bluuebunny/crossref_metadata_2025 huggingface dataset:
Including Students with Severe Disabilities in General Education Settings
Authors: Wisniewski Lech , Alper Sandra
Published: December 2008

A number of social, judiciary, and regulatory policies are intended to change current educational practices. Educational change, however, does not automatically occur as a result of policy adoption. Rather, educational change occurs as a result of leaders employing systematic procedures to bring about these changes. A growing philosophical, legal, and empirical data base supports the inclusion of students with severe disabilities in general education settings. This paper presents guidelines intended for educational leaders in effecting the change from segregated to inclusive school settings. Five systematic phases, or guidelines, are presented. In order to bring about successful inclusion of students with severe disabilities, leaders develop networks, assess resources, review options, install inclusion strategies, and provide a system of feedback and self-renewal.
Literacy Instruction for Mainstreamed Students
Authors: Schumm Jeanne Shay , Vaughn Sharon , Haager Diane , Klingner Janette Kettmann
Published: December 2008

In this study we investigated six widely used basal reading programs for suggestions for literacy instruction for mainstreamed special education students (MSE). The kindergarten, first-, third-, and fifth-grade materials were analyzed for each of the six basal reading programs selected. A basal analysis instrument, based on a literature review and focus-group interviews, was designed to record teaching suggestions for mse students. Only two of the basal reading programs included suggestions directed to the needs of mse students, and their suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting the needs of mse students in general education classrooms.
Applications of Mnemonic Strategies with Students with Mild Mental Disabilities
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Whittaker Mary E. S. , Bakken Jeffrey P.
Published: December 2008

This paper reports the results of two classroom applications of mnemonic instruction with students with mild mental disabilities (see note). These applications were developed based upon previous research findings and implemented by special education teachers in their classrooms over extended time periods. In both applications, regularly assigned curricula were adapted to include the use of mnemonic strategies. In the first application, the strategies were supplied by the teacher to facilitate the learning of social studies content. In the second application, students first used teacher-made strategies and later assisted the teacher in generating “class” mnemonic strategies for learning science content. Results of both applications suggest that students successfully learned content using the mnemonic strategies and reported enjoying instruction when the strategies were used. Findings are discussed in relation to future applications by teachers.
Methodological Issues in Multiple-Gating Screening Procedures for Antisocial Behaviors in Elementary Students
Authors: Charlebois Pierre , Leblanc Marc , Gagnon Claude , LarivÉe Serge
Published: December 2008

Multiple gating, which is considered to be a cost-effective screening method for identification of children at risk of developing serious antisocial behaviors, uses relatively inexpensive ratings as a first gate and more sophisticated assessments in the following steps. Different assessment strategies were tested to find a combination of predictors at the beginning of elementary school that could effectively identify children who are at risk of developing serious antisocial problems. All boys in 54 schools, located in low socioeconomic districts in montreal, were assessed in the first step of the screening procedure. A sample of 84 boys was randomly selected from a larger pool of 250 kindergarten boys who had an “aggressiveness-hyperactivity-distractibility” score above the 70th percentile on the preschool behavior questionnaire. In the second step, observed task-inappropriate behaviors were compared to mothers' and teachers' ratings of inattention and of aggressiveness (at ages 6 to 7), as predictors of extreme antisocial behavior at age 10. Results indicated that observed task-inappropriate behaviors and teacher ratings of inattention were better predictors of diversity of offending than were mother ratings of aggressiveness. The best predictive combination consisted of extreme scores above the 70th percentile and observations of task-inappropriate behaviors in multiple settings.
Minimum Standards for the Description of Participants in Learning Disabilities Research
Authors: Rosenberg Michael S. , Bott Deborah , Majsterek David , Chiang Bert , Simmons Deborah , Gartland Deborah , Wesson Caren , Graham Steve , Smith-Myles Brenda , Miller Maury , Swanson H. Lee , Bender William , Rivera Diane , Wilson Rich , Rosenberg Michael S.
Published: December 2008

In 1984, the research committee of the council for learning disabilities (CLD) noted that the available descriptions of individuals with LD in research reports were vague and inconsistent. Recognizing that such descriptions made it difficult to evaluate research findings, the committee recommended that specific guidelines for participant descriptions be followed in reports on research involving individuals with LD.

Eight years after this call for greater uniformity, vague participant descriptors remain a matter of great concern. What follows is a report on this issue from the current cld research committee. Updated guidelines for the description of participants are provided for both small-sample and large-group research activities. Also, suggestions for promoting compliance with the minimum standards are forwarded.

