bluuebunny/crossref_metadata_2025 huggingface dataset:
A Qualitative Analysis of Parents' and Service Coordinators' Descriptions of Variables That Influence Collaborative Relationships
Authors: Dinnebeil Laurie A. , Hale Lynette M. , Rule Sarah
Published: December 2008

Parent-professional collaboration is an essential component of successful early intervention efforts. A collaborative relationship exists when both parents and professionals view each other as partners, with both providing expertise and knowledge that will help the family reach its goals. Although collaborative relationships are valued within early intervention, little is known about the variables that enhance or detract from collaboration. The purpose of this study was to examine parents' and service coordinators' (SCs) responses to two open-ended questions in a survey sent to over 1,400 parents and SCs. Survey respondents were asked to describe the variables that the other person in the partnership brings to the relationship that either enhance or interfere with collaboration. Survey results suggested that interpersonal and communication skills are critical for successful collaboration. The authors also discuss the microcounseling model, a model of behavioral consultation training that may be useful in preservice and inservice staff development efforts.
Therapy Services in Early Intervention
Authors: McWilliam R. A. , Young Heidi Jo , Harville Kathryn
Published: December 2008

The purpose of this study was to determine (a) the major challenges in providing specialized therapies to infants, toddlers, and preschoolers with disabilities; (b) what models of service delivery are used and why; (c) what makes the provision of therapy services go well; and (d) what strategies are used for overcoming barriers to effective services. Focus groups were conducted with early intervention therapists, nontherapist professionals, administrators, and parents. Results showed that a shortage of pediatric therapists and policy/administrative constraints caused services to be of lower quality than desired. We also found that concepts of “needing” therapy were muddled and that most people said that “more is better” as long as the quality is high enough.
Supporting Early Childhood Inclusion
Authors: Wesley Patricia W. , Buysse Virginia
Published: December 2008

This article describes Partnerships for Inclusion, a statewide project providing technical assistance (TA) to communities as they develop and coordinate inclusive services for infants, toddlers, and preschoolers with disabilities and their families. Included in this description are the major factors influencing the model's development, the project's core services, and selected strategies for promoting systems-level change that supports early childhood inclusion. A framework for evaluating TA services is also presented along with the project's evaluation data. The article concludes with a summary of lessons learned about how to provide effective TA services to diverse client groups.
Inclusion and Mainstreaming Revisited---Again Teaching Experience and Specialist Support: A Survey of Preschool Teachers Employed in Programs Accredited by NAEYC
Authors: McDonnell Andrea P. , Brownell KerriLee , Wolery Mark
Published: December 2008

A national mail survey of preschool teachers ( N = 500, return rate of 55.2%) employed in programs accredited by the National Association for the Education of Young Children was conducted to gain descriptive information about (a) the teachers' preparation and program organization and (b) their experience with children with disabilities, the IEP process, special educators, and other specialists. Results indicated that more than half of the respondents currently had a child with disabilities in their classroom and had participated in an IEP meeting. The majority of teachers were not certified in early childhood or early childhood special education, and only 25% of them currently worked with a special educator concerning one or more children in their classroom. Implications for practice, personnel preparation, and research are included.
Language, Culture, and Disability
Authors: Hanson Marci J. , Gutierrez Sonya , Morgan Maria , Brennan Elizabeth L. , Zercher Craig
Published: December 2008

The interplay among language, culture, and disability in children's experiences in inclusive preschool environments was examined as part of a larger study of preschool inclusion. A qualitative research design was employed using an ecological systems perspective. Data were collected through observations of preschool sites and through interviews with parents, classroom personnel, and program administrators. Themes related to the influence of culture and language on children's participation in preschool programs were identified. These issues included a lack of identified goals related to language on Individualized Education Programs, the interaction of language with disability, the influence of communication skills on children's interactions and abilities to form friendships, the effects of language differences on communication between home and school, and the need for more translation services and training for service providers related to cultural and linguistic issues.
Teachers and Inclusion
Authors: Gallagher Peggy A.
Published: December 2008

This study investigated preschool special education teachers' evolving views of their changing needs and responsibilities during their first year as community-based consulting teachers. The study tracked the perspectives of these formerly classroom-based teachers throughout their first year as consulting teachers facilitating inclusion into community settings of children from ages 3 to 5 with disabilities. The study employed a qualitative design using a focus group format with meetings four times throughout the year. The results indicated that participants became much more specific in articulating their roles and needs as they gained experience. The participants also indicated that management of the classroom inclusion process was one of their critical roles, in addition to acting as a support and referral source for community childcare providers. The results suggest that systems for providing training, resources, and support to teachers moving to consulting roles will be most effective if they are both flexible and ongoing.
Family and Professional Perspectives on Early Intervention
Authors: Wesley Patricia W. , Buysse Virginia , Tyndall Sabrina
Published: December 2008

