bluuebunny/crossref_metadata_2025 huggingface dataset:
Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?
Authors: Marston Douglas
Published: January 2017

The study reported here examined the utility of teacher certification as it relates to the reading achievement of mildly handicapped children. Specifically, this investigation analyzed the question of whether children identified as learning disabled (LD) and educable mentally retarded (EMR) make better academic progress when taught by teachers with certification specific to the student's disability. Results indicated that LD and EMR pupils, when taught by teachers with certification matching child label, did not make significantly greater gains than LD and EMR children instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for issues involving student identification and teacher training programs.
Children's Responses to Retarded Peers as a Function of Social Behaviors, Labeling, and Age
Authors: Van Bourgondien Mary E.
Published: January 2017

The effects of socially inappropriate behaviors and the label “in a special class for the retarded” on the attitudes and behaviors of 48 8- and 9-year-old girls and 48 12- and 13-year-old girls were examined. Half of the subjects from each age group saw a videotape in which the target actress exhibited socially inappropriate behaviors. The remaining subjects saw a videotape in which she engaged in socially appropriate behaviors. Half of the subjects from each age group viewing each film were told that the target child was the same age as they were and in the same grade. The other subjects were told that the target child was the same age as they were and in a special class for the retarded. The results indicated that the child's social behaviors had a significant effect on the attitudes and behaviors of peers, while the label did not. Neither behavior nor labels affected the peers' performance as teachers of the target child. Older girls were more positive toward the target child than were the younger girls. The results also indicated that girls express more positive attitudes toward a target child if they already know someone in a special education class or if they have achieved the formal operations stage of cognitive functioning.
Measuring Progress on IEPs: A Comparison of Graphing Approaches
Authors: Marston Douglas
Published: January 2017

The accuracy of predictions of future student performance on the basis of graphing data on semi-logarithmic charts and equal interval graphs was examined. Predictions made for 83 students on the basis of reading and written expression data collected over 7 weeks were compared to actual data collected for weeks 8, 9, and 10. Analyses of deviations between predictions and actual scores indicated that predictions were more accurate when the data had been graphed on equal interval graphs. Implications for training are discussed.
Service Coordination between Correctional and Public School Systems for Handicapped Juvenile Offenders
Authors: Lewis Kathleen A. , Schwartz Gail M. , Ianacone Robert N.
Published: January 2017

The correctional education literature indicates that transitional support services for handicapped, adjudicated youth are much needed but often neglected. Public school special education directors and correctional education administrators in five states were polled to investigate linkages between the Two systems. Although special education services were not generally coordinated by a liaison hired specifically to coordinate services between the two systems, the majority of respondents felt that there was a need for this position. Difficulties with information exchange and transference of records, including IEPs, were identified.
Special Education Teacher Preparation: A Synthesis of Four Research Studies
Authors: McLaughlin Margaret J. , Valdivieso Carol H. , Spence Kathleen L. , Fuller Bruce C.
Published: January 2017

Four national studies of personnel preparation in special education were conducted from 1982 to 1986 by the Institute for the Study of Exceptional Children and Youth, University of Maryland. The studies included two surveys of individual states' manpower needs, a mail survey of preservice special education majors, and interviews with faculty in selected states concerning teacher training and teacher training programs. A synthesis of the findings from the studies yielded a variety of information on teacher training programs and their students, as well as information on the significant trends and influences on these programs. These trends and influences are discussed, as well as their implications for future special education program planning and development.
Current Disciplinary Practices with Handicapped Students: Suspensions and Expulsions
Authors: Rose Terry L.
Published: January 2017

Several exclusionary discipline practices used with handicapped learners, including in-school suspensions, out-of-school suspensions, and explusion, are described. A school discipline survey was mailed to 371 principals in 18 randomly selected states representing the 9 U.S. Census districts. Results indicated differential uses of the exclusionary disciplinary practices. Descriptions of the use of these disciplinary practices across general, demographic, and behavioral variables are provided and discussed. Further research directions and instructional implications are also discussed.
Training Needs of Special Education Paraprofessionals
Authors: Frank Alan R. , Keith Timothy Z. , Steil Dennis A.
Published: January 2017