Rather than being viewed as a fixed, immutable product, the current attempt at identifying the minimum standards for the description of participants should be viewed merely as one step in an ongoing process. Clearly, as our multidisciplinary field continues to learn more about LD, additional information about participants may be deemed necessary. With this in mind, the cld research committee welcomes your comments on the present set of guidelines and invites your suggestions for future iterations of this document.
Science for Students with Disabilities
Authors: CAWLEY JOHN F.
Published: December 2008

The purposes of this paper are to introduce this special series and to present a framework for science for students with disabilities. The paper reviews curriculum and instructional perspectives and proposes consideration of a thematic scheme for the organization and development of science programs to meet the needs of students with disabilities.
Strategies for Adapting Science Textbooks for Youth with Learning Disabilities
Authors: Lovitt Thomas C. , Horton Steven V.
Published: December 2008

In This paper we offer a rationale for modifying textbooks for youth with learning disabilities who are included in general education classes. We then review research carried out recently at the university of washington having to do with four adaptation approaches: study guides, graphic organizers, vocabulary drill, and computer-assisted instruction. We then offer suggestions for selecting one approach or the other—that is, when conditions suggest that one technique would be more suitable than the others. Relatedly, we make specific recommendations for involving general education teachers in the process of adapting textbooks. Finally, we make a few suggestions for assisting pupils to gain access to information from textbooks when they are in classes managed by teachers who are either unwilling or unable to adapt textbooks.
Middle School Teachers' Planning for Students with Learning Disabilities
Authors: Vaughn Sharon , Schumm Jeanne Shay
Published: December 2008

The flow of the planning process model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for students with learning disabilities who were mainstreamed into their general education classes. Data were collected from interviews, classroom observations, free-flowing commentary of their lesson plans (think alouds), teachers' planning, videotaped teaching episodes, stimulated recalls, rating scales, and open-ended questions. data analysis revealed that content coverage, classroom/student management, and interest/motivation of the individual student are themes that guide teachers' planning. Teachers' practices and comments reflected little discourse pertaining to knowledge acquisition or planning for students with learning disabilities.
Classroom Grading
Authors: Polloway Edward A. , Epstein Michael H. , Bursuck William D. , Roderique Tess W. , McConeghy Janet L. , Jayanthi Madhavi
Published: December 2008

Acritical area of concern to teachers, administrators, students, and parents is the evaluation and grading of student performance. the topic of grading takes on added significance when consideration is given to the grading of students with disabilities and to the related effects on collaboration between home and school. A national survey was conducted, with the purpose being to determine the policies of local school districts concerning grading. Specific foci included whether a policy was in effect, if modifications were made for students with disabilities, the nature of grading systems used, and communication mechanisms between home and school. A total of 550 surveys were mailed to school district superintendents, with a response rate of over 40%. The results indicated that a majority of school divisions had a policy on grading in effect and that the policies in effect included modifications for students with disabilities. Trends in terms of grading systems used and communication mechanisms employed are highlighted. The results are discussed in terms of their relationship to home-school collaboration and in the context of integrating students with disabilities into general education.
Object-Related Play Skills of Youths with Mental Retardation
Authors: Malone D. Michael , Langone John
Published: December 2008

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.
Social Studies Instruction for Students with Mild Disabilities
Authors: Passe Jeff , Beattie John
Published: December 2008

Students with mild disabilities are frequently served in the general education classroom. As the provision of educational services for these students involves the general education classroom teacher to a greater degree, more attention must be given to the specifics of what happens in the general education classroom. Social studies is a content area in which students with mild disabilities often have a significant degree of difficulty. The current study is concerned with this difficulty. Classroom teachers were surveyed concerning the specific instructional approaches used and/or modifications used with students with mild disabilities. The results of the survey are presented, along with some possible alternatives to the current provision of services for students with mild disabilities.
Early Prediction of Reading Achievement
Authors: Mantzicopoulos Panayota Y. , Morrison Delmont
Published: December 2008

The present study examined the early profiles of students who were screened for learning difficulties with search (Silver & Hagin, 1981), an early identification measure, and were found to be adequate or inadequate readers at the end of second grade. In order to gain insight into the problem of inaccurate classifications of atrisk status at kindergarten, this study investigated students' performance on cognitive measures and behavior problems, as well as socioeconomic background and teacher predictions of learning difficulties. Our results indicated that search tends to underidentify as not at risk some children from higher socioeconomic backgrounds and to over-identify as at risk children from lower socioeconomic backgrounds. Information from classroom teachers and individually administered assessment tools is necessary and useful in the process of identifying those young children who are truly at risk and in need of early intervention services.
Dressing Your IEPs for the General Education Climate Analysis of IEP Goals and Objectives for Students with Multiple Disabilities
Authors: GIANGRECO MICHAEL F. , DENNIS RUTH E. , EDELMAN SUSAN W. , CLONINGER CHIGEE J.
Published: December 2008