This study presents findings from a series of focus groups conducted to explore parent and professional experiences and perspectives regarding inclusion and early intervention. The 45 focus group participants consisted of 13 parents of young children (birth through 5 years) with disabilities and 32 professionals representing service providers and administrators from an array of human services programs and agencies such as child care, early intervention, social services, public health, mental health, and public schools. The focus groups were organized to address (a) participants' awareness of early intervention services, (b) their perceptions of barriers and supports to inclusion, (c) their notions of service coordination, (d) their experiences with a statewide initiative to improve early childhood services for all children, and (e) their views of what an ideal system of early intervention would look like. Results revealed four overarching themes, most notable of which distinguish between parents' and professionals' abilities to describe the current early intervention system and to envision an ideal system of services.
Blended Interdisciplinary Teacher Preparation in Early Education and Intervention
Authors: Miller Patricia S. , Stayton Vicki D.
Published: December 2008

Interdisciplinary teacher preparation programs that blend personnel standards from early childhood special education and early childhood education are being developed across the country. States are designing stand-alone blended teacher licensure programs in early education. This article describes a national study that explored and described characteristics of these newly conceptualized approaches to teacher preparation. Methods included quantitative and qualitative data collection and analysis procedures. Findings indicate that there are many concerns and issues among faculty who are members of interdisciplinary teams in these new programs. The authors describe prominent issues in this emerging field of teacher preparation and provide a set of recommendations based on the literature and the findings from this study.
The Family-Centeredness of Individualized Family Service Plans
Authors: McWilliam R. A. , Ferguson Ardith , Harbin Gloria L. , Porter Patricia , Munn Duncan , Vandiviere Patricia
Published: December 2008

This study assesses the validity of a rating scale of the family-centeredness of Individualized Family Service Plans (IFSPs) and describes IFSPs from several types of agencies. One hundred IFSPs from four agency types (home-based early intervention, home-based service coordination, center-based segregated, center-based inclusive) were rated on 21 items grouped into Cohesion, Functionality, and Clarity factors. The IFSP Family-Centeredness Rating Scale was successful in finding differences between agencies. Overall, the highest rated items were identifying the family's role and writing in the active voice. The lowest rated items were integration across disciplines/professionals, specificity, and positiveness. Overwhelmingly more child-related goals were written compared to family-related goals. The importance of family-centered IFSPs is discussed in terms of families' rights and how the document reflects the program's or service provider's philosophy.
The Picture Exchange Communication System
Authors: Schwartz Ilene S. , Garfinkle Ann N. , Bauer Janet
Published: December 2008

The Picture Exchange Communication System (PECS) has become a widely known and used augmentative system for teaching functional communication skills and potentially providing a bridge to speech acquisition. Unfortunately, although there is a great deal of anecdotal clinical evidence about the PECS, there is little empirical information about its efficacy. We present two studies documenting the use of PECS for preschool children with severe disabilities. The first study analyzed the PECS acquisition data for 31 preschool children and demonstrated that young children with severe communication delays and disorders can learn to use PECS quickly and efficiently. The second study followed 18 preschool PECS users for a year. The results of language samples taken at snack time and during free-choice activities indicated that PECS use generalizes to untrained settings and may have concomitant effects on untrained language functions. Directions for future research are discussed.
Neurocognitive Effects of HIV Infection on Young Children
Authors: Landry Kris , Smith Tina
Published: December 2008

As the number of children infected with the human immunodeficiency virus (HIV) continues to grow, it is important for early childhood practitioners to understand the potential effects of this disease on infants' and children's functioning. Infants and children with symptomatic HIV disease may exhibit a wide range of neurocognitive, social-emotional, and behavioral difficulties. Therefore, assessment professionals must be prepared to build a profile of the child's functioning that reflects current strengths and weaknesses and provides a baseline for comparison in future evaluations. Because the effects of this disease are direct (e.g., neurological impairment) as well as indirect (e.g., personal or parental anxiety from living with the disease), professionals may need a wide range of assessment tools to perform valid evaluations. This article provides a guide to help early interventionists to understand the basic pathology of this disease, to recognize the direct and indirect manifestations of the disease, and to choose assessment protocols appropriate for this population.
Medical Complications of the Critically III Newborn
Authors: McNab Theresa C. , Blackman James A.
Published: December 2008