A primary purpose of this investigation was to identify those tasks that special education teachers rate as important for their paraprofessionals to be able to complete. In addition, teachers were asked to rate their paraprofessionals' skills in completing tasks rated as important. The effects on ratings of program instructional model and age of students served also were examined. Only two tasks (prepare materials and help practice skills) were rated as important by every group of special education teachers. Other findings suggest that paraprofessionals need to have different competencies, depending on the type of educational setting in which they are employed.
What's Happening in Self-Contained Special Education Classrooms?
Authors: Algozzine Bob , Morsink Catherine V. , Algozzine Kate M.
Published: January 2017

The purpose of this research was to illustrate and compare the nature of instruction provided in 40 self-contained special classes for students with different categorical classifications. Few differences were indicated in the extent to which teacher communication patterns, learner involvement, and instructional methods were different in classes containing students classified as learning disabled, emotionally handicapped, or educable mentally retarded. The outcomes of this research raise questions about the appropriateness of categorical grouping of students for instruction and relate to issues of personnel training in categorical programs.
The Tenth Annual Report to Congress: One More Ride on the Merry-Go-Round?
Authors: Greenburg David
Published: January 2017

The U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act contains improvements, but most infirmities of previous reports on progress toward meeting the goals of Public Law 94–142. Major criticisms include (a) continued overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and (b) a lack of information about service delivery which includes the perspective of practitioners in local school districts where the service delivery occurs. The report further prompts even more questions about the Office of Special Education Programs (OSEP) monitoring findings and reinforces the need for improved communication between local practitioners and those who form national public education policy.
The Tenth Annual Report to Congress: Taking a Significant Step in the Right Direction
Authors: Wyche Lamonte G.
Published: January 2017

The author presents a critical examination of the U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of Public Law 94–142: The Education of All Handicapped Children Act. It appears that the overall results of the report contribute significantly to painting an accurate picture about efforts made to provide adequate instructional environments for school-aged children, who exhibit learning disabilities. The most telling conclusion, however, is that ethnic minority children generally, and Black economically disadvantaged children in particular, are not reaping comparable instructional benefits from these special programs, as are their white counterparts. As a matter of fact, the data reveal a striking parallel between Black students who drop out of “special programs” and those who are disadvantaged by their socio-economic backgrounds, and who tend to drop out of “regular education.” In light of these curious trends, the author proposes that a comprehensive follow-up study be conducted. The purpose of this investigation is to determine the extent to which interactive factors are contributing to the dropout problem, as evidenced by Black students with learning disabilities.
Comparative Study of Parental Participation in Regular and Special Education Programs
Authors: Yanok James , Derubertis Diane
Published: January 2017

The purpose of this study was to determine if significantly different opinions existed between parents of regular education students and parents of special education students concerning (a) school involvement, (b) quality of instruction, and (c) equality of educational opportunity. Data were gathered from a telephone survey of 1,702 randomly selected parents. Results showed a comparable pattern of responses between parents of handicapped and nonhandicapped students. Apparently, whether a child was enrolled in regular or special education had only a negligible effect on either parent involvement or satisfaction with the schools.
Prereferral Interventions: Progress, Problems, and Challenges
Authors: Pugach Marleen C. , Johnson Lawrence J.
Published: January 2017

Special education has supported the implementation and study of a variety of prereferral interventions as a means of reducing the number of inappropriate formal referrals, especially in the field of learning disabilities. Programs of preservice teacher education are beginning to reflect the practice of prereferral activity programmatically by including preparation for teaming and consultation roles. In this article, the assumptions associated with the most prominent categories of prereferral interventions being adopted—consultation and informal problem-solving teams—are examined. A critical analysis of the benefits and limitations of each approach is offered, and alternative conceptions of prereferral practice are then presented.
Redefining “Prereferral” Intervention as Intervention Assistance: Collaboration between General and Special Education
Authors: Graden Janet L.
Published: January 2017

