bluuebunny/crossref_metadata_2025 huggingface dataset:
Developing Person-Centered IEPs
Authors: Keyes Maureen W. , Owens-Johnson Laura
Published: December 2007

Individualized Educational Programs (IEPs) must be reviewed and revised at least annually as stipulated by the Individuals with Disabilities Education Act (IDEA). Reauthorization of IDEA in 1997 included specific requirements for students with disabilities and their families to become full-fledged participants on IEP teams. The change signaled a movement from an institution-centered to a person-centered approach. This article outlines person-centered planning (PCP) methods to assist parents and professionals in this process. First, we offer a brief review of literature summarizing parents' and professionals' opinions about the value of the IEP. Then, two methods of person-centered planning are explained and illustrated via two case studies. We describe our uses of PCP methods for IEPs and finally conclude by suggesting ways that PCP methods may improve the overall outcomes for students in special education programs.
Science and Students with Mild Disabilities
Authors: Cawley John F. , Foley Teresa E. , Miller James
Published: December 2007

This article presents a framework for science programming at the elementary school level by incorporating the principles of universal design. Adherence to the principles of universal design shows promise for (a) increasing access to the general education curriculum, (b) enhancing student progress in science, and (c) framing the general education curriculum to make it more appropriate for students with disabilities (Orkwis, 1999). Five models of elementary school science are reviewed, with an emphasis on the principles of universal design: spiral, intensified, theme-based, integrated, and multiple-option. The multiple-option curriculum as exemplified by Science for All Children both meets the criteria and expands on the principles of universal design.
A Whole-School Approach to Pullying
Authors: Heinrichs Rebekah R.
Published: December 2007

Educators and society are concerned about violent acts and bullying in our schools. It is imperative that we establish proactive school-wide bullying prevention programs that address the needs of all children, including children with special needs. This article identifies and discusses key components of a research-based, whole-school approach to bullying prevention, focusing on special considerations for children with exceptionalities.
Teaching the Writing Process to Students with LD
Authors: Scott B.J. , Vitale Michael R.
Published: December 2007

The complex process of writing poses many challenges for students with learning disabilities. Such students evidence basic writing skills and cognitive deficits and may be overwhelmed by the interdependency of the five accepted stages of the writing process (prewriting/planning, drafting, revising, editing, publishing). The writing process wheel presented in this article has been designed as a task-specific tool for assisting teachers of students with learning disabilities to develop their competence in writing. In displaying the five writing stages in a circular fashion and the appropriate activities for each stage, the Writing Wheel facilitates student application of the five stages as they complete assigned writing tasks.
Open Hands. Open Hearts
Authors: Tlanusta Garrett Michael , Bellon-Harn Monica L. , Torres-Rivera Edil , Garrett J.T. , Roberts Lisen C.
Published: December 2007

A comprehensive discussion of the potential for cultural discontinuity experienced by Native youth in the schools is offered with implications for culturally responsive service delivery. Practical recommendations are provided for special educators and related service professionals working with Native youth to improve knowledge, awareness, and skills.
Susan Limber and Sylvia Cedillo
Authors: Cbamberlain Steven P.
Published: December 2007

Susan Limber, PhD, MLS, is associate director of the Institute on Family and Neighborhood Lifeand an associate professor of psychology at Clemson. She is a developmental psychologist who received her master's and doctoral degrees in psychology at the University of Nebraska-Lincoln. She also holds a master's in legal studies from Nebraska. Dr. Limber's research and writing have focused on legal and psychological issues related to youth violence (particularly bullying among children), child protection, and children's rights. In 1997, Dr. Limber received the Saleem Shah Award for early career excellence in psychology-law policy, awarded by the American Psychology-Law Society of the American Psychological Association and the American Academy of Forensic Psychiatry. She directed the first wide-scale implementation and evaluation of the Olweus Bullying Prevention Program in the United States and co-authored the Blueprint for the Bullying Prevention Program, as well as several other articles on the topic of bullying. In recent years, she has consulted with numerous schools around the country on reducing bullying among school children.