Sophisticated technology in neonatal intensive care units (NICU) has resulted in remarkable improvements in the survival of the sickest and most premature newborn infants. Although fortunately the prevalence of disability among NICU graduates has not increased with such advances, the total number of these infants in the community has grown as a result of the improved survival. Many of these babies manifest complex residual health problems and are at risk for developmental difficulties. An understanding of the complications of prematurity and other neonatal illnesses as well as of their treatments can enhance the effectiveness of early intervention services, both in devising creative approaches aimed at promoting the optimal development of medically vulnerable infants and in supporting their families during prolonged periods of intense stress.
Social-Communicative Interactions of Preschool Children with Developmental Delays in Integrated Settings
Authors: Reynolds Mary A. , Holdgrafer Gary
Published: December 2008

This exploratory study compared the social-communicative performance of six preschool children with developmental delays during free play in both mainstream and reverse integration program settings. It included an analysis of attention-getting devices as a strategy for optimizing the success of social-communicative interactions. Performance was similar across settings. Neither setting appeared to promote adequate rates of initiating and responding. The use of attention-getting devices by children and conversational partners increased the number of successful interactions and should be encouraged as an intervention strategy regardless of integration setting.
Auditory-Perceptual Skills and Reading
Authors: Gersten Russell , Carnine Doug
Published: December 2008

In a recent meta-analysis, Kavale (1982) reported reliable significant correlations between auditory-perceptual skills and reading achievement, arguing that auditory skills should be taught to learning disabled children. This paper reviews his work, citing several erroneous interpretations made by the author. Kavale fails to report that the mean correlation between perceptual skills and reading achievement is merely .358, consistently weaker than correlations found between math computation scores and reading scores. Furthermore, the one ITPA subtest with the highest correlation is Sound Blending, the only auditory-perceptual skill taught in many reading programs. We conclude that Kavale fails to provide evidence that the teaching of auditory-perceptual skills is useful to learning disabled children … unless the skills are functional reading skills.
The Case for Impact Evaluations in Special Education
Authors: Gersten Russell , Hauser Carl
Published: December 2008

Currently, formative evaluation strategies are used in special education programs to the near exclusion of impact or outcome evaluations. Fast practices, misconceptions concerning group impact evaluation designs, and philosophical orientations have all contributed to this trend. Impact evaluations of special education programs, however, can be designed and conducted so that they produce information useful for program improvement—regardless of whether the intervention is massive or results are statistically significant. Illustrative case studies of recent impact evaluations support this position. Assessment of program implementation and measurement of outcome, two critical areas that can greatly improve the usefulness of evaluation results, are emphasized in the concluding discussion.
Reading Disability as a Language Disorder
Authors: Siegel Linda S. , Ryan Ellen B.
Published: December 2008

Reading disability is conceptualized as a disorder of several aspects of language. We have found that the acquisition of syntax, phonics, and phonemic coding in short-term memory are significantly delayed in reading disabled children. However, semantic processing appears to be relatively intact. Remedial reading programs should stress the encouragement of expressive language skills, which appear to be at the basis of this disorder.
The Integration of Mildly Retarded Students in the Schools
Authors: Polloway Edward A.
Published: December 2008

The most efficacious placement for mildly retarded students has been examined and debated for more than fifty years. Five historical stages can be identified in the effort to arrive at some resolution of this issue: the birth of the efficacy question, the tremendous growth in special classes, the move to abolish such classes, the search for alternatives along the continuum of services, and the recent re-analysis of appropriate placements due to changes in the population of students in programs for the mildly retarded. Research and perspectives are discussed for each of these stages and conclusions relevant to the present are drawn.
The Mechanics of Mainstreaming
Authors: Ammer Jerome J.
Published: December 2008

A 25-item questionnaire designed to elicit information regarding the roles and responsibilities of regular educators in the IEP process was completed by 37 elementary and 33 junior/senior high school educators from three New England school districts. Chi-square tests of relationship identified three factors which seemed to influence teacher involvement and attitudes towards special education and mainstreaming: (a) formal coursework in special education, (b) grade level the respondents taught, and (c) communication and sharing of responsibilities. The results suggested that regular educators should be given a more active role in (a) the multidisciplinary team decision-making process and (b) any future inservice courses designed to improve the implementation of mainstreaming.
Did Orthographies Evolve?
Authors: Mattingly Ignatius G.
Published: December 2008