The article by Pugach and Johnson raises some important points relative to assumptions of prereferral intervention approaches, including the importance of full participation and ownership by classroom teachers. At the same time, their arguments are flawed by a misunderstanding of some of the conceptual underpinnings of prereferral, intervention. These concepts, such as intervention assistance and “alternative” intervention, actually are founded in collaborative consultation. Intervention assistance approaches will be most effective when special and general educators work together, not to the exclusion of either group.
Cooperative Learning: Does it Improve the Academic Achievement of Students with Handicaps?
Authors: Tateyama-Sniezek Karen M.
Published: January 2017

This article reviews the research on the effects of cooperative learning on the academic achievement of students with handicaps. Journal articles that included students with handicaps in the sample (achievement as a dependent variable and cooperative learning as an independent variable) were selected for inclusion. A limited number of studies (12) met the selection criteria, and the findings were inconsistent. More research is needed before teachers are encouraged to use cooperative learning methods to promote the academic achievement of mainstreamed special education students.
Early Intervention for Infants with Deaf-Blindness
Authors: Michael Martha G. , Paul Peter V.
Published: January 2017

Few individuals labeled deaf-blind are, in fact, totally deaf and totally blind. Many of these individuals have residual sight and hearing, but may not receive adequate early training in using these senses effectively. Effective early sensory training with infants entails the use of consistent reinforcement methods in natural social contexts. Preservice and inservice teachers must become knowledgeable in high-quality programming components in which the goal is to increase the abilities of students with dual sensory impairments—in both mobility and communication—and to help them become independent, responsible adults.
Curriculum-Based Measurement and Two Models of Follow-up Consultation
Authors: Wesson Caren L.
Published: January 2017

This investigation focused on the effects of two independent variables; (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. The dependent data were academic achievement measures. Subjects were 55 special education, elementary school students with mild and moderate disabilities randomly assigned to one of four treatment conditions: A, teacher-developed goal and progress monitoring with individual expert follow-up consultation; B, CBM goal and progress monitoring with individual expert follow-up consultation; C, teacher-developed goal and progress monitoring with group follow-up consultation; and D, CBM goal and progress monitoring with group follow-up consultation. Results showed that groups employing CBM and group consultation generally out-performed the other groups. Implications included expanded use of CBM goals and progress monitoring and continued study of collaboration as a method of CBM program implementation.
Learning Disabilities as Functions of Familial Learning Problems and Developmental Problems
Authors: Oliver J. M. , Cole Nancy Hodge , Hollingsworth Holly
Published: January 2017

A family history of learning problems as provided on a specially designed questionnaire by maternal report was examined in families of 101 children with learning disabilities and 171 children without disabilities. Diagnoses of learning disabilities followed the U. S. Office of Education definition. Students were selected from the Special School District of St. Louis County and the Pattonville School District. A life history of developmental risk factors in the child subject was also examined in the same two groups. Learning disabilities were found to be strongly familial. In principle, the definition of learning disabilities excluded from the study children with problems attributable to child rearing, emotional, or motivational factors. The report of a family history of learning problems is therefore interpreted as consistent with, although not unequivocally supportive of, genetic factors as determinants. Among developmental factors, only male gender proved to have a significant association with learning disabilities.
Peer Collaboration: Accommodating Students with Mild Learning and Behavior Problems
Authors: Johnson Lawrence J. , Pugach Marleen C.
Published: January 2017