Sylvia Cedillo, JD, specializes in working with schools to end gender violence. She emphasizes bullying as one aspect of the continuum of violence that includes sexual harassment, sexual assault, stalking, and dating/ domestic violence. On a regular basis, she provides staff development and classroom presentations to students. In 1995, Ms. Cedillo began her professional career as an attorney litigating Title IX peer-to-peer sexual harassment cases. Upon graduation from law school, she received a 2-year postgraduate fellowship to create Stop Harassment in Public Schools, a statewide Title IX initiative emphasizing education, public policy development, and legal remedies. Ms. Cedillo received her law degree from The University of Texas School of Law in Austin. She also holds a bachelor of arts degree from the university in history and African American studies. Currently, she directs The P.E.A.C.E. Project at Prairie View A&M University.
Students with Attention Deficit Disorders
Authors: Salend Spencer J. , Rohena Elba
Published: December 2007

Educators are increasingly challenged to work with a growing number of students with attention deficit disorder (ADD). As a result, they are required to be aware of the unique characteristics of students with ADD; to establish partnerships with families, other professionals, and medical personnel; and to adapt their assessment, instruction, and classroom management strategies to promote student learning and positive behavior. This article and this special journal issue are designed to help educators better understand and work more effectively with students with ADD and their families.
Development, Implementation, and Sustainability of Comprehensive School-Wide Behavior Management Systems
Authors: Rosenberg Michael S. , Jackman Lori A.
Published: December 2007

Effective management of student behavior begins with viewing each school as a comprehensive system in which teachers, administrators, related service personnel, parents, and students all play a part. In this article, we describe the PAR Comprehensive Behavior Management system, a process-based model in which collaborative teams work together to form consensus on a positive and supportive school-wide approach to behavior management for all children. After presenting the conceptual underpinnings and assumptions of the model, we highlight the content and processes used to introduce and sustain the program. Methods for evaluating the approach and a summary of outcomes from several model demonstration sites are also presented.
Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challenging Behavior
Authors: Smith Stephen W. , Gilles Donna L.
Published: December 2007

School success may be minimal for students who have difficulties building social relationships and ultimately fail at developing social competence. As a result, social skills training is often provided to increase prosocial interaction. Despite evidence of the effectiveness of teaching appropriate social functioning, there is concern about generalization and maintenance of learned skills. In this article, we first describe the problems with current social skills instruction for students who exhibit challenging behaviors and lack of generalization data. We then introduce and provide examples of strategies to program systematically for generalization and maintenance to achieve social competence for students with emotional disabilities and/or challenging behavior.
Tourette's Syndrome
Authors: Prestia Kelly
Published: December 2007

Children and youth with Tourette's syndrome present with many complex characteristics that are often poorly understood by special and general educators. This article overviews the characteristics of children and youth with Tourette's syndrome and provides helpful suggestions that can be used in school settings.
Preparing and Managing Paraprofessionals
Authors: Trautman Melissa L.
Published: December 2007

More than 525,000 people serve as educational paraprofessionals in the United States (Likins, 2003). Due to the large number of paraprofessionals, their recruitment, hiring, training, and supervision has received increased emphasis. This article summarizes current legislation regarding the roles and responsibilities of paraeducators, and methods and ideas are suggested for preparing and managing paraeducators.
Strengthening Schools
Authors: Allen Melissa , Ashbaker Betty Y.
Published: December 2007

Two important questions arise when creating a school crisis plan: (a) Who should be trained as part of the crisis team? and (b) What type of training will be the most effective and practical? The authors suggest that paraprofessionals are a valuable resource to consider for assisting with crisis prevention and intervention. Practical suggestions are made for preparing paraprofessionals to assist in this role.
Curriculum Mapping
Authors: Koppang Angela
Published: December 2007

This article explores the application and use of curriculum mapping as a tool to assist teachers in communicating the content, skills, and assessments used in their classrooms. The process of curriculum mapping is explained, and the adaptation of the process for special education teachers is detailed. Finally, examples are given of how curriculum mapping can assist both special and general education teachers in meeting the needs of students in the classroom. Although this article will apply the use of curriculum mapping data at the middle school level, the process of mapping is equally effective at the elementary and high school levels.
Developing Student Competence in Self-Directed IEPs
Authors: Torgerson Colleen W. , Miner Craig A. , Hong Shen
Published: December 2007

Self-directed Individualized Education Programs (IEPs) allow students to assume leadership and become actively involved in the decisions made at their IEP meetings. This article describes how through direct instruction, social skills discussion, active practice, and role-playing students are prepared to facilitate their meeting. This active participation encourages empowerment and ownership by the student. Teacher attitude and support are critical to the success of the process. This training is an important tool in assisting teachers to promote their students to become self-advocates in their postsecondary decisions and responsibilities.
Speech, Language, and Audiology Services in Public Schools
Authors: Sunderland Lisa C.
Published: December 2007