According to Gelb (1963), writing has “evolved” from picture writing to logography to syllabic writing to alphabetic writing. It is argued here that this widely accepted theory of orthographic evolution does not accurately fit the historical facts, and that the variety of orthographies is better explained on linguistic grounds. Orthographies have to be productive, and they can manage this only by providing devices for transcribing the possible words in the lexicon. The very limited number of different ways in which this is accomplished in different orthographies is accounted for by the structural peculiarities of the languages that the orthographies transcribe.
Continuities in Reading Acquisition, Reading Skill, and Reading Disability
Authors: Perfetti Charles A.
Published: December 2008

Reading instruction and remediation are best grounded when based on obseruation ofthe continuities among various problems in reading The problems of reading acquisition, reading ski14 and reading disability are linked by their shared connection to word decoding. Learning to read depends on eventual (but not initial) mastery of coding procedures, and even skilled reading depends on coding pmcesses that are low in cost to processing resources. Reading disability may also be understood as representing a point on an ability continuum that contains a wide range of coding ability. Instructional goals of word reading skill, including rapid and fluent word recognition, follow from these considerations.
A Comparison of Prevalence Rate Variability from State to State for Each of the Categories of Special Education
Authors: Hallahan Daniel P. , Keller Clayton E. , Ball Donald W.
Published: December 2008

Concerns about the definitions and identification criteria for special education categories, particularly learning disabilities, are a continuing subject of Abate in the profession. Vagueness in definitions and inconsistent criteria for learning disabilities have been said to hamper research and the delively of services, and to be partly responsible fm the tremenhus prevalence ratepwth of some categories. One measure considered by some to be an indication of these definition and identification problems is the variability of prevalence rates among states. Some have stated that prevalence rates are more variable fir the higher pvalence categories, such as learning disabilities, than for the low prevalence categories. This observation, however, h e s not take into account the effects of the size of the means on the variability. When this effect is contmlled for; the higher prevalence categories are no more variable as a pup than the lower ones; in fact the variability within some higher prevalence categories is the lowest of all. The possible reasons for and implications of these findings are discussed.
Reimbursement of Private School Costs Is Available Under the EHCA
Authors: Osborne Allan G.
Published: December 2008

One of the more controversial issues litigated in the courts under the Education for All Handicapped Children Act is whether the parents of a handicapped child who unilaterally place that child in a private school can be reimbursed for tuition costs if their choice in placement is later determined to be the appropriate one. For several years most of the federal courts held that they were not unless exceptional circumstances prompted the unilateral move. Controversy developed in 1983 when the First Circuit Court of Appeals ruled that the parents were entitled to be reimbursed even if exceptional circumstances were not present to warrant the unilateral placement. The Supreme Court recently settled the controversy by agreeing with the First Circuit. In this article the author presents the factual background surrounding the controversy and discusses the implications of the Supreme Court decision.
Monitoring Progress Among Mildly Handicapped Pupils
Authors: Fuchs Lynn S.
Published: December 2008

The purpose of this paper is to review research on the use of formative evaluation with mildly handicapped pupils. First, the importance of formative evaluation to special education is described. Then, four critical issues in formative evaluation methodology are discussed: focus of measurement, frequency of measurement, data display, and data-utilization methods. Finally, a proposal for additional related research is advanced.
Teacher Interruptions During Oral Reading Instruction
Authors: Shake Mary C.
Published: December 2008

A brief review of the literature addressing teacher interruption and its influence on student oral reading performance, and previously developed systems for teacher self-monitoring form the background of this article. Within this framework, a system for self-monitoring is proposed in which teachers not only quantify, but also provide explanatory contexts for instances of corrective feedback during oral reading instruction. It is suggested that use of this model will heighten teachers' awareness of the interactional and interdependent aspects of reading instruction.
The Study and Development of Teaching
Authors: Iano Richard P.
Published: December 2008

The study and development of teaching according to a natural science-technical model is examined. The major aim of this model has been to achieve law-like prediction and control in teaching. The natural science-technical model is found to limit the way teaching is studied and developed and to have distorting effects within both general and special education. The basis for an alternative approach is described which, it is claimed, can promote a genuine tradition of inquiry and practice for teaching.
Survey of Employment for Adults with Developmental Disabilities
Authors: Kiernan William E. , Ciborowski Jean
Published: December 2008