This study examined the effectiveness of a structured problem-solving process, peer collaboration, as a means of assisting classroom teachers in developing and implementing alternative interventions for students with mild learning and behavior problems. The study included 48 elementary and junior high school teachers in the intervention group and 43 elementary school teachers in a comparison group. Results indicate that teachers in the intervention group increased their tolerance for the range of students' cognitive abilities. These teachers reconceptualized their understandings of classroom problems and successfully implemented interventions for 86% of the 70 problems they attempted to solve.
Effects of Preschool Integration for Children with Disabilities
Authors: Cole Kevin N. , Mills Paulette E. , Dale Philip S. , Jenkins Joseph R.
Published: January 2017

This study examined the effects of integration and segregation in a special education preschool program for children with mild to moderate disabilities to determine whether initial level of development differentially influenced gains achieved. No main-effect differences between the two groups appeared on several pretest and pastiest measures. Aptitude-by-Treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes. The data suggest careful monitoring of lower functioning students to ensure appropriate academic and social stimulation.
Mainstreaming during the Early Childhood Years
Authors: Salisbury Christine L.
Published: January 2017

Issues surrounding the implementation of the integration imperative during infancy and early childhood present formidable challenges to education and community providers. Key among these issues is how professionals provide high-quality services to young children with disabilities in mainstream environments. This article explores current issues related to integration and reexamines the concept of “best practices” as it applies to mainstreaming during the early childhood years. The author recommends an integrated set of indicators for high-quality programs and describes an outcomes-based process for making administrative and pedagogical decisions.
Trends in the Assessment of Infants and Toddlers with Disabilities
Authors: Fewell Rebecca R.
Published: January 2017

Public Law 99-457 requires a multidisciplinary assessment and evaluation of children with disabilities in five domains: cognitive development, physical development, language and speech development, psychological development, and self-help skills; and this assessment must include information required in the Individualized Family Service Plan. A variety of assessment instruments are available, and some of the most notable are surveyed in this article. Traditional tests, as well as more current, naturalistic assessments, are reviewed. The author cautions against using one test for all purposes, or using a test that has an insufficient research base.
Teacher Interactions in Mainstream Social Studies and Science Classes
Authors: Brady Michael P. , Swank Paul R. , Taylor Ronald D. , Freiberg Jerome
Published: January 2017

This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.
Grade Retention Rates among Students with Learning Disabilities
Authors: McLeskey James , Grizzle Kenneth L.
Published: January 2017

This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987–88 school year in Indiana. Of these students, 58% had been retained before identification The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.
Culturally Sensitive Instructional Practices for African-American Learners with Disabilities
Authors: Franklin Mary E.
Published: January 2017

This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.
Restructuring the Participation of African-American Parents in Special Education
Authors: Harry Beth
Published: January 2017

Two traditions have combined to contribute to a form of discourse that is detrimental to the participation of African-American parents in special education procedures: first, a deficit view of African-American families and, second, the deficit view of children's learning difficulties on which P.L. 94–142 is based. These deficit views, together with the focus by many professional educators on legal compliance rather than collaboration, have cast parents in the role of consent-giver in a grossly asymmetrical form of discourse, with power residing mostly with professionals. Four specific parental roles—including parents in assessment, placement, policymaking, and advocacy—would restore the balance of power in parent-professional discourse. Future research should focus on the documentation of egalitarian participation structures for African-American parents and on action-oriented ethnographic studies.
The Use of Selected Theatre Rehearsal Technique Activities with African-American Adolescents Labeled “Behavior Disordered”
Authors: Anderson Mary G.
Published: January 2017

The extensive literature on the overrepresentation of adolescent African-American male learners in classes for students identified as behavior disordered has essentially not addressed the problems caused by teacher reactions to adolescent conversational language use, the qualitative differences in language choices, or the impact of the conversational choices of adolescents on their educational treatment. This article explores how the dramaturgical perspective of selected Theatre Rehearsal Technique (TRT) activities can be used as learning experiences in communication with this student population. If these students gain quantifiable success in their social communication interactions, reassessment of their special education placement might facilitate their entrance into less restrictive educational environments.
Assessment and Identification of African-American Learners with Gifts and Talents
Authors: Patton James M.
Published: January 2017

