bluuebunny/crossref_metadata_2025 huggingface dataset:
Three Steps for Gaining Access to the General Education Curriculum for Learners with Disabilities
Authors: King-Sears Margaret E.
Published: December 2007

The author presents a three-step process for helping teachers determine how accessible their general education curriculum is for students with disabilities. Checklists, examples, and rubrics guide teachers in analyzing and assessing those dimensions of the general education curriculum that hinder or enhance success for learners with mild to moderate disabilities. Suggestions for strengthening the curriculum and considering creative avenues for modifications are also provided. Special educators who use this process and collaborate with general educators to enhance weak curriculum attributes accrue two major benefits : (a) they improve learning for students with mild to moderate disabilities as well as typical students and students at risk for school failure and (b) they make placement decisions for students with disabilities that are more methodical and individualized, and that may result in the general education setting being the least restrictive environment.
Holiday in the Museum
Authors: Tam Kai Yung , Rousseau Marilyn K. , Nassivera John W. , Vreeland Peter
Published: December 2007

Nineteen inner-city, at-risk high school students attended a 4-day pilot program, Holiday in the Museum, for science credit during their winter holiday break. This pilot program was a collaborative effort involving a local education agency, a higher education institution, and a museum of natural history. The main purpose was developing and implementing science activities that were aligned with the new state standards using the resources of an informal educational setting (i.e., the museum). The new standards are intended to help bring all students (e.g., students with disabilities, students whose first language is not English) to higher levels of performance. Several suggestions for developing similar programs are provided.
Student Ownership of Service-Learning Projects
Authors: Abernathy Tammy V. , Obenchain Kathryn M.
Published: December 2007

Service-learning projects can be an effective tool to actively engage students with learning disabilities while also providing needed community service. The incorporation of academic skills, personal development, and emphasis of volunteerism are fundamental attributes of service-learning projects. This article details a five-phase construction plan designed to guide students through the process of planning service-learning projects. Students are responsible for all steps of the process with the teacher assuming the role of facilitator and guide. Active participation in the planning process results in student ownership of the project. Appropriately planned and implemented service-learning projects help students with disabilities include themselves in their community and allow all students the opportunity to use academic skills and assume personal responsibility.
The Systematic Teaching and Recording Tactic (S.T.A.R.T.)
Authors: Rogers David C. , Deno Stanley L. , Markell Marc A.
Published: December 2007

This article describes a reading intervention, the Systematic Teaching and Recording Tactic (S.T.A.R.T), to be used in conjunction with curriculum-based measurement. Ongoing assessment, teaching to a criterion, rereading, and reciprocal teaching are major components of the intervention.
Invisible Kids
Authors: Bender William N. , Shubert Terresa H. , McLaughlin Phillip J.
Published: December 2007

Random shootings in our schools have reached an all time high, raising many questions for teachers, administrators, parents, and teens. This article compares possible causes of the school shootings in Colorado and Georgia with a prior analysis of possible causes of school shootings prepared in 1999 by Shubert, Bressette, Deeken, and Bender. Characteristics of these violent perpetrators are discussed as a possible guide to help identify these seemingly "invisible kids." Identification options include warning lists/profiles, peer screening, and comprehensive teacher/peer screening tools.
Who Is Testing Whom?
Authors: Herschell Amy D. , Greco Laurie A. , Filcheck Holly A. , McNeil Cheryl B.
Published: December 2007

Children exhibiting extremely disruptive behavior constitute a large percentage of those referred for testing. These children often are challenging to test, even for the experienced examiner, because their behavior is overly active, noncompliant, and disrespectful. They typically do not enjoy the quiet, calm environment considered most conducive to testing. Yet, critically important decisions regarding educational placement and psychological treatment often are based on the results of such testing. The purpose of this article is to offer 10 suggestions that examiners can use to manage disruptive behavior so that optimal test performance is elicited from children, and testing is more enjoyable for both children and examiners.
Teaching "Life Success" to Students with LD
Authors: Raskind Marshall H. , Goldberg Roberta J. , Higgins Eleanor L. , Herman Kenneth L.
Published: December 2007

Children with learning disabilities (LD) grow up, and although some find the road to successful, satisfying, and rewarding lives, others continue to struggle and "fail" into and through adulthood. Research has indicated that successful individuals with LD possess a set of "success attributes" (personal characteristics, behaviors, attitudes, and conditions) that lead them to positive life outcomes. This article presents a conceptual framework for fostering success attributes in students with LD and provides suggestions for classroom activities.
Successful Strategies for Promoting Self-Advocacy Among Students with LD
Authors: Pocock AL , Lambros Stan , Karvonen Meagan , Test David W. , Algozzine Bob , Wood Wendy , Martin James E.
Published: December 2007