The prevalence of communication disorders (speech, language, and hearing) among school-age children continues to increase, making it imperative that the classroom teacher be able to identify children in need of services. This article provides information that will enable all teachers to recognize when a child is exhibiting signs of a communication disorder, describes methods of assessment, provides classroom strategies, and identifies interventions and service delivery models typically used by communication specialists.
Adapted Physical Education and Therapeutic Recreation in Schools
Authors: Etzel-Wise Diane , Mears Brad
Published: December 2007

Adapted physical education is a mandated service, whereas therapeutic recreation and traditional recreation are considered related services under the Individuals with Disabilities Education Act. In this article, the authors describe the distinctions between the services, recognition of need for referral, methods of assessment, sample Individualized Education Program goals with short-term objectives and/or benchmarks, strategies for the classroom teachers, and interventions and service delivery models typically used by physical education teachers and recreational therapists.
Teachers as Researchers
Authors: Babkie Andrea M. , Provost Mary C.
Published: December 2007

With new laws and increased accountability for teachers, conducting research as a teacher—researcher in one's own classroom is one means by which teachers can help increase student success and also document effective interventions. In this article, the authors provide an overview of the responsibilities and roles of a teacher—researcher and guidelines for conducting research in the classroom.
Check It Off
Authors: Zrebiec Uberti Heather , Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2007

A teacher—researcher translated research-based practices related to using self-instruction in special education settings into inclusive classroom practices with students with learning disabilities (LD) and students for whom English was a second language (ESL). Both groups were fully included in a third-grade classroom. After classwide instruction and regrouping, several students with LD and some students with ESL still remained confused about the concept. The special education teacher developed individualized self-monitoring checklists based on an error analysis of each student's difficulties and taught each student how to use his or her own self-monitoring checklist to help learn the math concept. Both groups of students benefited from self-monitoring instruction to such an extent that their performance closely matched that of their typically achieving peers. All students reported that they enjoyed using the checklist. The authors also discuss implications for teachers and for teachers as researchers.
Teacher—Researcher Partnerships to Improve Social Behavior Through Social Stories
Authors: Agosta Ellen , Graetz Janet E. , Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2007

In this project, a partnership between school and university personnel addressed, in a systematic, research-oriented fashion, a classroom problem. A young child with autism exhibited excessively loud screaming, yelling, humming, and other distracting noises during class activities in a special education setting. These disruptive behaviors were a serious concern and also hampered the teacher's efforts to place the child in more inclusive environments. The partnership members first systematically assessed the target behaviors and then consulted existing research interventions addressing those behaviors. Basing their efforts on previous research, the partnership members developed social stories and implemented them through a single-subject research design. Ongoing observations and consultations, as well as input from all partnership members, formed the basis for any changes made to the intervention. At morning circle time, data on inappropriate behavior (yelling) and appropriate sitting were collected during baseline, Intervention Phase 1, Intervention Phase 2, and return-to-baseline conditions. The intervention yielded positive behavioral changes for the target student. Findings are discussed with respect to effective social story interventions for young children with autism and establishment of effective partnerships through which teachers may become active researchers.
SAT Vocabulary Instruction for High School Students with Learning Disabilities
Authors: Terrill M. Catherine , Scruggs Thomas E. , Mastropieri Margo A.
Published: December 2007

A teacher wanted to know whether mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had developed. At the end of the instructional period, the students had learned 92% of the words under mnemonic instruction but only 49% of the words under the more traditional approach. Implications for vocabulary instruction of high school students with learning disabilities are discussed.
Using the Self-Advocacy Strategy to Increase Student Participation in IEP Conferences
Authors: Hammer Michelle R.
Published: December 2007

In this study, the author analyzed the effects of using the Self-Advocacy Strategy to increase student participation in Individualized Education Program conferences. An experimental design was used to collect data throughout the students' IPLAN program. Student participation and ability to self-advocate increased when the Self-Advocacy Strategy was used.
Using a Cognitive—Behavioral Modification Strategy to Increase On-Task Behavior of a Student with a Behavior Disorder
Authors: Crum Cherry F.
Published: December 2007

In this study, the effectiveness of a self-monitoring system, combined with goal setting, for an 8-year-old student with behavior disorders was examined. The student increased his on-task behavior in his general education classroom during self-monitoring. His on-task behavior further increased when goal setting was added as an intervention.
Connecting Oral and Written Language Through Applied Writing Strategies
Authors: Brice Roanne G.
Published: December 2007