This article presents a schema designed to guide the development of theory, methodology, and research related to the psychoeducational assessment of African-American learners with gifts and talents. The relationships among African-American worldviews, needed psychoeducational assessment theory and methodology, and desirable assessment and identification instruments and practices are explored. Assessment paradigms, instruments, and practices most reliable and valid for identifying gifts and talents among African-American learners are offered.
Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms
Authors: Roberts Clare , Zubrick Stephen
Published: January 2017

This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.
Group Evaluation: A Collaborative, Peer-Mediated Behavior Management System
Authors: Salend Spencer J. , Whittaker Catharine R. , Reeder Elizabeth
Published: January 2017

The efficacy of a consensus based group-evaluation system was examined using a reversal design. Two groups of students with disabilities served as subjects. The group-evaluation system involved: (a) dividing the groups into teams; (b) having each team agree on a common rating for the group's behavior during a specified time period; (c) comparing each team's rating to the teacher's rating; and (d) delivering reinforcement to each team based on the group's behavior and the team's accuracy in rating the group's behavior. Results indicated that the group-evaluation system was an effective strategy for modifying classroom behavior.
Adult Adjustment among High School Graduates with Mild Disabilities
Authors: Sitlington Patricia L. , Frank Alan R. , Carson Rori
Published: January 2017

This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.
Learning Disabilities and Social Competence: A Social Ecological Perspective
Authors: Coleman J. Michael , Minnett Ann M.
Published: January 2017

To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3–6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.
20/20 Analysis: Taking a Close Look at the Margins
Authors: Reynolds Maynard C. , Zetlin Andrea G. , Wang Margaret C.
Published: January 2017

This article presents “20/20 Analysis” as an experimental, output-oriented, noncategorical alternative to traditional approaches to identification of students for special education. 20/20 Analysis identifies students showing least (below 20th percentile) and most (above 80th percentile) progress toward important objectives of education in a school. The situation of each student in low 20% and high 20% groups is then examined as a basis for broad (noncategorical) approaches to improvement of learning opportunities. Case studies of two schools are presented. Policy implications are considered briefly.
History Strategy Instruction: Problem-Solution-Effect Analysis, Timeline, and Vocabulary Instruction
Authors: Kinder Diane , Bursuck William
Published: January 2017

This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3–6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.
Who Becomes an “At-Risk” Student? The Predictive Value of a Kindergarten Screening Battery
Authors: Roth Mary Ann , McCaul Edward , Barnes Karoldene
Published: January 2017

This study was undertaken to determine whether a preschool screening instrument could predict whether kindergarten students would later be retained, referred to special education, or placed in special education. The results of Early Prevention of School Failure (EPSF) screening on 161 kindergarten students were examined. Students who had been retained, referred to special education, or placed in special education demonstrated significantly lower EPSF pretest scores except in the gross motor modality. All EPSF modalities were statistically significant predictors of students' status; however, other factors such as family support network, preschool experiences, and motivational factors must be considered in evaluating whether a student is “at risk” of later school failure.
Quality of Life as a Conceptual Framework for Evaluating Transition Outcomes
Authors: Halpern Andrew S.
Published: January 2017

When the transition movement began as a federal initiative in 1984, it was conceptualized as “an outcome-oriented process leading to employment.” Although many educators viewed this narrow focus on employment as too constrictive, an alternative framework for conceptualizing transition outcomes has been slow to develop. This article explores a broader framework, quality of life, organized around three topics: (1) theoretical issues that pertain to the definition and conceptualization of quality of life; (2) research findings that provide support for quality of life as an outcome framework for evaluating transition programs and services; and (3) a few suggestions about issues we should address as we move through the 1990s.
Cumulative Effects of Mainstreaming on the Achievement of Deaf Adolescents
Authors: Kluwin Thomas N.
Published: January 2017