THIS ARTICLE DESCRIBES CHARACTERISTICS OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPS) OF 46 STUDENTS FROM NINE DIFFERENT STATES IN KINDERGARTEN THROUGH GRADE 12 WHO HAVE MULTIPLE DISABILITIES AND RECEIVE ALL OR PART OF THEIR EDUCATION IN GENERAL EDUCATION CLASSES. THROUGH CATEGORICAL CODING OF THE STUDENTS' IEP GOALS AND OBJECTIVES, SEVERAL THEMES WERE IDENTIFIED THAT HIGHLIGHT PROBLEMATIC CHARACTERISTICS OF IEPS. ALTERNATIVES ARE SUGGESTED THAT THE AUTHORS BELIEVE MAY MORE ADEQUATELY COMMUNICATE THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS TO THEIR TEACHERS IN GENERAL EDUCATION CLASSES AND IMPROVE THE USEFULNESS OF IEPS.
A Comparison of Two Methods of Administering Group Reading Inventories to Diverse Learners
Authors: Horton Steven V. , Lovitt Thomas C.
Published: December 2008

This study examined the level of agreement between two methods of administering group reading inventories, computer and pencil and paper, leading to placing 72 secondary students, 38 males and 34 females, into three instructional groups—teacher directed, dyadic, and independent. The students, 13 with learning disabilities, 16 remedial, and 43 normally achieving, were enrolled in science and social studies classes in middle school and high school. In one condition, students read textbook passages presented on computer, completed study guides, and took 15-item tests on computer. In the other condition, the same students read passages from their textbooks, completed study guides, and took 15-item tests with pencil and paper. An equivalent time samples design was arranged, with four computer assessments and four pencil-and-pape r assessments randomly assigned. The dependent measures consisted of two types of test items, factual and interpretive. The results of group analysis significantly favored the computer overall on factual questions, with individual analyses indicating few significant differences resulting from the two types of group reading inventories. On interpretive test items, the results of group analysis revealed no significant difference between the two assessment methods, a finding generally corroborated by the individual analyses. Correlation coefficients substantiated significant positive relationships between the dependent measures and the group reading inventories. Overall, the placement of students in three instructional groups was identical for each type of group reading inventory in 72% of individual comparisons. Several recommendations for teachers are presented and discussed.
Teaching Web Making As a Guided Planning Tool to Improve Student Narrative Writing
Authors: ZIPPRICH MARY ANN
Published: December 2008

In a multiple-baseline aba design across three groups, 13 intermediate-level elementary students with learning disabilities and poor writing ability were taught during a 4-month study how to use a prestructured story web as a technique to improve their narrative story writing ability. performance was measured by 12 target behaviors. Students showed improvement in the two primary target behaviors of planning time and holistic (quality) score following instruction in the web technique, but showed inconsistent results for the other target behaviors of number of words, thoughtunits, density factor, sentence types (fragments, simple, compound, compound/complex), and mechanics (spelling, capitalization, and punctuation). analysis of data included both visual-graphic and mean-to-mean comparisons across phases and individuals. Research to further develop and define the effectiveness of the story web technique as well as other writing instruction strategies is recommended.
A Consultation and Paraprofessional Pull-In System of Service Delivery
Authors: WELCH MARSHALL , RICHARDS GAYLE , OKADA TERESA , RICHARDS JOHN , PRESCOTT SHARON
Published: December 2008

This article presents the results of an evaluation study conducted to assess the impact of a hybrid approach to educational partnership known as the consultation and paraprofessional Pull-In System (CAPPS) for serving at-risk students and those with mild academic disabilities. CAPPS is the synthesis of three predominant methods of shared responsibility in service delivery: (1) resource/consulting teacher (r/ct), (2) pull-in programming, and (3) utilization of paraprofessionals for service delivery. this article begins by providing a description of the CAPPS model and its implementation at an elementary school in a suburban area of the rocky mountain region using cross-grade grouping and outcome-based education as a basis for instructional programming and evaluation. Results from a quantitative and qualitative evaluation project designed to assess teacher attitudes, student outcomes, and number of referrals for special education services are presented. the article concludes with a discussion of the results followed by recommendations for implementation and further research.
HIV Disease
Authors: PRATER MARY ANNE , SERNA LORETTA A. , SILEO THOMAS W. , KATZ ALAN R.
Published: December 2008