Written language requires prior knowledge of many foundation language skills. Students with language learning disabilities find it difficult to integrate language skills into academic writing assignments. Exceptional educators can teach foundation writing skills through certain underlying components of language, that is, phonology, morphology, syntax, semantics, and pragmatics. The purpose of this article is to provide teachers with knowledge of oral and written strategies to improve students' written literacy abilities.
The No Child Left Behind Act
Authors: Simpson Richard L. , Lacava Paul G. , Sampson Graner Patricia
Published: December 2007

The No Child Left Behind (NCLB) Act is potentially the most significant educational initiative to have been enacted in decades. Among the salient elements of this initiative are requirements that all students have qualified teachers and be given the opportunity to attend high-quality schools. The NCLB legislation also requires that states raise academic achievement levels for all students, including those with disabilities. Linked to these components and related issues, this article discusses the major components of the NCLB along with implications and recommendations for educators.
Section 504
Authors: Madaus Joseph W. , Shaw Stan F.
Published: December 2007

Secondary schools and postsecondary institutions differ in their obligations to students with disabilities under the regulations of Section 504 of the Rehabilitation Act of 1973. This article presents several of the key differences between Subpart D, which applies to secondary schools, and Subpart E, which applies to postsecondary institutions. Implications of these differences for the transition process are discussed.
Using Problem-Solving Conversation With Children
Authors: Dwairy Marwan
Published: December 2007

Verbal communication is a major tool for parents and educators who want to influence children's behavior and development. Although the literature concerning interviewing skills is extensive, only a few authors address conversation techniques, specifically processes that may be used with children. Problem-solving conversation (PSC) with children comprises a structured interview that parents, educators, counselors, and therapists can implement. It consists of four stages: listening to the child, probing reevaluation, exploring alternatives and setting a new plan, and follow up. It facilitates the development of the child's ego, personal growth, and sense of responsibility and is an aid to dealing with children's daily behavioral problems as well as more global issues.
Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners
Authors: Chamberlain Steven P.
Published: December 2007

Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher— student and teacher—parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.
A Case Involving Culturally and Linguistically Diverse Parents in Prereferral Intervention
Authors: Kaiyung Tam  , Heng Mary Anne
Published: December 2007

Parents are rarely included in school-based prereferral intervention, although research has widely reported the importance of parental involvement in children's education. This article documents how a school involved a single parent from a culturally and linguistically diverse background in a prereferral intervention partnership, describes the conceptualization and implementation of parent involvement procedures, and delineates considerations for parental involvement in prereferral intervention. When other people's children become our children, and educators invest time and commitment to working with parents, we may come to the powerful realization that all children have the potential to learn, regardless of poverty, culture, and language.
Preschool Children With Developmental Delays and Limited English Proficiency
Authors: Draper Rodriguez Cathi , Higgins Kyle
Published: December 2007

The number of children with Limited English Proficiency (LEP) in schools is increasing drastically. Included in this number are young children with LEP and developmental delays. This article provides information on second-language acquisition, details the type of programming used to educate children with LEP, and offers strategies to use when working with preschool children with LEP and developmental delays.
Case Studies in Co-Teaching in the Content Areas
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Graetz Janet , Norland Jennifer , Gardizi Walena , Mcduffie Kimberly
Published: December 2007

This article presents recent findings from several long-term qualitative investigations of co-teaching in science and social studies content-area classes, in which collaborating teachers and students with and without disabilities were observed and interviewed regarding effective practices and challenges associated with inclusion. In some sites, collaborating teachers were provided with research-based effective strategies and materials for including students with disabilities in specific activities. Results were equivocal in that in some cases, collaboration was extremely effective and conducive for promoting success for students with disabilities in inclusive classes. In others, challenges remained that presented barriers for successful collaboration and inclusion for students with disabilities. Important mediating variables were identified as academic content knowledge, high-stakes testing, and co-teacher compatibility. Findings are discussed with respect to both successes and remaining challenges.
This Doesn't Look Familiar!
Authors: Wilson Gloria Lodato
Published: December 2007

Among the challenges of delivering services to students with disabilities via a co-teaching model (the pairing of special and general education teachers in a general education classroom) is the dilemma of how to observe teachers in such a setting. Collaboration between a university and a large school district with special and general education supervisors investigated how the two disciplines looked at a co-taught lesson at the secondary level. Then, through a series of interactive workshops, special and general education supervisors developed a common lens for viewing a co-taught lesson, resulting in a guided format for observing co-teachers.
Secondary Reading
Authors: Dieker Lisa A. , Little Mary
Published: December 2007