A longitudinal study of 451 deaf adolescents in 15 local school districts across the United States addressed the cumulative impact of mainstream placement on achievement and grade point average (GPA). Initial between-group differences accounted for a greater proportion of the variance in actual achievement but less so for GPA. Advantages accrued to the more mainstreamed students; however, this may be as much related to overall course selection during high school as to the degree of mainstreaming of the student. Students who attended more classes and attended more academically demanding classes did have higher achievement levels across placement categories. The apparent cumulative effect of mainstream placement may be as much a product of different patterns of educational programming as of the advantage of a specific placement. Race as an expression of a constellation of variables was the largest factor in achievement differences but did not affect cumulative GPA.
Promoting Social Interaction between Young Children with Hearing Impairments and Their Peers
Authors: Antia Shirin D. , Kreimeyer Kathryn H. , Eldredge Nancy
Published: January 2017

The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.
Transition: Life-Span and Life-Space Considerations for Empowerment
Authors: Szymanski Edna Mora
Published: January 2017

Transition is a process that should empower students, families, and communities. This article integrates literature from counseling, rehabilitation, multicultural education, and special education to explain the importance of life-span considerations, including a focus on preschool and early school years, and the importance of the life-space factors of family, culture, and community. Principles of intervention for empowerment promote transition interventions that are maximally under the control of the student, promote independence and autonomy, are least intrusive, and are most natural for the chosen environment.
Teaching as Transaction: Vygotskian Perspectives on Deafness and Mother-Child Interaction
Authors: Jamieson Janet R.
Published: January 2017

This study examines the processes by which mothers communicate with their hearing and deaf preschool children during a problem-solving task. Mothers and children from three matched groups—hearing mother-hearing child, hearing mother-deaf child, and deaf mother-deaf child—were videotaped while the mother taught the child to assemble a wooden pyramid. Hearing mothers of deaf children were less likely to adapt their interactional strategies to meet their children's communicative needs and achieve intersubjectivity than were the other mothers. Findings support Vygotsky's dialectical notion of cognitive development.
A Commentary on Inclusion and the Development of a Positive Self-Identity by People with Disabilities
Authors: Stainback Susan , Stainback William , East Katheryn , Sapon-Shevin Mara
Published: January 2017

A growing number of concerned individuals throughout the world, including people with disabilities, their parents, and educators, are advocating that students with disabilities be educated in the mainstream of neighborhood classrooms and schools. However, some disability-rights advocates believe that if people with disabilities are to have a well-developed sense of identity as adults, they need to have had opportunities in their school years to associate with other people (both children and adults) having similar characteristics and interests. In this article, we examine this issue and provide one perspective on how it might be addressed.
Effects of Cooperative Homework Teams on the Acquisition of Mathematics Skills by Secondary Students with Mild Disabilities
Authors: O'Melia Mary Curley , Rosenberg Michael S.
Published: January 2017

We examined the effects of a homework model, Cooperative Homework Teams (CHT), on three measures of mathematics performance: rate of homework completion, percentage correct on homework, and a norm-referenced global measure of mathematics achievement. Participants, 171 middle school students with mild disabilities (learning disabilities or emotional disturbance), were assigned to either the CHT or a control (C) condition. Significant differences between the conditions were found on the two homework measures, but not on the global measure. Post-hoc analyses indicated that grade level was a mediating factor: CHT was less effective for 6th than for 7th and 8th graders. No significant effects were noted for either type of disability or level of special education service.
Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities
Authors: Hollowood Tia M. , Salisbury Christine L. , Rainforth Beverly , Palombaro Mary M.
Published: January 2017