Students with learning disabilities (LD) often need to be taught self-determination skills to be better prepared for life after high school. This article describes the methods used by one school district to promote self-advocacy and self-awareness skills for students with LD. Through multicomponent group activities, students learned about their strengths and disabilities and how to advocate for their educational needs and rights. Advocacy skills were also applied to leadership roles, mentoring, and community education activities. Important features that contributed to the success of the program are described.
Helping Children Link Sound to Print
Authors: Joseph Laurice M.
Published: December 2007

Word boxes and word sorts are two phonic approaches that help children make connections between sound and print by gaining an awareness of the phonological and orthographic features of words. Word boxes and word sort lessons are engaging because students are asked to manipulate materials and make frequent responses rather than completing paper and pencil workbook exercises. These approaches have been typically used in one-to-one instructional situations. This article provides step-by-step procedures, showing how variations of these approaches can also be used in small-group and whole-class settings.
Promote Brain-Based Teaching and Learning
Authors: Prigge Debra J.
Published: December 2007

Setting up a successful classroom is one of the most important tasks educators undertake. The goal is to create an environment where all students can learn and thrive. The education community (helped by research that is identifying brain regions and the processes that are involved in learning) is beginning to recognize the importance of applying cognitive and neuroscience research and theory in the learning process. This information has direct implications for classroom practice. As we gain a better understanding of the learning process, we can make more informed decisions about how to structure teaching and learning. To get you started, here are some suggestions based on what is currently known about the brain.
Section 504
Authors: Smith Tom E.C.
Published: December 2007

Section 504 of the Rehabilitation Act of 1973 is civil rights legislation that is beginning to have a major impact on public schools. Schools have recently begun to pay more attention to this law because parents are beginning to request services for children not eligible under the Individuals with Disabilities Education Act. Schools must ensure that students who are protected under Section 504 have equal access to a free, appropriate public education and to extracurricular activities. To ensure this, schools must take several specific steps. This article presents an overview of the requirements of 504 and provides schools with actions that can be taken to ensure compliance.
Meeting the Academic Needs of Culturally and Linguistically Diverse Students
Authors: Watson Silvana M.R. , Houtz Lynne E.
Published: December 2007

In this article, we discuss ways for teachers to address the academic needs of students who are culturally and linguistically diverse (i.e., have a language background other than English) in inclusive classrooms through the modification of science instruction. We provide an example of a lesson plan showing specific suggestions and offer multiple strategies for modifying science instruction to promote "science for all."
Ed Ellis
Authors: Brownell Mary T. , Walther-Thomas Chriss , Casareno Alexander
Published: December 2007

Dr. Edwin S. Ellis is professor of Interdisciplinary Teacher Education at the University of Alabama where he teaches graduate courses in special education and undergraduate courses in the Special Education Collaborative Teacher Program and the Multiple Abilities Program (MAP). An associate research scientist with the University of Kansas Center for Research in Learning, Dr. Ellis has spent over 20 years researching, developing, and modeling cognitive-based interventions for students with learning disabilities (LD). He has published widely on the topics of cognitive strategy instruction, content-based learning strategies for students with LD, and understanding LD in practice and theory. Dr. Ellis' teaching and research interests focus on preparing all teachers for the realities of diverse-ability classrooms. To that end, he has developed numerous teaching techniques and learning strategies designed to untap the potential of lower achieving and "less-sophisticated" learners. More recently, Dr. Ellis has influenced teacher education, professional development for teachers, and the field of LD with his work in "watering up the curriculum for adolescents with learning disabilities" (Ellis, 1998, 1997). His "Makes Sense Strategies" software (Ellis, 2001) has been widely adopted by schools throughout the United States. The following interview focuses on Dr. Ellis' work in this area.
On the Right Track
Authors: Raskind Marshall , Smith Sean J. , Smith Steven B.
Published: December 2007

This article describes an online resource that helps teachers and students organize and annotate Web sites (more specifically, the addresses or URLs to the Web sites) into lessons, presentations, assignments, or instructional resources. TrackStar was created to assist teachers to integrate the Web more effectively into their classroom to meet the needs of all students. Each Track provides a user with a list of Web-based resources offering easy access to the content.
A New Twist on Spelling Instruction for Elementary School Teachers
Authors: Keller Cassandra L.
Published: December 2007