The Number of children and adolescents who have contracted the human immunodeficiency virus (HIV) infection has increased to alarming levels. this increase impacts current and future school personnel who work with students with disabilities. We address the implications of the HIV disease in the classroom from two perspectives. First, we discuss some of the issues that surround working with students who have HIV disease, such as creating a supportive school climate, ensuring confidentiality, and implementing hygienic safeguards in the school setting. second, we address curricular considerations related to teaching students with special needs about HIV prevention, including who should provide the instruction, implications for teacher preparation programs, and suggested format and content of HIV education.
The Success of Collaboration Resource Programs for Students with Disabilities in Grades 6 Through 8
Authors: KARGE BELINDA DUNNICK , McCLURE MELINDA , PATTON PATRICIA L.
Published: December 2008

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.
Phenomenology As Philosophy and Method
Authors: Mcphail Jean C.
Published: December 2008

Phenomenology is a philosophical movement that approaches the study of human beings and their culture differently from the logical positivist model used in the natural sciences and in special education. phenomenologists view the application of the logical positivist model to the study of human beings as inappropriate because the model does not address the uniqueness of human life. in this article, the theroetical assumptions and methodological orientations of phenomenology are discussed, followed by their applications to ways of doing research in special education.
The Relationship Between Organizational Support and Satisfaction with Teacher Assistance Teams
Authors: KRUGER LOUIS J. , STRUZZIERO JOAN , WATTS REGINA , VACCA DOROTHY
Published: December 2008

The relationship between organizational support and satisfaction with a collaborative problem-solving structure, the teacher assistance team (tat), was investigated. four types of organizational support (i.e., administrator support, perceived purpose of the tat, social support among staff, and tat training) and the satisfaction of both tat members and the consumers of their services were measured. data were collected from 161 tat members and 127 consumers of tat services from 27 elementary schools. regression analyses indicated that organizational support factors had strong, positive relationships to tat satisfaction. in particular, administrator support variables accounted for over 50% of the variance in the consumers' satisfaction with tat services. implications of the findings for the implementation of tats and future research are discussed.
Using Self-Correction to Improve the Spelling Performance of Low-Achieving Third Graders
Authors: WIRTZ CONNIE L , GARDNER RALPH , WEBER KIMBERLY , BULLARA DANIEL
Published: December 2008

THIS STUDY COMPARED THE EFFECTIVENESS OF TWO SPELLING STRATEGIES (TRADITIONAL VERSUS SELF-CORRECTION) ON THE SPELLING PERFORMANCE OF SIX LOW-ACHIEVING THIRD-GRADE STUDENTS. THIS STUDY EXTENDS THE FINDINGS BY McNEISH, HERON, AND OKYERE (1992), IN WHICH SELF-CORRECTION WAS FOUND TO BE EFFECTIVE IN IMPROVING THE SPELLING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES. IN THE CURRENT STUDY, THE TRADITIONAL SPELLING INSTRUCTIONAL STRATEGY CONSISTED OF THE STUDENTS BEING ENGAGED IN SEVERAL DIFFERENT INSTRUCTIONAL TACTICS MONDAYS THROUGH THURSDAYS. THE SELF-CORRECTION METHOD PROVIDED EACH STUDENT AN OPPORTUNITY TO SPELL EACH WORD CORRECTLY ON HIS OR HER SPELLING LIST AND THEN COMPARE HIS OR HER EFFORT TO AN ANSWER KEY. IN THE SELF-CORRECTION CONDITION, EACH OF THE 6 SUBJECTS IMPROVED HIS OR HER MEAN SCORE ON THE WEEKLY SPELLING TESTS OVER HIS OR HER MEAN PERFORMANCE IN THE TRADITIONAL CONDITION. FURTHER, THE SELF-CORRECTION STRATEGY PROVED MORE EFFECTIVE IN HELPING STUDENTS TO MAINTAIN THEIR ABILITY TO CORRECTLY SPELL PREVIOUSLY LEARNED WORDS.
Myths About Changing Schools and the Case of Special Education
Authors: CUBAN LARRY
Published: December 2008