Reading skills needed at the secondary level are dramatically different from those needed in the elementary classroom. Reading is no longer taught in most secondary classes but is now a tool to demonstrate mastery of numerous content areas. However, what are the options when you cannot read and are a middle or high school student? This phenomenon is true for many secondary students with disabilities and is especially problematic for those students who will never master the use of printed material at the level needed to learn content. Therefore, the purpose of this article is to emphasize the importance of collaboration between general and special educators at the secondary level related to the use of reading and to provide strategies related to using reading material effectively at the middle and high school levels.
The Promise of New Learning Environments for Students With Disabilities
Authors: Pisha Bart , Stahl Skip
Published: December 2007

With fixed, uniform learning materials, teachers are left with the burden of individualizing instruction by providing supplementary adaptations or accommodations for students with special learning needs. Unfortunately, few teachers have either the time or expertise to adequately adapt the curriculum materials to meet the diverse needs of their students. The new view of curriculum and instruction that is a key feature of Universal Design has the potential to improve outcomes for all learners. For the first time in the history of federal special education legislation, the appropriateness of core instructional textbooks to meet the needs of students with disabilities is being addressed. This initiative creates the foundation for expanding learning alternatives to every student with a disability, and even to those students who might simply prefer to work with more flexible and supportive materials.
Access to the General Curriculum
Authors: Abell Michael M. , Bauder Debra K. , Simmons Thomas J.
Published: December 2007

The Individuals with Disabilities Education Act places more emphasis than ever on providing students with new ways to fully access the general curriculum. This places a great deal of importance on the areas of curriculum and instruction. It also recognizes the need for special and general education staff to work together to offer high-quality support and instruction. The role of the digital curriculum and accompanying technology is beginning to bring new perspectives to how students can be engaged and have more control over their own learning.
Reading Comprehension for Older Readers
Authors: Vaughn Sharon , Edmonds Meaghan
Published: December 2007

This article provides an overview of a multicomponent comprehension strategy and graphic organizers designed for older readers to gain meaning from text. Practices designed to capitalize on the best research-based elements associated with improved outcomes in reading comprehension, particularly for expository texts, are described. The graphic organizers provide visual representations and organizational schema, which are useful for assisting students in organizing key concepts, vocabulary, and information from text.
Assessing Reading Materials for Students Who Are Learning Disabled
Authors: Sperling Rayne A.
Published: December 2007

This article presents a checklist that teachers and other education professionals can use when deciding which instructional materials to include in their content area instruction. The checklist addresses several considerations, such as the learners' prior knowledge, vocabulary levels, and motivation. In addition, characteristics of the text source, such as the inclusion of supplemental instructional materials, readability, and the use of objectives, examples, and analogies, are also addressed.
Educational Interventions for Individuals With Asperger Syndrome
Authors: Griffin Harold C. , Griffin Linda W. , Fitch Christine W. , Albera Veronica , Gingras Happy
Published: December 2007

Children with Asperger syndrome may frequently exhibit problems in the areas of social, behavioral, academic, motor, and sensory skills. Interventions are most effective if they are consistently implemented, use concrete information and visual structures, and utilize the assistance of parents, teachers, peers, and therapists.
Developing Reading Fluency With Repeated Reading
Authors: Therrien William J. , Kubina Richard M.
Published: December 2007

Repeated reading has gained popularity as a technique for helping students achieve reading fluency. It is widely implemented and can be used for students with and without disabilities. Repeated reading has several components that make it more efficient. This article shares those components and provides a framework for setting up and using repeated reading in the classroom.
Using Dynamic Assessment to Evaluate Children With Suspected Learning Disabilities
Authors: Moore-Brown Barbara , Huerta Maria , Uranga-Hernandez Yvana , Peña Elizabeth D.
Published: December 2007

Dynamic assessment uses a test—teach—retest approach that can assist clinicians in differentiating between children with learning disabilities and children with learning differences. This article describes a model of dynamic assessment of narratives and its use with children from culturally and linguistically diverse backgrounds. Case studies illustrate how information from dynamic assessment can help determine the effects of experience on performance, distinguish between language impairment and language difference, and make accurate placement decisions.
Improving Self-Efficacy and Motivation
Authors: Margolis Howard , Mccabe Patrick P.
Published: December 2007