General and special educators are frequently confronted with the problem of how to provide spelling instruction that meets the needs of all their students, especially their students with mild disabilities. The purpose of this article is to combine two effective instructional methods (Classwide Peer Tutoring and a spelling strategy) to help students acquire and maintain spelling competence both inside and outside of the classroom.
The Comprehensive Support Model for Culturally Diverse Exceptional Learners
Authors: Obiakor Festus E. , Utley Cheryl A. , Smith Ramel , Harris-Obiakor Pauline
Published: December 2007

Culturally diverse exceptional learners have consistently encountered multidimensional problems that range from misidentification to misinstruction. Rather than focus on innovative intervention techniques that could help them maximize their fullest potential, the focus has been on unidimensional techniques that highlight teachers blaming parents and parents blaming teachers. The critical question is, How can the self (i.e., learner), families, schools, communities, and governments work together for the common good? This article responds to this question by discussing the Comprehensive Support Model (CSM) as an intervention technique for culturally diverse learners with exceptionalities. Embedded in this discussion are cases that buttress the dynamic functions of the CSM.
A Model for Making Decisions About Text Adaptations
Authors: Dyck Norma , Pemberton Jane B.
Published: December 2007

Text adaptations have a significant impact on a student's success in the general education classroom. This article examines a process for teachers to use when deciding whether or not to adapt a particular text for an individual student. The following five options for text adaptations are described: (a) bypass reading, (b) decrease reading, (c) support reading, (d) organize reading, and (e) guide reading. Text adaptation is a strategy that should be considered in a variety of settings for students with disabilities and their nondisabled peers, from the prereferral stage in the general education classroom to the continuum of placements available through special education services.
Writing Test Questions Like a Pro
Authors: Conderman Greg , Koroghlanian Carol
Published: December 2007

Assessment, particularly standardized testing, is a hot topic in education today. Regardless of current fads, most classroom teachers have a need for objective tests—tests written by the teacher to assess student learning of specific objectives. Writing a good test is not easy, but by following the guidelines presented in this article, teachers can write better test items and, hence, evaluate student learning better.
Children with Minimal Hearing Loss
Authors: Pakulski Lori A. , Kaderavek Joan N.
Published: December 2007

Children with minimal hearing loss are often not identified, and the educational implications of their hearing disability are unrealized. Because children with special learning problems have been shown to have a higher incidence of hearing loss than typical learners (Flexer, Millin, & Brown, 1990), special educators should be particularly aware of this significant issue. The purpose of this article is to clarify what is meant by minimal hearing loss (MHL), to summarize issues associated with MHL, and to describe instructional modifications for children with MHL.
Cultural Perspectives
Authors: Salend Spencer J. , Taylor Lorraine S.
Published: December 2007

Essential and often missing pieces of the functional assessment process are cultural perspectives and an assessment of their impact on behavior. This article addresses these missing pieces by providing guidelines for conducting culturally sensitive functional assessments: forming a diverse multidisciplinary team, employing culturally sensitive ways of selecting and defining target behavior, collecting information about students and their behaviors, analyzing data and formulating hypothesis statements, and developing culturally responsive behavioral intervention plans and evaluating their impact on students' cultural perspectives.
Curriculum-Based Measurement for Reading Progress
Authors: Groves Scott Victoria , Konya Weishaar Mary
Published: December 2007

This article contains a set of detailed steps that will assist middle and high school special education teachers in the construction and implementation of curriculum-based measurement (CBM) to track reading progress. CBM involves teachers, students, and parents in progress monitoring. The steps include information on how to construct and organize a CBM, how to administer and score a CBM, how to use the information for instructional changes, and how to use the data collected from a CBM to inform parents about their child's progress.
Eliminate Bullying in Your Classroom
Authors: Lock Robin H. , Migliore Eleanor T.
Published: December 2007

Significant negative effects have been documented on the physical and emotional health of both bullies and their victims (Weinhold, 2000). Bullying has been defined as behavior that is “intentional and causes physical and psychological harm to the recipient” (Smith & Thompson, 1991). Schools can do a great deal to create climates in which bullying is significantly reduced and where students feel safe and supported (Peterson & Skiba, 2001). It is important that as educators we are knowledgeable about interventions that can make a difference for students.
Matthew Copaus
Authors: Babkie Andrea M.
Published: December 2007

The story on these pages was written after Matthew, then age 7, went to a clinic to undergo dental surgery. Immediately following the surgery, Matthew drew the pictures, then asked his mother to “make it into a book.” Matthew often expresses his thoughts and feelings through drawing. Matthew's mother, Rita, provided the explanations for each page.
Successful Inclusion
Authors: Williams Gregory J. , Reisberg Leon
Published: December 2007