THERE IS A POPULAR AND PERSISTENT MYTH THAT SCHOOLS SELDOM CHANGE. YET THEY DO. THE MYTH IS DUE IN PART TO HISTORICAL AMNESIA AND IN PART TO HOW CHANGE IS DEFINED. TWO TYPES OF CHANGE---INCREMENTAL AND FUNDAMENTAL---OFFER A TOOL FOR UNDERSTANDING THE KINDS OF CHANGES THAT HAVE MARKED THE HISTORY OF PUBLIC SCHOOLS AND THE CHANGES THAT HAVE OCCURRED. THE MYTH ABOUT CHANGE HAS ALSO AFFECTED THE EDUCATION OF CHILDREN WITH DISABILITIES, PARTICULARLY OVER JUDGING THE SUCCESS AND FAILURE OF INNOVATIONS AND THE STANDARDS USED TO MAKE SUCH JUDGMENTS. AFTER DISCUSSING THE MYTH AND HOW TO DETERMINE SUCCESS AND FAILURE, I END BY OFFERING SUGGESTIONS TO RESEARCHERS, ADMINISTRATIONS, AND PRACTITIONERS.
Parents' Perceptions of Educational Settings and Services for Children with Moderate or Severe Disabilities
Authors: RYNDAK DIANE L , DOWNING JUNE E , MORRISON ANDREA P , WILLIAMS LILLY J.
Published: December 2008

PARENTS OF 13 CHILDREN HAVING MODERATE OR SEVERE DISABILITIES WHO WERE RECEIVING EDUCATIONAL SERVICES IN INCLUSIVE SETTINGS ACROSS SEVEN SCHOOL DISTRICTS WERE INTERVIEWED ABOUT THEIR PERCEPTIONS OF SERVICES IN SELF-CONTAINED AND INCLUSIVE SETTINGS. SEMISTRUCTURED INTERVIEWS WERE USED TO OBTAIN DATA PERTAINING TO THESE PARENTS' PERCEPTIONS. INTERVIEWS WERE ANALYZED FOR COMMON THEMES ACROSS PARENTS PER TYPE OF SETTING, WITH THREE MAJOR THEMES BEING IDENTIFIED. THEMES INCLUDED COMMENTS RELATED TO THE LOCATION IN WHICH SERVICES ARE PROVIDED, THE CONTENT ADDRESSED DURING INSTRUCTION, AND THE MANNER IN WHICH SERVICES ARE DELIVERED. PARENTS CLEARLY STATED THEIR RATIONALE FOR WHAT THEY CONSIDERED APPROPRIATE AND LEAST RESTRICTIVE ABOUT SETTINGS AND INSTRUCTIONAL CONTENT. PARENTS ALSO EXPRESSED THEIR VIEWS ON HOW DISTRICT PERSONNEL SHOULD INTERACT WITH THEIR CHILDREN, THOUGH SPECIFIC TEACHING STRATEGIES TO ENHANCE THEIR CHILDREN'S LEARNING WERE NOT ARTICULATED AS CLEARLY. FINDINGS FROM THIS STUDY ADD TO THE LITERATURE ON PARENT PERCEPTIONS AND INVOLVEMENT IN EDUCATION TEAM DECISIONS. FUTURE RESEARCH NEEDS RELATE TO FACTORS ATTRIBUTING TO THESE PERCEPTIONS.
Society's Response to Differences
Authors: TURNER CAROLINE SOTELLO VIERNES , LOUIS KAREN SEASHORE
Published: December 2008

This article attempts to place discussions of how individuals with disabilities are viewed in society by examining the issue of disabilities through a broader lens. sociologists have a long tradition of studying individuals and groups who are viewed as “different” from desirable social norms, such as racial minorities and women. alternative definitions and theories dealing with difference shed light on how people or groups who are so defined become accepted or marginalized. current theories, particularly those dealing with democratic community, provide a means of rethinking how we can maintain the positive aspects of acceptance of difference with the increasing urgency of creating strong communities inclusive of all members of society.
Creating a Responsive Curriculum for Inclusive Schools
Authors: UDVARI-SOLNER ALICE , THOUSAND JACQUELINE S.
Published: December 2008

As school communities begin to serve students with significant disabilities in general education classrooms, there is a need to recognize and employ curriculum orientations and practices that interface with the purposes and principles of inclusive education. this article begins by offering reconstructionism---or the process of critique and reformulation of practice---as a useful orientation for viewing the design of curriculum in inclusive schools. sound theoretical foundations and the use of learner-centered, process-oriented, and communication-based instructional approaches are proposed as promising practices for designing a curriculum that is responsive to the needs of diverse learners. following this discussion, implications for future research are articulated.
The Strategies Intervention Model
Authors: TRALLI ROSEMARY , Colombo Beverly , Deshler Donald D. , Schumaker Jean B.
Published: December 2008

