover other subjects. Students accessed the Web site an average of 16 times during the semester; four students who were asked to resubmit their IEPs were among those who used the tutorial the least. Evaluations of the tutorial by 19 students indicated that they used the tutorial an average 4.2 hours and found it valuable, with the practice section being most highly rated. (SV)

Published
2002

3. Combining Distance Education and Web Applications for a Course on Collaboration in Special Education.

Author

Cheney, Christine O.

Abstract

A Web site called the "Teachers Lounge" was created to enable group assignments for distance education students taking a televised teacher education course on collaboration and consultation in special education. The primary component of the Web site was case studies of four fictitious children in various grades whose teachers were seeking advice or information. Students participated by contributing to the Web site at least four times. A survey about their Internet use was returned by 53 students. The majority of students reported using online services at least several times per week, but most had never taken a course with an Internet or Web site component. The vast majority of students reported little or no anxiety about the Internet component of this course, although three students had very high levels of anxiety about using the site. A survey evaluating the Web site was returned by 51 students. Results found that students enjoyed the realism and quality of the vignettes and the comparing of others' perspectives on the situations to their own. Students wanted more frequent updates of information or more vignettes to respond to, and noted difficulties in accessing the site at various times. The bulletin board component of the Web site was not accessed as often as the vignettes. Thirty-seven students indicated that the activities increased their comfort about using an interactive Web site. Suggestions for improvement include additional collaboration among academic disciplines, students in related fields, and students from other regions. (TD)

Published
2000

4. Preparing Rural Educators of Students with Severe Disabilities: Summer Institutes and Ongoing Support.

Author

Demchak, MaryAnn and Cheney, Christine O.

Abstract

Due to changes in certification and a shortage of special education teachers, school districts in rural Nevada frequently employ special education teachers who have not been trained to teach students with severe or multiple disabilities or serious emotional disturbances. A recent survey of 271 special education teachers and administrators in northern Nevada identified a wide range of training needs. To address these needs, the University of Nevada, Reno, developed Project PRESS (PReparing Educators of Students with Severe Disabilities), a 2-week on-campus summer institute that is organized according to eight quality indicators of educational programs for severely disabled students, that offers rural educators two graduate credits, and that provides follow-up services tailored to their schools. In two summers, the institutes have been attended by 58 special education teachers, general education teachers, and related service providers. Institutes focus on inclusion of students with disabilities in general education classes, involvement of families in decision making, integration of specialized services into ongoing educational activities, and promotion of meaningful participation in community settings. As a key feature of the institutes, participants may request follow-up services: either inservice training to an entire staff or individualized on-site consultation to assist in implementation of newly learned concepts. Participants have requested 20 follow-up visits, impacting over 100 additional school personnel and parents. Evaluations suggest that the summer institutes influence participants' subsequent performance, skills, and attitudes. (SV)

Published
1995

5. Inclusion of Students with Disabilities in Rural Classrooms: Recommendations and Case Study.

Author

Cheney, Christine O. and Demchak, Mary Ann

Abstract

Strategies are presented for systematic planning and teacher collaboration for inclusion of students with disabilities in rural general education classrooms. This planning and ongoing support is essential for the student to be a full member of the class rather than just physically present. A case study illustrates the positive effects of such a process in a small, rural school. (TD)

Published
2001

6. Developing a Web-Enhanced, Televised Distance Education Course: Practices, Problems, and Potential.

Author

Cheney, Christine O., Warner, Michael M., and Laing, Diann N.

Abstract

Describes a Web site, The Teachers Lounge, developed for a televised distance education course for special education teachers. Highlights include combining televised distance education, Web-enhanced course components, and case-based instruction; graphics and user interface; students' reactions to the cite; and suggestions for improving Web-based course components. (Author/LRW)

Published
2001

7. Preventive Discipline through Effective Classroom Management.

Author

Cheney, Christine, O.

