Papers by B. Keith Ben-Hanania Lenz
This book offers teachers guidelines and suggestions for adapting and/or selecting materials for ... more This book offers teachers guidelines and suggestions for adapting and/or selecting materials for use with students with disabilities in general language arts, social studies, and science classrooms (grades 6 through 8). Following an introduction, chapter 1 offers a nine-step procedure for adapting materials from first, creating a plan for adapting materials, through fourth, determining the need for content adaptations versus format adaptions for adapting materials, to ninth, fading the adaptation when possible. The following three chapters offer examples of material adaptations including adapting existing materials, mediating existing materials, and selecting alternate materials. These 12 contributions are: (1) "Differentiated Textbook Instruction" (Steve Horton); (2) "The Quality Assignment Routine and the Quality Quest Planner" (Jean Schumaker); (3) "S.O.S.: Survey, Obtain Information, Self-Test" (Jean Schumaker); (4) "Content Organizers" (B. Keith Lenz); (5) "Concept Organizers" (Janis Bulgren); (6) "Mnemonic Adaptations" (Margo Mastropieri and Tom Scruggs); (7) "Problem-Solving Prompts for Performance Assessments" (Jerry Tindal); (8) "Title: The SuFvey Routine" (Jean Schumaker); (9) "Coherent Text Built around Big Ideas" (Bonnie Grossen); (10) "Reasoning and Writing" (Bonnie Grossen); (11) "Science Videodisc Media" (Bonnie Grossen); and (12) "Connecting Math Concepts, SRA, and Core Concepts Videodisc Programs" (Bonnie Grossen). (Individual sections contain references.) (DB)
Beginning as early as 1970 and continuing through the reauthorization of IDEA 2004, Congress has ... more Beginning as early as 1970 and continuing through the reauthorization of IDEA 2004, Congress has authorized the U.S. Department of Education's Offi ce of Special Education Programs (OSEP) to conduct model demonstrations in early intervention and special education to improve early intervention and educational and transitional results for children with disabilities [Sec. 661 (a)]. The purpose of model demonstration projects (MDPs) is to develop new practice, procedure, or program models on the basis of theory and/or evidence-based research. Each project then implements its model in typical settings, assesses impacts, and, if the model is associated with benefi ts, may go on to disseminate it or scale it up. Since 2005, OSEP has funded four cohorts of MDPs, each focused on a single new and promising (or perhaps poorly understood or implemented) practice, procedure, or program that is deemed to have high potential for improving child outcomes. To better inform OSEP's model demonstration program, SRI International was awarded contracts in 2005 and 2010 to collect consistent data across MDPs-both within each cohort and across cohorts over multiple years and topic areas. The Model Demonstration Coordination Center (MDCC) works with each cohort to establish consistent design elements (such as sample defi nition and selection), data collection methods and timing, and instrumentation and to synthesize cross-MDP data. Using data collected from the four cohorts, MDCC will help OSEP better understand what makes an effective model demonstration.
Teaching Exceptional Children, 2003
School Psychology Review
... Login to save citations to My List. Citation. Database: PsycINFO. [Journal Article].Self-mana... more ... Login to save citations to My List. Citation. Database: PsycINFO. [Journal Article].Self-managed learning strategy systems for children and youth. Lenz, B. Keith. School Psychology Review, Vol 21(2), 1992, 211-228. Abstract. This ...
Focus on Exceptional Children
IX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and Augus... more IX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children. This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted children for publication in the monthly Current Index to Journals in Education (CUE) and the quarterly index, Exceptional Children Education Resources (ECER). The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.
Focus on Exceptional Children
Focus on Exceptional Children
TEACHING Exceptional Children
ABSTRACT This article describes the Learning Express-Ways Communication System. The system consis... more ABSTRACT This article describes the Learning Express-Ways Communication System. The system consists of a folder containing printed sections within which a student records his schedule, information about courses and life goals, learning preferences, strengths and challenges, and academic support system. Weekly, the student comments on progress and then the teacher responds. (Contains references.) (CR)
TEACHING Exceptional Children
In this column, Bridging Research and Practice, three of the federally funded special education r... more In this column, Bridging Research and Practice, three of the federally funded special education research institutes report to you, the practitioner, on their progress in areas that will be particularly helpful to you in working with your students. The U.S. Office of Special Education Programs (OSEP) has funded these three research institutes to study specific curricular and instructional interventions that will accelerate the learning of students with disabilities in curricular areas: Center on Accelerating Student Learning (CASL) focuses on accelerating reading, math, and writing development in Grades K-3. The Directors of CASL are Lynn and
TEACHING Exceptional Children, 2000
This investigation examined whether advance organizers would help learning disabled (LD) adolesce... more This investigation examined whether advance organizers would help learning disabled (LD) adolescents to more efficiently process information on selected academic tasks. There wera three phases: First, 51 LD and 63 normally achieving (NA) subjects participated in the development of a test to measure important and unimportant information. Second, eight LD adolescents, 4.