IN ORDER FOR THE INCLUSION OF STUDENTS WITH MILD DISABILITIES TO BE SUCCESSFUL AT THE SECONDARY LEVEL, IT IS IMPORTANT TO CAREFULLY CONSIDER THE DEMANDS AND EXPECTATIONS OF SECONDARY SCHOOLS ON BOTH STUDENTS AND FACULTY. THIS ARTICLE PRESENTS TWO CASE EXAMPLES OF SCHOOLS THAT HAVE ATTEMPTED TO SUCCESSFULLY INCLUDE STUDENTS WITH MILD DISABILITIES THROUGHOUT THE GENERAL EDUCATION PROGRAM. IN EACH INSTANCE, IT WAS LEARNED THAT THE PROCESS OF BUILDING AN ENVIRONMENT THAT IS CONDUCIVE TO INCLUSION TAKES CONSIDERABLE TIME AND A BROAD BASE OF FACULTY AND ADMINISTRATIVE SUPPORT AND COMMITMENT. ADDITIONALLY, EACH EXAMPLE CLEARLY ILLUSTRATES NEED FOR “SUPPORTED INCLUSION” AND NOT MERELY“ INCLUSION” FOR AN EDUCATIONAL PROGRAM THAT RESULTS IN MEANINGFUL STUDENT OUTCOMES.
The Transformation of Teacher Education and Special Education
Authors: PAUL JAMES , EPANCHIN BETTY , ROSSELLI HILDA , DUCHNOWSKI ALBERT
Published: December 2008

As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.
Core Elements of Consultation Service Delivery for Special Service Personnel
Authors: Gutkin Terry B.
Published: December 2008

This article reviews core elements of school-based consultation models for special service personnel. Contemporary factors enhancing the need for consultative services are detailed, as are conceptual and procedural elements that are perceived to be central to this approach. Selected future directions are considered, including Conjoint Behavioral Consultation, communication technology, and pressing research agendas. Given the increasing number, complexity, and severity of educational problems, it is concluded that consultation will become an increasingly important role for special service personnel.
Is Consultation Effective?
Authors: Sheridan Susan M. , Welch Marshall , Orme Scott F.
Published: December 2008

This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological FEATURES OF THE research and draws conclusions regarding the current state of consultation and teaming outcome studies. specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, and other models). nearly three-fourths of all studies reported some positive outcomes. Methodological advances have been made in some areas, such as the use of experimental designs, multiple outcome measures, assessment of acceptability, and attention to social validity. however, the majority of these advances are incorporated primarily into the behavioral consultation research, not into studies investigating other consultation approaches. practice implications and a research agenda are offered based on the results of this review.
Collaboration Within a Multicultural Society
Authors: Harris Kathleen C.
Published: December 2008

The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers of culturally and linguistically diverse students who are at risk of failing in school.
Special Educators Who Teach Health Education
Authors: Ellery Peter J. , Rabak-Wagener Judith , Stacy Richard D.
Published: December 2008

Current educational practices indicate that an increasing number of students with disabilities may now be receiving health education services through specialist health education teachers instead of special education teachers. In this survey, we explored the extent to which special education teachers in the state of nebraska taught health education to students with disabilities and how prepared they felt they were to teach in this area. Results of the study showed that almost one third of the special education teachers responding to the survey taught health education to students with disabilities but also indicated that many of these teachers did not perceive themselves as being adequately prepared or confident in their ability to address health education issues related to students with disabilities. Further research and curriculum development for teaching health to students with disabilities are recommended.
Inclusive Education for Students with Severe Disabilities
Authors: Downing June E , Eichinger Joanne , Williams Lllly J
Published: December 2008

Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.
The Research-to-Practice Ball Game
Authors: Vadasy Patricia F. , Jenkins Joseph R. , Antil Lawrence R. , Phillips Norris B. , Pool Kathleen
Published: December 2008

This study examined teachers' receptivity to, and the factors that influence their use of, a practice new to classroom teachers for including students with learning disabilities, classwide peer tutoring (cwpt; fuchs, mathes,' fuchs, 1993). Cwpt is a whole-class approach that uses teacher-orchestrated procedures and peer-mediated practice to supplement reading instruction. forty-four teachers in eight elementary schools participated; 29 teachers in a high-support group received honoraria and access to release time and technical assistance in order to learn about cwpt and how to implement it; 15 teachers in a low-support group received only a copy of the cwpt manual. all teachers attended a 40-minute presentation on cwpt that provided an overview on its components and benefits. measures included surveys administered before and after the initial presentations, observations midpoint in teachers' implementation of cwpt, interim interviews and logs, and a follow-up interview and observation of a subgroup of four imple-mentors. the survey responses of 44 teachers were analyzed and the six implementors were observed and interviewed. results indicated that level of support did not significantly influence teacher interest in or use of cwpt. all implementors made some modifications in the cwpt procedures. discussion focuses on factors that might have influenced teacher Interest in cwpt, their implementation rates, and reasons for teachers' modifications of the practice.
Perspective
Authors: Kregel John
Published: December 2008