Meeting the instructional needs of exceptional students in general education classrooms is a complex process. The typical, traditional curriculum used in general education classrooms may not address these students' unique needs, particularly in the areas of behavioral and social skills. This article presents a model for teaching social and behavioral skills in the context of the general curriculum and presents the Violence is Preventable infusion approach. Teachers familiar with curriculum and thematic integration may feel comfortable including skills and content from social and behavioral areas within their regular instructional units.
Teaching Self-Advocating Strategies Through Drama
Authors: Schnapp Linda , Olsen Christopher
Published: December 2007

High school students with learning disabilities must develop the necessary oral language skills to be able to articulate their needs to others if they are to transition successfully to the postsecondary level. Since its inception in 1996, Project Access, a transition program at Howard Community College in Columbia, Maryland, has taught skills using a variety of exercises and performance activities. These are divided into the following categories: Introductory Exercises, Nonverbal Exercises, Verbal Exercises and Scenes, and other Performance Activities. As a result of participating in these exercises, students have grown in self-esteem and in ability to self-advocate.
A Practical Approach to Managing the Behaviors of Students with ADD
Authors: Garrick Duhaney Laurel M.
Published: December 2007

Behavior management is an important intervention with students who have ADD. This article provides a repertoire of behavior management strategies that educators can use to assist students with ADD in succeeding in school, ranging from conducting a functional behavioral assessment to antecedents-and consequences-based strategies. The article also discusses factors that educators may consider in meeting the behavioral needs of students from culturally and linguistically diverse backgrounds. Finally, Web-based resources for behavior management and social skills development are addressed.
Educational Interventions for Students with ADD
Authors: Salend Spencer J. , Elhoweris Hala , Van Garderen Delinda
Published: December 2007

Interventions for students with ADD are often focused on reducing inappropriate behaviors; however, a comprehensive program for students with ADD should also include educational interventions to address their unique learning needs and styles. This article presents a variety of instructional techniques to facilitate the educational performance of students with ADD.
Pharmacological Interventions for Students with ADD
Authors: Austin Vance L.
Published: December 2007

When behavioral and academic interventions prove ineffective in controlling the predominant symptoms of ADD; teachers, family members, affected students, and clinicians often turn to pharmacological solutions. Whereas studies clearly support the efficacy of psychostimulants such as methylphenidate (Ritalin) in significantly improving focus and impulse control, they underscore the importance of psychosocial and behavioral interventions in the reduction of hyperactivity. Furthermore, researchers recommend a thorough screening process before considering the use of such medication, which includes a comprehensive medical examination. Finally, the literature endorses the American Academy of Pediatrics guidelines on the use of pharmacology in the treatment of children with ADD and urges further research on the effects of the long-term use of psychostimulants such as methylphenidate and dextroamphetamine (Dexadrine).
Adolescent Alienation
Authors: Brown Monica R. , Higgins Kyle , Paulsen Kim
Published: December 2007

Adolescent alienation is a difficult problem facing many U.S. schools. A better understanding of the parameters and defining factors of student alienation could provide useful information concerning needed school modifications. This article defines alienation, discusses the constructs of alienation, suggests questions educators can ask if they suspect a student is feeling alienated, and discusses strategies/interventions school staff and educators can use to decrease student alienation.
Drama Activities That Promote and Extend Your Students' Vocabulary Proficiency
Authors: Alber Sheila R. , Foil Carolyn R.
Published: December 2007

Students with limited vocabulary development tend to have difficulty mastering important language arts skills such as reading comprehension and written expression. Using drama activities to teach target vocabulary words can be an effective and motivating instructional practice for all students, especially those with learning problems. This article presents specific drama activities for teachers to implement when introducing new vocabulary, conducting guided practice, facilitating cooperative learning groups, and assigning independent practice. Additionally, we make recommendations for promoting generalization of new vocabulary.
Developing Emergent Literacy Skills Through Storybook Reading
Authors: Allor Jill Howard , Mccathren Rebecca B.
Published: December 2007

This article describes strategies for using storybooks to facilitate emergent literacy. First, we provide critical background information about three areas of emergent literacy: oral language (vocabulary and narrative development), phonological awareness, and print awareness. Then we describe how teachers can facilitate the development of these three areas through purposeful, yet playful and developmentally appropriate, storybook reading activities.
Multiple Intelligence for Every Classroom
Authors: Stanford Pokey
Published: December 2007