The tenth in a series of studies investigating the educational context and outcomes for high scho... more The tenth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study explored the use of a Question Exploration Routine as a means of enhancing the performance of students with disabilities in ninthgrade inclusive content classes. Participants were 134 students, with and without disabilities, recruited from 13 inclusive English classes of six teachers in three schools. Six classes were randomly assigned to the experimental condition; seven classes were randomly assigned to the control condition. Participating teachers and researchers selected two topics (prejudice and impetuous behavior) related to Shakespeare's "Romeo and Juliet" for which they expected students to acquire an understanding of critical main ideas. The experimental teachers presented all key points included in each lesson using. the Question Exploration Routine. All students participated in a lesson on each of the two topics. Tests related to each lesson topic were administered to students on the following day. Students (both with and without disabilities) who were instructed using the Question Exploration Routine answered, on average, a higher percentage of multiplechoice questions and short-answer questions correctly than did students who received traditional instruction. (Contains 11 references, 5 figures, and 1 table.) (CR)
Journal of Postsecondary Education and Disability, 2002
Adult literacy education is increasingly focused on preparing adults with literacy skills for the... more Adult literacy education is increasingly focused on preparing adults with literacy skills for the world of work. Assumptions about how this goal is being met should be made with caution, given that adult education also serves other goals, adult educators have diverse training, and many adult students are presumed to have learning disabilities (LD) and histories of not benefiting from literacy interventions. Adult educators from around the nation were surveyed on what literacy areas they address and what interventions and materials they use for adults with LD. Analyses of the responses indicate trends in the nature of interventions used. 1 This research was supported by the National Institute for Literacy under Grant No. X257B30002. Any opinions, findings, and conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the National Institute for Literacy. 2 The authors thank their colleagues, Daryl Mellard and Hugh Catts, who collaborated in constructing the questionnaires and analyzing the findings.
... Click on any of the links below to perform a new search. ERIC #: ED463626. Title: SMARTER Tea... more ... Click on any of the links below to perform a new search. ERIC #: ED463626. Title: SMARTER Teaching: Developing Accommodations To Reduce Cognitive Barriers to Learning for Individuals with Learning Disabilities. Authors: Lenz, B. Keith; Scanlon, David. ...
This book offers teachers guidelines and suggestions for adapting and/or selecting materials for ... more This book offers teachers guidelines and suggestions for adapting and/or selecting materials for use with students with disabilities in general language arts, social studies, and science classrooms (grades 6 through 8). Following an introduction, chapter 1 offers a nine-step procedure for adapting materials from first, creating a plan for adapting materials, through fourth, determining the need for content adaptations versus format adaptions for adapting materials, to ninth, fading the adaptation when possible. The following three chapters offer examples of material adaptations including adapting existing materials, mediating existing materials, and selecting alternate materials. These 12 contributions are: (1) "Differentiated Textbook Instruction" (Steve Horton); (2) "The Quality Assignment Routine and the Quality Quest Planner" (Jean Schumaker); (3) "S.O.S.: Survey, Obtain Information, Self-Test" (Jean Schumaker); (4) "Content Organizers" (B. Keith Lenz); (5) "Concept Organizers" (Janis Bulgren); (6) "Mnemonic Adaptations" (Margo Mastropieri and Tom Scruggs); (7) "Problem-Solving Prompts for Performance Assessments" (Jerry Tindal); (8) "Title: The SuFvey Routine" (Jean Schumaker); (9) "Coherent Text Built around Big Ideas" (Bonnie Grossen); (10) "Reasoning and Writing" (Bonnie Grossen); (11) "Science Videodisc Media" (Bonnie Grossen); and (12) "Connecting Math Concepts, SRA, and Core Concepts Videodisc Programs" (Bonnie Grossen). (Individual sections contain references.) (DB)
Journal of Learning Disabilities, Mar 1, 2007
The understanding and use of historical concepts specified in national history standards pose man... more The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.
Learning Disabilities Focus, 1987
This intervention study evaluated the effects of using two types of explicit instruction, curricu... more This intervention study evaluated the effects of using two types of explicit instruction, curriculum maps and guided questions, compared with simple reviews or repetition to teach core curriculum content to high school students with learning disabilities in a group instruction format. A repeated measures research design was used with six groups of five students each who received each of the three interventions in differing sequences. A test, representing information from each of the three lessons, was administered as a pre-test and post-test. Analysis of results indicated that the use of the curriculum map enhanced learning for the students with learning disabilities more than the use of guiding questions, and the use of guiding questions enhanced learning more than simple reviews of repeated information. Results support the use of curriculum maps to make instruction more explicit by depicting the importance and structure of the content and then using these maps to lead and review learning through guided questioning. Lesson scripts, handouts, and the tests are appended and comprise the majority of the document's contents. (Contains 29 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document.
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Papers by B. Keith Ben-Hanania Lenz