It is not surprising that many struggling learners have low self-efficacy for academics. They believe that they lack the ability to succeed. Consequently, they tend to avoid academics and give up quickly when difficulties arise. This article suggests practical solutions based on self-efficacy theory to improve the motivation of struggling learners. Specifically, the authors present three sources of self-efficacy—enactive mastery, vicarious experiences, and verbal persuasion—as ways for teachers to figure out what to do and what to say to strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks.
Improving Educational Prospects for Youth in Foster Care
Authors: Zetlin Andrea G. , Weinberg Lois A. , Shea Nancy M.
Published: December 2007

Foster children are an educationally vulnerable population that is over represented in special education. This article describes a collaborative effort among a child welfare agency, a local education agency, and a nonprofit law office to improve the educational outcomes of children in foster care. Program procedures and the role of the education liaison as advocate and problem solver are described, as well as evaluation data and strategies for managing problems associated with multiagency collaboration.
Creating Instructional Materials for All Pupils
Authors: Rotter Kathleen
Published: December 2007

With the increasing diversity of pupils in general education classes, teachers are seeking simple methods to teach all of their pupils while maintaining the integrity of the curriculum. COLA is a mnemonic device to help teachers apply the principles of layout and design when creating instructional materials. Use of the COLA strategy can enhance the ability of all pupils to identify, comprehend, and demonstrate knowledge of critical classroom concepts.
Aligning Assessments With State Curriculum Standards and Teaching Strategies
Authors: Pemberton Jane B. , Rademacher Joyce A. , Tyler-Wood Tandra , Perez Cereijo Maria Victoria
Published: December 2007

This article describes the steps of moving from state curriculum standards for writing to selecting and teaching a writing strategy to designing curriculum-based assessments in writing. The relationship between assessment and instruction is strengthened as educators monitor student progress in the state curriculum standards, make sound instructional decisions, and prepare students for annual assessments required by state education agencies.
Explicitly Teaching Struggling Writers
Authors: Graham Steve , Harris Karen R. , Macarthur Charles
Published: December 2007

Students are often asked to write reports for science, history, and other content-area classes. Struggling writers and many of their classmates are unsure about how to plan and write reports. This article presents a strategy for planning and writing reports and describes how a general and special education teacher team-taught this strategy to a classroom of fifth-grade students.
Is Countercontrol the Key to Understanding Chronic Behavior Problems?
Authors: Carey Timothy A. , Bourbon W. Thomas
Published: December 2007

A common feature of interventions for students with behavioral difficulties is an attempt by such authorities as parents and teachers to establish increased control over students' behaviors, which can lead to countercontrol. Attempts to exert even greater control over a student who is countercontrolling increase the student's opportunity to countercontrol. In this article, the authors suggest that some children who are diagnosed with chronic behavior disorders might be countercontrolling the very persons who try to control them. The authors define countercontrol, explain how it might occur, and offer guidelines for resolving the problem.
It's 10 a.m.: Do You Know Where Your Children Are?
Authors: Mccray Erica D.
Published: December 2007

Truancy is not a new problem, but schools are in need of new solutions (Gullat & Lemoine, 1997). Truancy is a known predictor of students leaving school prior to graduation (Garry, 1996). In this article, the author defines truancy and addresses the views of educators and community members on the topic. The discussion will also include effective interventions and discuss a proposed intervention developed by the author and two colleagues to address truancy.
Dynamic Characters With Communication Disorders in Children's Literature
Authors: Sotto Carolyn D. , Ball Angel L.
Published: December 2007

Using quality children's literature with portrayals of characters that have communication impairments can be an effective teaching tool. Storybook characters with communication disorders can provide positive role models and promote understanding of diverse populations. Eighteen children's books were selected based on the following criteria: publication dates between 1994 and 2001, reading levels between preschool and eighth grade, and main characters with speech, language, or hearing disorders. Curriculum topics were summarized for integration into state academic content areas.
Library Media Centers
Authors: Cox John E. , Lynch Debra M.
Published: December 2007

Based on a study by Cox (2004), this article deals with the needs of students with visual, hearing, and orthopedic impairments in terms of full access to school library media centers. Fictitious vignettes of student concerns as well as possible answers and thought-provoking questions expand Cox's rural Missouri-based study to a much wider audience of school and library media personnel.
The Library as a Support System for Students
Authors: Jurkowski Odin L.
Published: December 2007

For many students who have a mild to moderate learning, emotional, social, or mental problems, the school librarian is an unparalleled resource, and the library becomes a refuge and an important support system outside of the general classroom. This article provides a brief review of literature and concrete information on creating a supportive learning environment in the school's library.
Bibliotherapy
Authors: Cook Katherine E. , Earles-Vollrath Theresa , Ganz Jennifer B.
Published: December 2007