This article presents an overview of multiple intelligence (MI) theory along with practical applications of the model. In particular, three basic aspects of the theory (teaching strategies, curricular adaptations, and student assessment) are described relative to the infusion of MI theory in general education classrooms to ensure appropriate inclusion for students with mild to moderate disabilities.
Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children
Authors: Pullen Paige C. , Justice Laura M.
Published: December 2007

The preschool years are critical to the development of emergent literacy skills that will ensure a smooth transition into formal reading. Phonological awareness, print awareness, and oral language development are three areas associated with emergent literacy that play a crucial role in the acquisition of reading. This article presents an overview of these critical components of emergent literacy. The overview includes a brief review of recent research and provides strategies for developing phonological awareness, print awareness, and oral language in the preschool classroom.
Promoting Academic Success Through Environmental Assessment
Authors: Overton Terry
Published: December 2007

Traditional assessment methods, prereferral interventions, referral, eligibility, and special education placement practices are being questioned. This article presents the Assessment of Academic Environments, an intervention technique used to address how the environment contributes to student success in both general and special education. Two case studies are provided and implications for future research are discussed.
Related Services for Students with Disabilities
Authors: Downing Joyce Anderson
Published: December 2007

Since passage of the Education of All Handicapped Children Act in 1975, professionals and parents have disagreed concerning how to define and implement the related services requirement of the law. Some states have enacted statutes or regulations establishing eligibility criteria; however, many have not. Although a number of due process and court cases have been filed concerning related services as a necessary component of a free and public education to students with disabilities, the narrow and sometimes conflicting outcomes of those cases has failed to provide clear guidance for the field. This article will review the Individuals with Disabilities Education Act definitions of related services, overview types of related services commonly provided in schools, and review legal decisions concerning related services and the research providing support for best practices.
Occupational Therapy, Physical Therapy, and Orientation and Mobility Services in Public Schools
Authors: Neal Jerry , Bigby Linda , Nicholson Rebecca
Published: December 2007

The related service areas of occupational therapy, physical therapy, and orientation and mobility share some areas of professional practice but are quite distinct in the way services allow children with disabilities to fully participate in contemporary school environments. This article presents an overview of the roles and responsibilities of professionals in these areas and how they offer their services to children with disabilities.
Medical and Health-Related Services
Authors: Bigby Linda M.
Published: December 2007

School nurses are increasingly becoming an important part of public schools. Special educators and administrators should expect that the health services department will be involved in the special education process during identification, evaluation, and Individualized Education Program planning and implementation, especially for students who are medically involved. This article provides an overview of the role of the school nurse serving as an educational catalyst in the school, with particular emphasis on services for children with health and medical needs to ensure that the students may access an appropriate education in the school environment.
Effects of Classwide Peer Tutoring on the Number of Words Spelled Correctly by Students with LD
Authors: Burks Michelle
Published: December 2007

The author analyzed the effects that Classwide Peer Tutoring (CWPT) had on the number of words in a spelling test that students with learning disabilities in reading and writing spelled correctly. By means of an ABAB design, she investigated using CWPT in relation to the amount of correctly spelled words. The results indicated that the number of correctly spelled words increased when CWPT was implemented.
Countercontrol
Authors: Carey Timothy A. , Bourbon W. Thomas
Published: December 2007

Countercontrol can explain many of the difficulties teachers sometimes have controlling the behavior of students. Despite the potential seriousness of the topic, it is rarely discussed. In this article, the authors describe countercontrol through the use of examples and briefly discuss a large study of countercontrol that was conducted with school students and their teachers. The results of the study suggest possible characteristics of teachers who are countercontrolled and students who countercontrol. Finally, possible courses of action are considered so educators can reduce the extent to which countercontrol occurs.
Graphic Organizers
Authors: Rock Marcia L.
Published: December 2007

Too frequently, current approaches to discipline de-emphasize the importance of social, emotional, and behavioral instruction and overemphasize the use of punishment. When reactive, punitive consequences are the primary form of discipline, a negative school climate emerges. To prevent an unconstructive learning environment, educators need to teach students the knowledge, skills, and abilities that lead to the development of emotional competency. This article describes creative ways to use graphic organizers to effectively manage educational environments, build behavioral literacy in students, and create a learning community that celebrates diversity and empowerment.
Teaching Listening Strategies in the Inclusive Classroom
Authors: Swain Kristine D. , Friehe Mary , Harrington Jeanne M.
Published: December 2007

Many students who are at risk and those with disabilities struggle with listening. Too often, teacher training programs and basal reading series do not emphasize the importance of listening for learning and literacy. This article discusses the relationship between listening and literacy and offers listening activities that complement an existing elementary reading curriculum.
Learning to Write IEPs
Authors: Kamens Michele Wilson
Published: December 2007

