Ever noticed how most teenagers crave freedom and want to make their own decisions?
It’s no different for students with special needs.
Unfortunately, traditional classroom interventions often don’t quite cut it.
But a University of Missouri assistant research professor, Sara Estrapala, is striving to change that.
Having worked as a high school paraeducator, Estrapala understood the unique challenges students with special needs face.
Now, she’s heading a significant project, funded by a grant worth over half a million dollars, designed to empower these students to control their own behavior.
“The key is self-regulation,” Estrapala explains. “Our goal is to help students improve their academic engagement and reduce disruptive behavior. This way, they can actively participate in the school curriculum.”
To make this a reality, approximately 50 public high school students from Jefferson City, Hallsville, and Fulton are stepping up to test the strategy.
This isn’t about following someone else’s rules. Instead, the students will set their own behavior goals—like paying more attention in class or following instructions better.
The secret tool to help them track their progress?
A self-monitoring app named I-Connect. Students will get alerts reminding them to check if they are acting according to their goals. Plus, the app will draw up progress charts for the students, their teachers, and support staff to keep an eye on how things are going.
Two seasoned professors, Erica Lembke from MU, and Howard Wills from the University of Kansas, will be guiding Estrapala in this project.
Estrapala puts it perfectly: “It’s high time we gave students the reins. Let’s let them decide their goals, learn about their behavior, and find ways to improve. Because, after all, who knows them better than themselves?”
The funding for this innovative project comes from the U.S. Department of Education’s Institute of Education Sciences. So, keep your fingers crossed for this new venture that aims to help students shape their own educational journey.
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