Abstract

Discipline problems in both regular and special education settings can be prevented through the effective use of three key elements: (1) organizational management of classroom elements; (2) anticipation and re-direction of student behavior; and (3) positive, encouraging interactions with students. Organizational management of classroom elements takes into consideration the physical arrangement of the classroom, a consistent schedule of activities, procedures for handling classroom routines, and rules for classroom behavior. Anticipation and re-direction of circumstances that may lead to misbehavior can occur in three ways: through lesson planning and delivery, through the use of specific teacher behaviors, and through knowledge of individual student behavior patterns. Finally, creating a positive, encouraging classroom environment calls for high levels of student success and involvement in classroom activities, the use of encouragement instead of praise, and an attempt to avoid criticizing or demeaning students when they misbehave or make academic errors. (JDD)

Published
1989

9. Case Study of a Collaborative University/School District Teacher Induction Program: Issues and Recommendations.

Author

Krajewski, Junean J. and Cheney, Christine O.

Abstract

Describes a collaborative effort between a Nevada school district and the University of Nevada to support first-year teachers. The internship program provided mentoring, support, and services to first-year teachers. The article describes the three-phase approach to collaboration and offers recommendations for collaborative programs. (SM)

Published
1993

10. Understanding the First Year Teacher: Implications for Induction Programs.

Author

Cheney, Christine O.

Abstract

A collaborative induction program for first-year special and regular elementary teachers was sponsored by the University of Nevada-Reno and the Washoe County School District. Observations indicated that novice educators passed through five phases during their first year, ranging from initial order/time filling to eventual focus on students. (DB)

Published
1992

11. Literacy Education: An Integrated Approach for Teaching Students with Handicaps.

Author

Bear, Donald R. and Cheney, Christine O.

Abstract

A developmental model combining both skills and whole language instruction in four phases is offered for literacy development in children with mild handicaps. The four phases, common to literacy development in all children, move from pretend reading, writing, and spelling, to the transitional stage of fluency at approximately a third grade level. (DB)

Published
1991

12. Issues in Identification and Service Delivery for Students with Conduct Disorders: The 'Nevada Solution.'

Author

Cheney, Christine O. and Sampson, Kristina

Abstract

Discussed are practices used in Nevada to differentiate students who are conduct disordered or socially maladjusted from those who are seriously emotionally handicapped. Programs for students with conduct disorders are described, and implications of Nevada's approach to serving the behaviorally disordered are considered. (DB)

Published
1990

13. Computers and Students with Behavior Disorders: A Review.

Author

Cheney, Christine O.

Abstract

Reviews the uses of computer technology for students with behavior disorders. Three categories of applications are discussed: (1) computerized instruction to enhance academic skills or achievement; (2) computers used as reinforcers to modify behavior; and (3) the use of computers to improve social skills or interpersonal deficits. (14 references) (LRW)

Published
1990

14. Training Rural Early Childhood Special Educators: A Model of Effective Distance Learning.

Author

Cheney, Christine O.

Abstract

Project NETWORC (Nevada Educational Television Working Out in Rural Communities) is presented as a model for ensuring effective preparation of rural special education teachers by delivering university courses to individuals already working in rural communities. Four courses are offered, each having a video segment, audioteleconferencing segment, and on-site experiential learning segment. (JDD)

Published
1990

15. Teacher Touch and Children's Self-Esteem: A Pilot Study.

Author

Cheney, Christine O.

Abstract

Examined whether relationship existed between increased amounts of teacher touch and students' self-esteem in third grade students (N=165). Although positive changes were observed in student self-esteem from the pretest to the posttest measurements in both experimental and control groups, no significant differences between the groups were found. (Author/NB)

Published
1988

16. The Systematic Adaptation of Instructional Materials and Techniques for Problem Learners.

Author

Cheney, Christine O.

Abstract

Specific suggestions are provided for modifying instructional materials and methods to meet the needs of students with mild handicaps. An organizational framework for making systematic decisions about instructional adaptation is presented, calling for comparing characteristics of the material or technique with the characteristics of the learner in three major areas. (JDD)

Published
1989

17. Social Acceptance and Self-Concept of Handicapped Pupils in Mainstream Environments.

Author

Semmel, Melvyn I. and Cheney, Christine O.

Abstract

The paper reviews selected research findings relative to the social acceptance/rejection and self-concept of handicapped students in regular classroom environments. Studies are limited to those involving educable mentally retarded, learning disabled, or behaviorally disordered children. (SBH)

Published
1979

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