The Individualized Educational Program (IEP) is the foundation of instruction for individuals with disabilities. Therefore, learning to write and attach meaning to these documents is critical for preservice teachers. This article explores an approach to teaching IEPs during teacher preparation, which encourages preservice teachers to view the IEP as a relevant, purposeful document; reflect on their own learning styles; and consider the impact of the IEP on the learner. Implications for using this approach in teacher education programs are discussed.
Rethinking Instructional Delivery for Diverse Student Populations
Authors: McCoy Jan D. , Ketterlin-Geller Leanne R.
Published: December 2007

When students arrive at content classes reading below grade level, teachers are challenged to deliver complex content. Also, students often study facts without reaching larger concepts. Research at the University of Oregon has concluded that if the teacher takes responsibility for identifying and elucidating the concept within course materials, both of these difficulties can be overcome. Overt identification of concepts and their characteristics and the deliberate use of graphic organizers reduce the reading comprehension demands placed on students with low abilities. Using the functional taxonomy presented, teachers can develop effective student exercises and assessments. An example shows that students provided with the concept-based approach outperformed students in a more traditional classroom on a problem-solving task.
Functional Behavioral Assessment in Schools
Authors: Barnhill Gena P.
Published: December 2007

Federal law (Individuals with Disabilities Education Act, 1997) mandates the use of functional behavioral assessments (FBAs) and positive behavioral supports to address challenging behaviors demonstrated by students in school settings. FBA is a proactive approach to program planning and is a crucial step in providing the link to intervention based on the purpose of the student's behavior within the current environment. This article overviews the underlying principles of FBA and the methods and procedures associated with conducting FBA in the schools.
Using Videotherapy to Help Adolescents Cope With Social and Emotional Problems
Authors: Dole Sharon , Mcmahan Joanna
Published: December 2007

One way teachers can help adolescents who have learning disabilities and behavioral problems cope with social and emotional problems is through the use of videotherapy. Similar to bibliotherapy, in which students learn through the experiences of characters they read about in books, videotherapy uses videos for the same purpose. In videotherapy, the students identify with the characters in the film with the help of teacher-facilitated dialogue. This article provides a lesson plan featuring the movie Rudy and suggests films with themes relevant to adolescents.
Our Five Basic Needs
Authors: Frey Laura M. , Wilhite Kathi
Published: December 2007

This article contributes to the understanding of the function of behavior for our school-age population. The authors present a perspective that behavior is an attempt to satisfy five basic human needs. The perspective can provide a framework for understanding behavior that has application to completion of functional behavior assessments, development of positive behavior supports, and implementation of strength-based learning environments.
Understanding and Addressing the Disproportionate Representation of Students of Color in Special Education
Authors: Salend Spencer J. , Garrick Duhaney Laurel M.
Published: December 2007

The disproportionate representation of students of color in special education is a critical challenge facing educators and school districts. This article helps educators understand and address this challenge by providing information on disproportionate representation and guidelines for delivering a wide range of effective culturally responsive services within the general education program. It also offers strategies that educators can use to continually assess their success at addressing disproportionate representation.
Differentiating Curriculum and Instruction for English-Language Learners With Special Needs
Authors: Hoover John J. , Patton James R.
Published: December 2007

Inclusion efforts to meet diverse needs have challenged both special and inclusive educators to modify curriculum and differentiate classroom instruction. This includes inclusive education students and special education students, as well as English Language Learners (ELLs) who have learning or behavior problems. This article discusses the topic of curriculum and its differentiation for ELLs with special needs. Specifically, this article addresses teaching and curricular principles, as well as practices necessary to effectively meet diverse needs in the classroom. This article also includes several checklists or guides to assist educators to become more competent in implementing and differentiating instruction. The ideas and practices presented will assist educators of ELLs to provide culturally relevant implementation and differentiation of mandated educational curriculum.
Schools Attuned
Authors: Weiner Ivor , Murawski Wendy W.
Published: December 2007

General education faculty involved in inclusive education efforts often lack the common vocabulary and basic skills needed to comfortably collaborate with their special education colleagues. This frequently leads to a “mine” versus “yours” mentality regarding students with special needs. Schools Attuned, a professional development and service delivery program, is described here as a potential model for collaborative intervention. Using Schools Attuned to perpetuate a three-tier model for support and intervention allows educators to come together with a shared vision, common principles and language, and additional skills. This article describes Schools Attuned, identifies its potential role in creating a collaborative atmosphere for inclusive education, and reviews its limitations and benefits.
Enhancing Reading Success With Collaboratively Created Progress Charts
Authors: Webre Elizabeth C.
Published: December 2007