Supported employment is an established approach to community-based employment that has provided many individuals with significant disabilities an opportunity to choose between a lifetime of low wages in segregated sheltered workshop settings and the challenges of a real job in their local community. As a service-delivery strategy that embodies the principles of individualized, community-based support services and consumer empowerment, supported employment has become the preferred employment alternative for large numbers of individuals previously excluded from work opportunities (Rusch, Chadsey-Rusch, & Johnson, 1991; Wehman & Kregel, 1994). The purpose of this article is to summarize the present status of supported employment, discuss the major accomplishments of the initiative, and identify those issues that must be addressed in the future to allow the program to achieve its long-term goal of promoting the economic independence and community integration of individuals with significant disabilities.
Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996
Authors: Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

Abstract

In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.
Social Awareness and Transition to Employment for Adolescents with Mental Retardation
Authors: Black Rhonda S. , Langone John
Published: December 2008

This article provides a review of relevant literature concerning instruction emphasizing social awareness as opposed to specific social skills for adolescents with mental retardation. social awareness is discussed in terms of promoting discrimination, generalization, and maintenance of appropriate social behavior in work environments. instructional techniques such as cognitive process approaches and community-based instructional settings for promoting social integration are then discussed. recommendations for the field of special education are suggested based on analysis of this literature.
How Administrators Understand Learning Difficulties
Authors: Allington Richard L. , Mcgill-Franzen Anne , Schick Ruth
Published: December 2008

Abstract

School administrators in six school districts were interviewed. Each district had been identified previously as having increasing rates of retention in grade or transitional-grade placements and increasing incidence of the identification of students as having disabilities. School administrators offered a variety of explanations for students' learning difficulties and offered a number of suggested remedies. virtually all of the explanations and remedies placed the school outside the central sphere of influence. In other words, in these interviews administrators offered few ideas for altering the current general education programs as a potential strategy for addressing the problems of at-risk children.
The Evolution of Secondary Inclusion
Authors: Thousand Jacqueline , Rosenberg Richard L. , Bishop Kathryn D. , Villa Richard A.
Published: December 2008

This article offers an alternative “Circle of Courage” paradigm of education, derived from Native American culture, for creating inclusive high schools that welcome, value, support, and facilitate the learning of adolescents with differing abilities. From this perspective, we examine (a) ways to reorganize the structure of secondary schools; (b) emerging best practices for improving curriculum, instruction, assessment, and student social life on campus; and (c) a process and set of communication tools to ensure needed supports for individual students. We conclude by discussing the application of the Circle of Courage paradigm of education.
Critical Issues in Career Development and Employment Preparation for Adolescents with Disabilities
Authors: Morningstar Mary E.
Published: December 2008

This article examines critical issues facing educators who are concerned with preparing adolescents with disabilities to meet the challenges of successful career planning and employment. Two issues at the forefront of career development and employment preparation are discussed in light of the results from a qualitative research study that used interactive focus groups to examine the perspectives of students with disabilities about their experiences with career development and employment preparation. The data presented in this article focus specifically on students with disabilities and their perspectives regarding identification of careers and future employment and the role their families played in career development.
Watering Up the Curriculum for Adolescents with Learning Disabilities: Goals of the Knowledge Dimension
Authors: Ellis Edwin S.
Published: December 2008

Many accommodations, though designed to ensure success of adolescents with learning disabilities in content area classes, water down the curriculum by reducing opportunities to learn and emphasizing memorization of facts. This article explores how watering up the curriculum to create "thought-full" classrooms can facilitate achievement of learning and development of deep knowledge structures. six basic principles associated with making knowledge construction more meaningful and robust are examined, and examples of specific instructional techniques particularly appropriate for use in inclusive classroom settings are provided. These techniques focus on teaching big ideas, promoting elaboration, relating to real-world contexts, and integrating thinking skills and strategies into the curriculum.
Accelerating Reading Progress in Early Literacy Project Classrooms Three Exploratory Studies
Authors: Englert Carol Sue , Mariage Troy V. , Garmon M. Arthur , Tarrant Kathi L.
Published: December 2008