This investigation explored the use of teacher and student time in an inclusive elementary school where students with mild to profound disabilities were enrolled in general education classrooms. Participants included 6 students with severe disabilities and 12 students without disabilities. Observers recorded time used for instruction, as well as levels and types of student engagement and types of interruptions. Students in each group evidenced comparable levels of engaged time, and students with severe disabilities had no effect on losses of instructional time. Results were discussed in light of this school's contextual characteristics and the inclusive schools movement.
Unlocking Expertise among Classroom Teachers through Structured Dialogue: Extending Research on Peer Collaboration
Authors: Pugach Marleen C. , Johnson Lawrence J.
Published: January 2017

This study represents a replication of prior research on the peer collaboration process, a structured dialogue designed to foster teachers' development and implementation of alternative interventions for students with learning and behavior problems. The study included 95 teachers in the intervention group and 96 in the comparison group. Results indicated that the intervention group had reduced referral rates, increased confidence in handling classroom problems, increased positive teacher affect toward the classroom and more tolerance toward cognitive deficits. Teachers were able to solve 88% of the classroom problems addressed using peer collaboration.
The Validity of Categorical Learning Disabilities Services: The Consumer's View
Authors: Guterman Beverly R.
Published: January 2017

Using qualitative methodology, this study investigated the effects of special education placement from the perspectives of nine high school students receiving learning disabilities services in separate classrooms. Three topics were investigated: peer acceptance, perceptions of self, and perceived efficacy of learning disabilities programs. Results indicated that students did not view their special education experiences as either socially or academically efficacious. Nevertheless, they valued the services because separate settings had provided means to avoid an unresponsive general education system. Students viewed the movement for integration of general and special education services as unrealistic. They perceived existent general education as unable and unwilling to adapt to individual student needs.
HIV Infection in Children: Family Stress, Social Support, and Adaptation
Authors: Lesar Sharon , Gerber Michael M. , Semmel Melvyn I.
Published: January 2017

This study examined the relationships of family functioning, parenting stress, and social support of caregivers who are parenting children with HIV infection. A family adaptational model integrated the concepts of stress, coping, and ecological systems for understanding the impact of an HIV-infected child on family adaptation and functioning. Data were collected from 48 caregivers of HIV-exposed children. Hierarchical multiple-regression analysis showed that a number of factors contributed significantly to the prediction of parenting stress and family functioning. Results showed significant relationships among parenting stress, children's developmental delay status, children and caregivers' HIV status, and caregiving burden.
Family-Oriented Program Models, Helpgiving Practices, and Parental Control Appraisals
Authors: Trivette Carol M. , Dunst Carl J. , Boyd Kimberly , Hamby Deborah W.
Published: January 2017

Findings from two studies investigating sources of variations in parents' assessment of helpgiving practices and personal control appraisals are reported. Participants were parents of young children with disabilities or at-risk for poor developmental outcomes. Parents were involved in early intervention and human services programs that differed along a continuum from professionally centered to family focused. Results indicated that demographic characteristics showed no relationship to either helpgiving practices or perceptions of personal control. In contrast, program characteristics were highly related to helpgiving practices, and both program characteristics and helpgiving practices were highly related to personal control.
Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies
Authors: Alper Sandra , Schloss Patrick J. , Schloss Cynthia N.
Published: January 2017

During the elementary and middle school years, the needs of the child with disabilities center on acquiring appropriate academic, social, community access, and self-management skills. Family members must work together with a wide array of educational and related services personnel on behalf of their child with a disability and, at the same time, care for the needs of all members of the family. This article describes models and methods of advocacy, including self-advocacy, social support advocacy, interpersonal advocacy, and legal advocacy. Particular emphasis is placed on advocacy strategies for individual family members of the child with disabilities during the elementary and middle school years.
These Families, Those Families: The Impact of Researcher Identities on the Research Act
Authors: Harry Beth
Published: January 2017