The role of employment in the lives of young adults and adults with developmental disabilities has received a considerable amount of attention during the past few years. This study attempted to document the movement of this population into the areas of competitive employment. A survey of 1,629 facilities and organizations throughout the U.S. revealed that more developmentally disabled persons are being hired in competitive employment settings, and that job retention is good. Further, the data confirm that the movement of this population into competitive work settings is both realistic and financially sound.
An Analysis of Errors and Strategies in the Expository Writing of Learning Disabled Students
Authors: Thomas Carol Chase , Englert Carol Sue , Gregg Stephanie
Published: December 2008

This study examined the expository writing errors of learning disabled students and two groups of regular class students. The results suggested that learning disabled students did exhibit quantitatively and qualitatively different writing performances than normally achieving students, and to a lesser extent, than regular class students who were matched to learning disabled writers on IQ and reading achievement. Learning disabled writers had significant difficulty sustaining their expository writing efforts, and their errors suggested a reliance on the knowledge-telling strategy as a basis for expository discourse production.
Holistic Inquiry and the Scientific Challenge in Special Education
Authors: Forness Steven R. , Kavale Kenneth A.
Published: December 2008

In his thoughtful article on special education research, Iano (1986) has made several important points. While there is much to agree with in his criticism of scientific inquiry in our field, some points deserve further elaboration; and certain of Iano's solutions may be somewhat premature. This response focuses on theory development and alternatives to current research strategies in special education, along with related improvements in professional status and practice.
The Quantitative Synthesis of Single-Subject Research
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Casto Glendon
Published: December 2008

This article describes procedures recently employed for the quantitative synthesis of single-subject research literature in special education. First, the need for objective, systematic review procedures is discussed. Second, previous approaches for quantitative evaluation of outcomes of single-case research designs are reviewed. Third, procedures employed by the present authors are outlined using examples from recent synthesis efforts. Finally, implications for future reviews of single-subject research are described.
Response to Salzberg, Strain, and Baer
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Casto Glendon
Published: December 2008

The response of Salzberg, Strain, and Baer criticizes our method for being insensitive to the complexities of single-subject data, and provides an example of a more traditional, narrative review as a positive alternative. We restate our original position that such narrative review procedures are of limited utility unless objective standards for evaluating study outcomes have been explicitly stated, and that without such standards, evaluation of the objectivity and replicability of the review cannot be made. We also take exception to their characterization that our method is “time-efficient” and constitutes a “one-number summary” of research literature. We conclude with the hope that debate continue regarding objective, systematic procedures for reviewing single-subject literature.
Reply
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

Rošč's response to our work provides a good example of the complex problems encountered when one attempts to define learning disabilities. Although his approach to an a priori definition of the terms “learning” and “disability” is appealing in its simplicity, it is clear that such terms do not lend themselves to such easy explanation. His narrow interpretation of disability from an “anatomico-physiological” viewpoint further clouds the issue. Rošč apparently fails to recognize that analysis of the definitional problem in learning disabilities goes far beyond the historical imperative of the Strauss and Werner paradigm to more substantial problems that seriously impede scientific progress in the LD field.
Evaluating Students' Instructional Environments
Authors: Ysseldyke James E. , Christenson Sandra L.
Published: December 2008

The notion that educators ought to assess the instructional environment for an individual student is not new. Yet, assessment of the instructional environment often is ignored or completed in nonsys-tematic ways. In this paper, basic approaches for planning and evaluating the effectiveness of instruction, factors related to instructional outcomes for exceptional students, and a comprehensive methodology for assessing the instructional environment and planning instructional interventions for an individual student are described.
Teacher Perceptions of the Behavioral Adjustment of Primary Grade Level Handicapped Pupils Within Regular and Special Education Settings
Authors: Fabre Ted R. , Walker Hill M.
Published: December 2008

The purpose of this study was to investigate whether regular classroom teachers and resource room teachers systematically differ in their perceptions of the behavioral adjustment of mainstreamed handicapped pupils in the primary grades. Twenty-nine handicapped pupils enrolled in three primary schools within the Battle Ground, Washington school district were rated by their regular classroom teachers and resource room teachers on the Walker Problem Behavior Identification Checklist (WPBIC; Walker, 1983). Regular classroom teachers rated the handicapped pupil sample as significantly more maladjusted than did resource room teachers on the WPBIC total score and four of the five scale scores. Correlations between the two sets of ratings were in the moderate range. Fifteen of the fifty checklist items were rated as present significantly more often by regular classroom teachers. None of the items were rated as present more often by resource room teachers. The results are discussed in terms of the possible causes of the rating differences and their implications for mainstreaming. Research strategies for further investigation of this question are suggested.
The Beginning Capacity to Teach Writing
Authors: Mosenthal James H. , Englert Carol Sue
Published: December 2008