This article reports the results of three studies conducted to determine the efficacy of the Early Literacy Project (ELP) in improving the reading performance of students with mild disabilities. The combined studies focused on three questions: (1) What is the potential of the ELP for accelerating literacy learning? (2) What is the nature of literacy learning among four levels of beginning readers? (3) What are the effects of the ELP when it is embedded In a general education curriculum? The results of these exploratory studies suggest that the ELP has been effective In accelerating literacy learning, but that the annual gains of students might be different depending on their entry-level skills In reading. Additionally, the results suggest that the ELP curricular approach can be successfully integrated into the general education curriculum, although further research on the efficacy of Its use In general education contexts is necessary.
Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction
Authors: Prater Mary Anne , Bruhl Susan , Serna Loretta A.
Published: December 2008

We compared three procedures for teaching social skills with intermediate-age students with disabilities who also participated in cooperative learning groups. The first group received teacher-directed instruction of three socially validated skills: listening, problem solving, and negotiating. The second group received instruction of the same three skills but using a structured natural approach suggested in the cooperative learning literature (Kagan, 1992). The third group generated, defined, and discussed cooperative group rules, including the three skills taught in the other groups. Students in the teacher-directed instruction group Improved their skill performance during role-play situations on all three skills. Students In the structured natural approach achieved minimal gains during role-play situations. Students In the third group did not Improve their performance during role-play situations on any of the three skills.
Parent and Caregiver Impressions of Different Educational Models
Authors: Fisher Douglas , Pumpian Ian , Sax Caren
Published: December 2008

Parental support for educational innovation has been described as essential in school change. This study examines parent and caregiver perceptions of educational opportunities for students with severe disabilities. Parents and caregivers from two high schools were interviewed. One high school uses an inclusive service delivery model, while the other uses a special day class model with limited mainstreaming. The data suggest that interviewees support inclusive schools and believe that their children are acquiring new skills. Questions remain regarding the balance of community-based Instruction and the amount of teacher training provided.
Defectives at the World's Fair
Authors: TRENT JAMES W.
Published: December 2008

ABSTRACT

From displays of so-called defectives and primitives at the 1904 St. Louis World's Fair, early 20th-century authorities shaped a definition of abnormality that they showed to a curious public. Complementing these displays were discourses about disability that proposed schemes for education, custody, sterilization, and even extermination. Like the displays of defectives, the discourses about defectives paralleled discourses about primitive races that appeared at the turn of the century to rationalize American imperialism. Together, the displays and discourses of defectives and primitive races shaped an understanding of science and education. In so doing, they also provided American elites a way of distinguishing between improvable and unimprovable inferiors (see Note).
A Tale Often Told
Authors: Winzer Margret A.
Published: December 2008

ABSTRACT

From the earliest educational attempts, deafness has been of primary interest to philosophers and teachers. Almost invariably, persons with deafness were the first to be educated, followed by people who were blind and, later, those with mental retardation. This paper explores the reasons why deafness was propelled to prominence in England and France. It focuses on philosophical enquiry, the most compelling force that accounted for the consistent progression in early special education. A conjunction of deafness, language development, and intellect and reason led philosophers in 17th-century England and, most importantly, 18th-century Enlightenment France, to adopt deaf persons as natural recruits into their studies on the essence of human nature.
Teacher Attitudes in Italy After Twenty Years of Inclusion
Authors: Cornoldi Cesare , Terreni Alessandra , Scruggs Thomas E. , Mastropieri Margo A.
Published: December 2008

In 1977, Italy adopted a national policy on inclusion, whereby separate schools for students with disabilities were virtually eliminated in favor of neighborhood schools and general education classrooms. Substantial support was provided to general education teachers with respect to favorable class sizes and availability of special education teachers. The purpose of this study was to determine the nature of Italian teachers' attitudes toward inclusion after 20 years of inclusion policies and practice. A total of 523 education teachers in Northern and Central Italy responded to a survey that was based on common core items taken from a review of previous surveys conducted in America. Overall support for the concept of inclusion was found to be very strong. However, Italian teachers responded far less positively on practical items addressing their satisfaction with time, training, personnel assistance, and resources provided for inclusion efforts. These attitudes were also compared with teacher attitudes toward inclusion reported in similar surveys in the United States. Implications for inclusion practices in the United States are discussed.
Cultural Diversity and Social Skills Instruction
Authors: Richardson Rita C.
Published: December 2008

by Gwendolyn Cartledge, Joanne Fellows Milburn, Champaign, IL: Research Press, 1996392 pages