This article discusses the various, sometimes competing, self-identities of the qualitative researcher and the impact of these identities on decision making in the research process. The author proposes that while culture provides the backdrop to identity, various aspects of the microcultures to which a researcher belongs may result in varying “personas” that influence decision making about the research process. The author illustrates these points with examples from her ethnographic research with African-American/Latino, low- to middle-income families of children with disabilities.
Report Card Grading and Adaptations: A National Survey of Classroom Practices
Authors: Bursuck William , Polloway Edward A. , Plante Lisa , Epstein Michael H. , Jayanthi Madhavi , McConeghy Jan
Published: January 2017

A national survey of elementary and secondary general education teachers ( N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self report survey indicated that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities. Results also indicated that teachers find certain grading adaptations—such as pass-fail grades, portfolios, multiple grades, and grading for effort—helpful for students both with and without disabilities. Implications for training, research, and practice are included.
School-to-Work Components That Predict Postschool Success for Students with and without Disabilities
Authors: Benz Michael R. , Yovanoff Paul , Doren Bonnie
Published: January 2017

This article examines recent efforts to improve the school-to-work transition process for all students. This study examined the extent to which the instructional components and skill outcomes associated with school-to-work programs actually predict better postschool outcomes for students with and without disabilities. Findings provide general support for the school-based and work-based instructional components envisioned as part of a comprehensive school-to-work program—-particularly an emphasis on academic skills, work experience while in school, and continuing support for 1 year postschool. Recommendations emphasize building school-to-work programs for all students in a manner that serves each student equally well.
Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities
Authors: Wehmeyer Michael , Schwartz Michelle
Published: January 2017

There is increased emphasis on self-determination as an important outcome for youth with disabilities if they are to achieve positive adult outcomes after they leave school. However, the causal link between self-determination and positive adult outcomes has remained untested. The Arc conducted a follow-up study of students with mental retardation or learning disabilities for whom data regarding self-determination had been collected prior to their high school exit. Data regarding adult outcomes for these students nearly 1 year after graduation were collected. The resulting analysis determined that self-determined students were more likely to have achieved more positive adult outcomes, including being employed at a higher rate and earning more per hr than peers who were not self-determined. A framework for promoting self-determination as an educational outcome is presented.
Becoming Architects of Communities of Learning: Addressing Academic Diversity in Contemporary Classrooms
Authors: Tomlinson Carol Ann , Callahan Carolyn M. , Tomchin Ellen M. , Eiss Nancy , Imbeau Marcia , Landrum Mary
Published: January 2017

Increasingly, general classroom teachers are expected to be primary service providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in heterogeneous settings. This qualitative study examined the preservice experiences of 70 novice teachers at six university sites to determine conditions that may inhibit or facilitate their progress toward differentiation for academically diverse learners. Themes emerging from this investigation provide important guidelines for assisting beginning teachers in differentiating instruction in inclusive classrooms.
The Effects of Reintegration into General Education Reading Instruction for Students with Mild Disabilities
Authors: Shinn Mark R. , Powell-Smith Kelly A. , Good Roland H. , Baker Scott
Published: January 2017

This study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general education classrooms for reading for up to 12 weeks. Effects were evaluated using Curriculum-Based Measurement. Achievement gains for reintegrated students were evaluated in the context of the academic gains made by general education students in the same reading groups. Results showed that on average, reintegrated students made academic gains comparable with their general education counterparts. Parents and general education teachers responded favorably to the reintegration decision, and their support did not change over the course of the reintegration trial. Implications for reintegration efforts are discussed.
Implementing Inclusion at the Middle School Level: Lessons from a Negative Example
Authors: Fox Norman E. , Ysseldyke James E.
Published: January 2017

This article summarizes lessons learned from a formative evaluation of one attempt to implement inclusion of students with mild to moderate mental impairment (MMMI) in general classes in a suburban middle school. We compared the process and outcomes of this attempt with intentions of key players, results of school-change research, and considerations of treatment integrity and social validity. Results of a statistical analysis of peer attitudes were used as additional outcome data. Although full inclusion was not successfully implemented during the year of evaluation, several lessons were learned, which can be applied to other attempts to implement inclusion at the middle school level.