This article discusses the creation, implementation, and benefits of reading progress charts jointly created by students with reading disabilities and their tutors within the context of a university-based diagnostic-prescriptive program. The author suggests creating and implementing progress charts in the classroom setting for the purposes of student reflection and self-evaluation, celebration of small daily successes/accomplishments, stimulation of active learning, student choice, and control. Tutor use of collaboratively created progress charts enhanced student self-confidence and feelings of success.
A Procedure for Socially Valid Goal Setting
Authors: Ogletree Billy T. , Howell Amber , Carpenter Dale
Published: December 2007

Goal setting poses a significant challenge for service providers in both clinical and educational settings. With today's call for services that contribute to meaningful changes in children, there is an increased need for goal-setting procedures that are socially valid. This article presents such a procedure and illustrates its use through a case study. Suggestions for socially valid goal setting are provided.
Grading Adaptations for Students With Disabilities
Authors: Silva Melissa , Munk Dennis D. , Bursuck William D.
Published: December 2007

Issues surround grading for all students, especially those with disabilities, who are at increased risk for grades that are low, inaccurate, and lacking in meaning. Teachers often recognize grading issues and will exercise judgment in making informal adaptations to the regular grading system. When chosen collaboratively and implemented systematically, grading adaptations can be incorporated into the regular grading system to produce accurate and fair grades. A systematic process for selecting and monitoring grading adaptations, the Personalized Grading Plan (PGP) Model, has been implemented successfully with included students with disabilities.
Individualizing Guided Oral Reading Fluency Instruction for Students With Emotional and Behavioral Disorders
Authors: Al Otaiba Stephanie , Rivera Mabel O.
Published: December 2007

Guided oral reading fluency instruction is a research-validated strategy for improving reading achievement. This article addresses ways to individualize guided oral reading fluency instruction for students with emotional and behavioral disorders using behavioral principles. In addition, the article explains how to use data to set goals and monitor students' responsiveness to fluency intervention. Several resources for fluency materials are listed, as are Web-based resources for additional reading.
Beginning Reading Instruction for Students at Risk for Reading Disabilities
Authors: Coyne Michael D. , Zipoli Richard P. , Ruby Maureen F.
Published: December 2007

In this article, the authors assist teachers who are working with young students at risk for reading disabilities by helping make sense of the large—but unwieldy—scientific knowledge base. They offer a conceptual framework for thinking about beginning reading instruction and intervention across three dimensions: the content of instruction (what to teach), the delivery of instruction (how to teach), and the timing of instruction (when to teach). The authors discuss each of these dimensions and describe how teachers can use them to help organize and make sense of what we know about beginning reading instruction for students experiencing reading difficulties.
Increasing All Students' Chance to Achieve
Authors: Kozen Alice A. , Murray Rosemary K. , Windell Idajean
Published: December 2007

The ability to effectively use reading as a study skill is critical to academic success at the middle- and high-school levels. In an age of high-stakes testing and accountability, content-area specialists, teaching multiple sections of students each day within clearly designated time periods, must focus the majority of their instructional efforts on content-area instruction. This leaves little time for direct teaching of reading skills. This article directs practitioners in the design and use of the anticipation guides, a prereading strategy designed to concurrently increase students' content knowledge and reading comprehension. The authors also offer suggestions for instructional adaptations to facilitate this strategy's use within general, inclusive, and special education settings.
Looking Beyond the Performance of Grave Underachievers in Mathematics
Authors: Dettori Giuliana , Ott Michela
Published: December 2007

The authors present the cases of two pupils who both show very serious, apparently similar learning difficulties, mainly in mathematics. An analysis beyond appearance of their learning activities revealed remarkable differences between them, in terms of both weaknesses and strengths. The authors point out that when teachers are planning remedial interventions for pupils with severe learning difficulties, they must evaluate individual differences carefully, paying attention not only to difficulties but also to potentialities and points of strength.
Creating School-Wide Conditions for High-Quality Learning Strategy Classroom Instruction
Authors: Lenz B. Keith
Published: December 2007

In this article, the author gives an overview of learning strategy instruction and describes how to implement this evidenced-based practice in classroom and whole-school settings. He also discusses this information as it relates to the provisions of the No Child Left Behind Act.
Public Schools and the Juvenile Justice System
Authors: Mazzotti Valerie L. , Higgins Kyle
Published: December 2007