This paper investigates prospective teachers' declarative knowledge about writing instruction at two points in the beginning of their teacher education program prior to the opportunity to teach. Interview protocols are described and interpreted as they relate to prospective teachers' knowledge of the writing process, writing strategies that underlie the components of the writing process, and teaching procedures for communicating information about process and strategies to pupils. Of particular interest is the distance traveled by prospective teachers in their declarative knowledge about writing instruction as a result of course work in methods of teaching writing, and especially as their changing knowledge may affect their ability to instruct special education writers. The results of the interview analysis indicate that prospective teachers readily receive information about writing instruction from coursework, but reveal little knowledge of how to implement such instruction. The paper concludes by discussing the task of teacher education as it is cast in terms of preparing teachers to implement competent instruction in writing to regular and special education learners.
Physically Disabled Students on the College Campus
Authors: Burbach Harold J. , Babbitt Charles E.
Published: December 2008

Interview and questionnaire data were gathered from a sample of 93 physically disabled college students with an eye toward building a richer empirical picture of their lives on the college campus. The findings show that while in many respects they differ little from any other group of students, some areas of college life appear to pose special adjustment problems for physically disabled students. Several avenues for future research are suggested.
The Validity of Informal Reading Comprehension Measures
Authors: Fuchs Lynn S. , Fuchs Douglas , Maxwell Linn
Published: December 2008

The purpose of this study was to assess the criterion, construct, and concurrent validity of four informal reading comprehension measures: question answering tests, recall measures, oral passage reading tests, and cloze techniques. Mildly and moderately handicapped middle and junior high school boys (N = 70) were administered the informal measures in one sitting, with four passages equally represented across the four measures and with the administration order of measures counterbalanced. Criterion tests, the Reading Comprehension and Word Study Skills subtests of the Stanford Achievement Test, also were administered in a separate sitting. Results indicated that the correct oral reading rate score demonstrated the strongest criterion validity, with adequate construct and concurrent validity. A second acceptable index was the written recall measure. Implications for designing reading comprehension monitoring procedures are discussed.
Theoretical Models and Special Education
Authors: Rosenberg Michael S. , Jackson Lewis
Published: December 2008

The recent debate concerning the relative merits of different theoretical models involved in special education service delivery and research programs is viewed as a maturing of the special education profession. Following a review of the current debate, this paper examines how the adoption of a particular theoretical perspective, worldview or model orientation, can affect the nature of applied special education activities as well as the course of research with exceptional populations. Methods for evaluating varying approaches to the education and study of exceptional children are presented and discussed. It is concluded that the present legal and sociopolitical climate requires that special educators adopt a model orientation that can empirically document efficacy of interventions and ensure that all handicapped students receive equal educational opportunity.
Contextual Appraisal
Authors: Field Sharon L. , Hill D. Sharon
Published: December 2008

Evaluation of special education programs in the public schools is often based primarily on practices implemented to satisfy accountability and compliance requirements of state and federal agencies. Compliance monitoring, however, does not yield all of the information needed to improve special education programs at the local level. A different conceptual framework, developed in the general education school reform movement---contextual appraisal---seems especially appropriate for special education evaluation because it emphasizes formative descriptions of programs. Contextual appraisal incorporates an ecological view of schools, recognizing the interrelationships among students, teachers, activities, and resources. It also requires the involvement of persons who are responsible for implementing changes based on evaluation in the design and implementation of the evaluative process. At least five issues need to be considered in the application of contextual appraisal practices to special education programs: (a) the impact of legislative influence, (b) individualized student factors, (c) the program/school relationship, (d) the school/district relationship, and (e) the community/school relationship.
Teachers' Perceptions of the Parenting Abilities of Their Secondary Students with Mild Mental Retardation
Authors: Brantlinger Ellen Anderson
Published: December 2008

Twenty-two teachers of secondary educable mentally retarded (EMR) students were interviewed about their perceptions of their students' parenting aspirations and abilities. Results indicated that teachers believe that the majority of their students expect to marry and have children. However, EMR secondary students were perceived as varying in their ability to competently assume a parenting role. Some were judged to have characteristics that would allow them to become good parents, while others were perceived as capable of being trained or doing adequately with support, and still others were felt to lack the attributes necessary for adequately parenting offspring. It was recommended that educators provide a comprehensive, realistic, and practical course in sexuality, intimate social relationships, and parenting for EMR students in secondary programs.
The Consultation Process: Research and Practice
Authors: Polsgrove Lewis , McNeil Mary
Published: December 2008