Educators and school librarians today are facing new challenges that go well beyond the traditional expectation of teaching reading, writing, and arithmetic. These challenges take many forms. Many students enter the educational system lacking the necessary social, emotional, and academic prerequisites to be successful. Educational settings are becoming more diverse with students from varying cultural backgrounds and with disparate learning abilities. In addition, federal laws are demanding increasingly higher standards and accountability of the teaching profession. With such enormous societal impediments, it is essential that school personnel today find approaches that are relevant to each student's unique needs.
The New IDEA
Authors: Hyatt Keith J.
Published: December 2007

The new amendments to the Individuals with Disabilities Education Act became effective in July 2005 and contained a number of important changes to the current law. Some of the major changes regarding highly qualified teachers, alignment with the No Child Left Behind Act of 2001, eligibility, the Individualized Education Program process, and procedural safeguards will be discussed, because those areas have an immediate impact on school personnel as well as on eligible children and their families.
Multicultural Special Education
Authors: Obiakor Festus E.
Published: December 2007

In this era of accountability, schools are challenged to leave no child behind, which includes making schools more responsive to students' needs. For many multicultural learners, the noble ideal of leaving no child behind has not yielded the desired dividends in general and special education. The processes of identification, assessment, categorization, placement, and instruction have tended to downplay their cultural and linguistic differences. This article focuses on multicultural special education as an effective intervention for today's schools.
Making Differences Ordinary in Inclusive Classrooms
Authors: Mcleskey James , Waldron Nancy L.
Published: December 2007

This article addresses the need to make differences ordinary as inclusive school programs are developed and implemented. Qualities that are hallmarks of inclusive classrooms and that ensure that differences become an ordinary part of classroom practices are then addressed. These qualities ensure that supports provided in the inclusive classroom are as natural and unobtrusive as possible, arranging student schedules so that the rhythm of the day for students with disabilities is as typical as possible, and ensuring that students with disabilities are full participants in the learning and social communities of the classroom.
Creating Culturally Responsive Literacy Programs in Inclusive Classrooms
Authors: Shealey Monika Williams , Callins Tandria
Published: December 2007

This article intends to increase awareness of culturally responsive literacy instruction by describing components of a literacy program that effectively address the needs of diverse learners, specifically adolescents with learning disabilities.
Mathematics Accommodations for All Students
Authors: Fahsl Allison J.
Published: December 2007

This article presents some simple mathematics accommodations that general education teachers can implement without extensive preparation time. The accommodations are appropriate for all students in the classroom regardless of whether they have identified disabilities. The accommodations are intended as supplemental or supportive strategies used in conjunction with regular planning and instruction for students who need minimal or intermittent instructional adaptations.
Visual Supports for Students With Behavior and Cognitive Challenges
Authors: Jaime Karen , Knowlton Earle
Published: December 2007

In many schools, supports for children with a dual diagnosis of mental retardation and behavioral disorders are inadequate or nonexistent. Often these students are placed with teachers who, although appropriately trained and licensed, are not familiar with support strategies for meeting the behavioral and emotional needs of these students at an appropriate cognitive representational level. This article describes six evidence-based visual support strategies, their benefits, and simple methods for implementing them in the classroom.
Evaluating the College Transition Needs of Individuals With High-Functioning Autism Spectrum Disorders
Authors: Adreon Diane , Durocher Jennifer Stella
Published: December 2007

Increased attention has been given recently to the needs of students with learning and developmental disabilities who are transitioning from high school to college. This is especially important for students with high-functioning autism spectrum disorders (ASD), who are likely to experience significant and unique challenges in adjusting to postsecondary educational settings. After an overview of diagnostic criteria, symptom presentation, and treatment approaches for high-functioning students with ASD, this article discusses the type of difficulties students may encounter across various domains, including socialization, communication, independent daily living skills, academic functioning, and self-advocacy. The article concludes with recommendations for areas to be evaluated and addressed when determining the supports students with high-functioning ASD need to succeed in meeting the organizational, academic, and social demands of college life.
A New TRICK for the Trade
Authors: Scott Victoria G. , Compton Lori
Published: December 2007

Many students, especially those with disabilities, have difficulty in middle and high school with assignment organization and completion. This article presents a learning strategy to assist students in keeping a calendar or agenda book. The strategy presented cues students to specific actions they must take in order to remember assignments, study for tests, complete projects, and organize their materials.
50 Essential Web Sites for Teachers of Students With Mild or Moderate Disabilities
Authors: Koehler Linda
Published: December 2007