This article describes the importance of facilitating relationships between schools and the Juvenile Justice System. Emphasis is placed on statistics concerning children/youth involved in the Juvenile Justice System and the current state of school programs. Strategies for developing integrated programs between schools and the Juvenile Justice System are provided.
Teaching Students About Learning Disabilities Through Children's Literature
Authors: Prater Mary Anne , Dyches Tina Taylor , Johnstun Marissa
Published: December 2007

Children's literature often portrays characters with disabilities. These books may be used to promote awareness, understanding, and acceptance of those with disabilities. We provide guidelines for selecting high-quality literature and ideas for using characterizations of learning disabilities to teach students about themselves and others. Two sample lesson plans and a list of 30 recommended books are included.
Incorporating Service Learning Into Your Special Education Classroom
Authors: Groves Scott Victoria
Published: December 2007

In service learning, students learn skills and apply their knowledge while addressing an identified community need. Service learning is especially powerful in special education as students with disabilities are allowed the opportunity to give, instead of receive, help and support, and therefore gain independence and self-esteem. This article outlines the steps involved in implementing a service learning project within a special education classroom.
Problem Solving With Guided Repeated Oral Reading Instruction
Authors: Conderman Greg , Strobel Debra
Published: December 2007

Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.
Media Centers and Special Education
Authors: Downing Joyce Anderson
Published: December 2007

For special educators, a collaborative relationship with the school's library media specialist provides a unique opportunity to level the educational playing field for students with disabilities. When appropriately equipped and managed, the library can empower students to work independently and productively. The library is also potentially a source of educational information about disabilities for students, teachers, and families that can enrich and normalize their experiences. However, little has been published concerning the relationship between special education and libraries or describing best practices in this area. This special topical issue of Intervention in School and Clinic provides an overview of the existing literature, along with concrete strategies for developing, equipping, and operating collaborative library-based programs for students with mild to moderate learning and behavior problems. This article discusses the various roles the media center may play in the lives of students with disabilities, describes the ways in which teachers and library media specialists can collaborate to meet the needs of students with disabilities, and provides an overview of access to library resources from both physical and technological perspectives.
Why Can't I Just See the Movie?
Authors: Powell-Brown Ann
Published: December 2007

Fostering the motivation to read in children and adolescents is an elusive task for many good teachers. Although there has been a great deal of research on cognitive aspects of reading, little recent research on reading motivation exists. Several strategies are discussed relative to their ability to strengthen reading fluency, which affects self-confidence and motivation. Anecdotal commentary and cited research lends credence to the notion that teachers who have a passion for reading and who serve as excellent role models have a strong influence on their students' motivation to read.
Designing and Delivering Learning Center Instruction
Authors: King-Sears Margaret E.
Published: December 2007

Educators are challenged to provide instruction for learners with diverse needs in general and special education settings. Learning centers are one organizational method that can be used to provide students with small-group instruction, practice and review activities, and increased active engagement in learning. Educators must be organized and focused to implement learning centers. In this article, the author explores basic questions and suggestions about how to design and deliver learning center activities.
Fitting In
Authors: Boutot E. Amanda
Published: December 2007

In order for students with autism spectrum disorders (ASD) to find acceptance and to develop friendships similar to those of their typical peers, they must be provided with the opportunities to do so. With appropriate planning and supports, inclusive classrooms can provide such opportunities for children with ASD, just as they do for typical children. This article provides tips that teachers and parents can use to foster acceptance and friendships of students with ASD in general education classrooms.
From Early Intervention to Early Childhood Programs
Authors: Brandes Joyce A. , Ormsbee Christine K. , Haring Kathryn A.
Published: December 2007

More than one million transitions between early intervention services and early childhood programs are facilitated annually for youngsters with special needs. To be successful, these transitions require planning and ongoing communication between all parties. This article substantiates the need for a timeline/checklist and provides a model of sequential steps from onset to completion of the transition process. The Timeline for Early Successful Transition (TEST) facilitates an effective and well-planned transition that supports the child, family, and service personnel.
Using the Behavioral Objective Sequence in the Classroom
Authors: Wilhite Kathi , Braaten Sheldon , Frey Laura , Wilder Lynn K.
Published: December 2007

Teachers working with students who exhibit problem behaviors need new tools to assist their efforts to effectively address challenging behavior. The Behavioral Objective Sequence (BOS; Braaten, 1998) is a user-friendly instrument that provides a developmental perspective for responding to these behaviors within an instructional model. The BOS can be used to assess student functioning level, identify students at risk for special education referrals, determine special education eligibility and least restrictive environment, develop Individualized Education Programs, design instructional plans, and ensure accountability for program. The determination of essential classroom environment components can also result from application of the BOS so that teachers can immediately implement more effective strategies.