This paper considers the consultation process applied to consulting with individuals working with youngsters classified as handicapped. Research related to various stages of the consultation process is reviewed in an effort to identify reactive variables that school consultants should consider in case problem solving, in establishing and maintaining effective consultant-consultee relationships, and in evaluating consultation outcomes. Research on this topic, while limited, has revealed some important findings. Among these are studies pertaining to interpersonal variables, relationship building, managing consultee resistance, and use of feedback to consultees. These results are discussed and framed in relation to recommendations for future research.
Qualitative Differences in Reading and Math Instruction Received by Handicapped Students
Authors: Ysseldyke James E. , O'Sullivan Patrick J. , Thurlow Martha L. , Christenson Sandra L.
Published: December 2008

The qualitative nature of reading and math instruction received by different categories of handicapped learners, and by nonhandicapped learners, was investigated. Two observations each, plus teacher interviews and student interviews were conducted for 30 learning disabled (LD), 32 emotionally/behaviorally disturbed (EBD), 30 educable mentally retarded (EMR), and 30 nonhandicapped students. Mean ratings on six cluster scores (instructional planning, instructional presentation, checking for student understanding, task relevance, practice, and feedback) and a total score revealed few significant differences among categories of students. No differences were found in general education math or reading. No differences were found in special education math. For special education reading, LD students received higher ratings that EMR students on checking for understanding and task relevance (and, as a result, also on the total score). The finding that the qualitative nature of instruction is essentially the same for students assigned different categories adds to previous findings of few psychometric differences among groups and supports the need to question the logic of differential classification.
Improving the Effectiveness of Strategy Training for Learning Disabled Students: The Role of Communicational Dynamics
Authors: Stone C. Addison
Published: December 2008

After much initial promise, signs of disillusionment are evident concerning the potential of strategy training as an effective method for instilling stable and general cognitive strategic skills in learning disabled students. It is argued here that the difficulties confronted by researchers and practitioners in designing effective instructional programs may relate in part to a neglect of the communicational dynamics of the strategy training situation. Greater attention to these dynamics has implications for how we structure strategy instruction and for our sensitivity to the role of learner characteristics as mediators of strategy training efforts. Recent theoretical and empirical work relevant to the role of communication in effective strategy training is reviewed, and implications for theory, research, and practice are discussed.
Integrated Related Services for Preschoolers with Neurological Impairments: Issues and Strategies
Authors: Dunn Winnie
Published: December 2008

Occupational and physical therapy are considered related services for school-age children under the provisions of P.L. 94–142, and this provision has recently been extended to preschoolers under Part B of P.L. 99–457. This means that therapists are part of the educational team for all children who require this expertise to profit from educational experiences. Clarifying the therapist's role and how to implement it have been difficult processes for a number of reasons, including lack of knowledge about what therapists might be able to contribute to educational experiences and how to incorporate their expertise into the learning process. This article presents an introduction to the contribution that related service professionals can make to the learning of children with neurological impairments and reviews research showing the positive effects of a number of therapeutic strategies that have been reported in the literature. Methods for integrating therapeutic strategies into learning experiences and issues for future consideration also are presented.
Mnemonic Social Studies Instruction: Classroom Applications
Authors: Mastropieri Margo A. , Scruggs Thomas E.
Published: December 2008

Seventeen mildly handicapped elementary grade students from three special education classes were taught information relevant to two chapters from a social studies textbook. All students received mnemonic instruction for one chapter, and more traditional, textbook-based instruction for the other chapter. Chapter order and experimental condition were counterbalanced to control for possible influences from order of presentation or chapter difficulty. Each chapter was taught daily over a period of 1 week, in each of the three classrooms. Chapter tests were given at the end of the week (immediate), and 1 week later (delayed). Analysis of the results revealed that under mnemonic instruction conditions, students performed significantly (and substantially) higher on both immediate and delayed chapter tests than under traditional instruction conditions. Implications for mnemonic instruction of mildly handicapped students are discussed.
Introduction to Decision Rule Systems
Authors: Liberty Kathleen A. , Haring Norris G.
Published: December 2008

Decision rule systems may be used to assist special educators who must make timely, numerous, and complicated decisions. This paper defines decision rule systems and discusses their critical features and the advantages and disadvantages of their use in order to assist special educators in understanding decision rule systems. Further, the paper examines practical considerations and steps in selecting decision rule systems for use in classroom decision making.
Using Constant Time Delay Procedures to Teach Multiplication Facts
Authors: Cybriwsky Catherine Alig , Schuster John W.
Published: December 2008