The author presents 50 Web sites identified by preservice teachers as helpful in serving students with mild or moderate disabilities and their families. The Web sites cover the topics of academic supports; advocacy and family supports; professional organizations; social, emotional, and behavioral supports; technology; and transition support.
Web-Based History Learning Environments
Authors: Okolo Cynthia M. , Englert Carol Sue , Bouck Emily C. , Heutsche Anne M.
Published: December 2007

This article explores the benefits of the Internet to enhance history instruction for all learners. The authors describe a Web-based learning environment, the Virtual History Museum (VHM), that helps teachers create motivating, inquiry-based history units. VHM also allows teachers to build supports for learners with disabilities or other learning challenges. A pilot study that demonstrated the impact of the VHM on history learning and participation of eighth-grade students with mild disabilities is discussed.
Strategies for Adapting WebQuests for Students With Learning Disabilities
Authors: Skylar Ashley A. , Higgins Kyle , Boone Randall
Published: December 2007

WebQuests are gaining popularity as teachers explore using the Internet for guided learning activities. A WebQuest involves students working on a task that is broken down into clearly defined steps. Students often work in groups to actively conduct the research. This article suggests a variety of methods for adapting WebQuests for students with learning disabilities. Various strategies include advance organizers, graphic organizers, hypertext study guides, outlines, vocabulary definitions, annotated lists of Web sites, and templates for compiling information.
Interactive Videoconferencing as a Medium for Special Education
Authors: Dal Bello Angie , Knowlton Earle , Chaffin Jerry
Published: December 2007

Interactive videoconferencing (IVC) consists of live, synchronous audio and video communication via a computer or digital phone network among sites in different physical locations. Many productive but not always obvious benefits, such as increased learning opportunities, student motivation, and instructor—student communication, are possible through IVC. This article discusses IVC as a useful medium for teaching and learning in higher education teacher preparation programs.
Tutoring System Innovations
Authors: Gardner Ralph , Nobel Michele M. , Hessler Terri , Yawn Christopher D. , Heron Timothy E.
Published: December 2007

This article discusses the progression of tutoring system innovations from informal, dyadic, and subjectively evaluated arrangements to more formally arranged configurations that emphasize training, application, and evaluation. Suggestions for future innovations, based on existing prototypes, are discussed.
Guidelines for Special Educators
Authors: Carpenter C. Dale , Bloom Lisa A. , Boat Mary B.
Published: December 2007

As teachers make decisions regarding which practices to implement in their classrooms, the academic gains those practices produce frequently become the primary concern. The authors assert that outcomes contributing to quality of life are equally important. They suggest quality indicators for special education practices, with a focus on practices that result in socially valid outcomes such as high self-esteem, self-determination, individual empowerment, and joy. Social validity, criteria for determining socially valid outcomes, and practices that promote those outcomes are discussed.
School and Educational Psychologists
Authors: Habel John C. , Bernard John A.
Published: December 2007

The authors discuss the delivery of psychological and instructional services to students with special needs and also emerging strategies for providing ancillary psychological services, teaching students, assessing their learning, and managing their behavior. Among these emerging approaches to instruction and the delivery of psychological services are (a) "indirect" delivery of psychological services via consultation versus more labor-intensive "direct" intervention; (b) the development of instructional strategies based on new views of learning and cognition; (c) increased emphasis on cooperative arrangements in classrooms; (d) the use of authentic assessment procedures; and (e) peer mediation and other democratic structures that are designed to reduce students' misconduct and promote civility.
Meeting the Needs of Students Who Are Gifted and Have Learning Disabilities
Authors: Robinson Suzanne M.
Published: December 2007

Children who are gifted and also have learning disabilites are doubly at risk. If we don't intervene, these students frequently fail in school. If we intervene by addressing only their weaknesses, they often resent us, our efforts, and the school's response. However, by rethinking the classroom environment and providing enrichment, structure, and remediation, and through collaboration among professionals with varied expertise, we can effectively and successfully meet these students' needs.
Suggestions for Translating Research into Classroom Practices
Authors: Warby Dale B. , Greene Mary T. , Higgins Kyle , Lovitt Thomas C.
Published: December 2007

Teachers and educators often find it difficult to translate research-based knowledge into practical applications for the classroom. This article reviews the current literature regarding research to practice. A format for assisting teachers and educators in translating research into classroom interventions is recommended.