Constant time delay procedures were used to teach multiplication facts to an elementary-age student with both mild learning handicaps and behavioral disorders. Fifteen facts were learned in approximately I hour of instruction. The student maintained correct levels of responding and generalized the responses across persons, settings, and skills up to 8 weeks after training was completed. The procedure was easy to implement, required little teacher preparation time, and resulted in a low percentage of student errors (2.8%). These findings extend the uses of constant time delay procedures in the research literature to a new student population (behaviorally disordered) and to a different content area (mathematics).
The Quality of IEP Objectives and Their Relevance to Instruction for Students with Mental Retardation and Behavioral Disorders
Authors: Lynch Evelyn C. , Beare Paul L.
Published: December 2008

Individualized education program (IEP) plans for students with mild mental retardation and behavior disorders who attended integrated elementary and secondary schools were evaluated on the presence or absence of current, appropriate practices across the categories of generalization, functionality, and age-appropriateness. The IEPs were also analyzed by curricular area of emphasis. Students were observed in general and special education classrooms to discern the relationship, if any, between the written IEP and actual delivery of instruction. Results indicated that, although IEPs contained certain appropriate practices, their emphasis was almost solely on academic skills, to the exclusion of other important domains, such as vocational, recreation/leisure, and community integration. There was little indicated relationship between written IEPs and instruction.
Matching Classroom Instruction with Reading Abilities
Authors: Durkin Dolores
Published: December 2008

The widespread failure of schools to match reading instruction to children's needs is the underlying theme of this article. Three of the factors that account for such a shortcoming are identified: large class size, dependence on basal reader programs, and questionable testing practices. How dependence on basal materials leads to a “standard” curriculum for all, beginning as early as kindergarten, receives special attention. The difficulty of getting teachers to provide differentiated instruction when they use basal materials is also discussed, with references to a year-long effort to alter one teacher's goals and behavior.
Cooperative Professional Development
Authors: Glatthorn Allan A.
Published: December 2008

The conflict between special education teachers and classroom teachers has a significant negative impact on the education of mildly handicapped students. The role of consultant has emerged partially as a response to the tensions generated from this conflict. However, standard models of consultation suffer from two weaknesses: In too many cases, they imply a superior-inferior relationship between the special education and classroom teacher, and they are narrowly focused on problem solving. Cooperative professional development is proposed as an adjunct to or substitute for consultation. Cooperative professional development involves small teams of special education and classroom teachers and uses a variety of approaches to enhance their mutual professional growth.
An Instructive Review of the Law Pertaining to the Graduation of Special Education Students
Authors: Kortering Larry , Julnes Ralph , Edgar Eugene
Published: December 2008

This article examines the legal parameters pertaining to how and when to properly graduate special education students. These parameters are presented through a review of pertinent components of the U.S. Constitution, the Rehabilitation Act, and the Education of All Handicapped Children Act and their subsequent legal interpretations as provided by case law. Recommendations on how school districts can properly terminate services are also presented
Microcomputer Use in the Schools: Teacher Roles and Instructional Options
Authors: Cosden Merith A. , Abernathy Tammy V.
Published: December 2008

Effective implementation of microcomputer instruction in the schools poses a challenge for teachers. The purpose of this study was to identify some of the practical problems related to microcomputer use in the schools. Instruction, monitoring, and integration of computer use with other instructional activities were assessed. Based on our analysis, four alternative teacher roles for use of the technology were defined. These roles vary in terms of their expectations for teacher involvement in microcomputer instruction as well as the degree to which the instruction is integrated within the broader curriculum. By clarifying teacher roles in relation to this instruction, current frustrations with the technology may be diminished.
Implementing Curriculum-Based Measures of Reading in an Adult Literacy Program
Authors: Bean Rita M. , Lane Suzanne
Published: December 2008

In this study, curriculum-based measurement (CBM) procedures were implemented with adults attending a basic literacy program. The specific purposes of the study were to obtain reliability and validity information regarding CBM with adults, to determine the sensitivity of CBM to student growth in reading, and to assess the value and utility of such a system. Alternate form reliability data indicated greater consistency across narrative rather than expository passages and high reliability regardless of level of difficulty. Interrater reliability was also high. Validity data indicated some inconsistency between scores obtained on CBM and those on various standardized tests. Students showed significant gains on both CBM and the California Comprehension subtest. CBM procedures were more highly related to teacher judgment of progress than were standardized measures. Both teachers and students were positive about CBM procedures, including the tasks, graphing of scores, and perceived influence on student performance.