bluuebunny/crossref_metadata_2025 huggingface dataset:
A Design-of-Instruction Analysis of Concept Teaching in Five Basal Language Programs
Authors: Jitendra Asha K. , Kameenui Edward J.
Published: December 2008

Concept-teaching procedures in five basal language programs for the early grades were reviewed and analyzed on the basis of 11 design-of-instruction criteria. These criteria were drawn from empirically based models of concept teaching. Two levels of analyses were conducted. In the first analysis, the lessons for teaching five common concepts were examined and judged. A second analysis scrutinized additional concepts selected at random from each of the programs. Results suggest that concept-teaching procedures promoted by basal language programs rarely meet the criteria. Discrepancies between and across basal language programs also were found.
Reading Disabled Children with Above-Average IQ
Authors: Snart Fern , Das J. P. , Mensink David
Published: December 2008

Aspects of cognitive processing in high IQ and average IQ learning disabled (LD) children and non-learning-disabled (NLD) children were examined through the use of tests that measured simultaneous and sequential processing, attention, and planning functions. LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores ( p = .059). Implications for remediation are discussed.
Selecting Children For Special Education In New York City: William Maxwell, Elizabeth Farrell, And The Development Of Ungraded Classes, 1900-1920
Authors: Hendrick Irving G. , MacMillan Donald L.
Published: December 2008

The first two decades of the twentieth century witnessed efforts in many of America's great cities to provide special classes for mildly retarded children. Many of today's special education issues on such questions as defining programs, selecting children, and preparing teachers were already concerns then. This paper concerns the efforts of Elizabeth Farrell and City Superintendent of Schools William Henry Maxwell to establish ungraded classes in New York City between 1900 and 1920. Their effort was a successful one, but it also included struggles to find and train qualified teachers, correctly identify children to be served, provide ample classroom space—and do all of that in a fair and equitable manner. Teachers and principals frequently wanted to refer for special class assignment students who were troublesome, but not necessarily mentally retarded. By 1920, proponents of special education believed that intelligence testing had finally given educators a fair, objective, and scientific means to determine which children should be admitted to special classes. Of equal interest, however, is that intelligence testing had nothing to do with beginning the special class policy in New York City. Rather, Farrell and Maxwell responded to a social and human need that was apparent to social and political progressives early in the century, and to the appeals for relief from teachers and principals who were frustrated by having children present in their classes whom they could not reach.
Influence Of Trend Estimation And Subject Familiarity On Practitioners' Judgments Of Intervention Effectiveness
Authors: Skiba Russell , Deno Stanley , Marston Douglas , Casey Ann
Published: December 2008

Twenty-seven special education resource teachers were taught to use a standard trend estimation procedure as an aid in the visual analysis of their students' charts. Interrater agreement with reliability judges increased from .56 without trend estimation to .78 after training, and teachers became more certain of their judgments. In addition, consistent differences in certainty between teachers familiar and unfamiliar with the pupil, as represented by the graphed data, suggest that prior knowledge of student performance does have an effect on visual inference. Training in the use of the trend estimation technique also resulted in a shift in the criteria used in making judgments about graphed data. The increased reliability associated with the introduction of trend estimation suggests that the use of a judgmental aid may be important to visual inferences made by practitioners.
Depression And Cognitive Self-Statements Of Learning Disabled And Seriously Emotionally Disturbed Adolescents
Authors: Maag John W. , Behrens John T.
Published: December 2008

Prevalence and severity of depression and related negative cognitive self-statements were assessed in a sample of 465 junior and senior high school learning disabled (LD) and seriously emotionally disturbed (SED) adolescents receiving special education services in public school resource room programs. Twenty-one percent of the adolescents sampled experienced severe depressive symptomatology. Some senior high females exhibited a more negative cognitive style than their male peers, although no differences were found at the junior high level. There were no differences in severity of depressive symptomatology and related dysfunctional cognitive self-statements between LD and SED students. Results indicate that depression is a prevalent condition among many LD and SED adolescents, a finding that warrants increased attention among special educators. Implications for expanding school-based identification and intervention procedures are discussed.
Varying the Difficulty of Testing Materials
Authors: Shinn Mark R. , Gleason Mary M. , Tindal Gerald
Published: December 2008

Systematic monitoring of student progress using curriculum-based measurement (CBM) is associated with improved student achievement. CBM uses a long-term goal measurement strategy that requires specifying the level of a curriculum the handicapped student is expected to master in 1 year. Student progress is assessed routinely using material sampled from this level of the curriculum. This study examined effects of curriculum level difficulty on estimates of student progress. The progress of 30 mildly handicapped students was monitored simultaneously in alternative levels of a reading curriculum, and students' slopes of improvement and variability of performance were compared. Regardless of the level of the curriculum in which progress was assessed, the slope of improvement was similar over time. Implications for selecting progress monitoring measurement materials are discussed.
Error Monitoring By Learning Handicapped Students Engaged In Collaborative Microcomputer-Based Writing
Authors: Hine Mary Sue , Goldman Susan R. , Cosden Merith A.
Published: December 2008

Eleven learning handicapped students generated text at microcomputers both alone and as members of dyads. Examination of mechanical errors made under these two conditions revealed a lower error rate in the dyad condition. Three alternative hypotheses were offered to explain dyad performance: (1) better performing partners dominated the writing process; (2) participants self-monitored and requested assistance from their partners; or (3) participants monitored input of their partners and offered assistance. Support for all three hypotheses was found. Transcripts of the social interactions revealed differential degrees of cooperative behavior and involvement in the writing task among the learning handicapped students. The microcomputer proved to be useful as a context for writing in that the “public,” on-screen availability of the text enabled participation by both members of the dyad in text generation and editing. The relationship between error monitoring and the social interaction needed for collaboration is also discussed. The evidence supports the use of collaboration on writing activities at microcomputers to elicit editing and monitoring behaviors.
Automatic And Purposive Semantic Processing In Learning Disabled Individuals
Authors: Wertlieb Ellen C.
Published: December 2008

The memory processes of learning disabled adolescents were compared to those of their non-disabled age-level and reading-level counterparts. The learning disabled individuals performed similarly to their nondisabled reading-level peers on global recall measures. More detailed analyses, however, revealed that their actual processing was more similar to their age-level counterparts.
Comparison Of Individualized Education Programs (Ieps) Of Students With Behavioral Disorders And Learning Disabilities
Authors: Smith Stephen W.
Published: December 2008

A statistical comparison was conducted of 120 Individualized Education Programs (IEPs) of fourth-, fifth-, and sixth-grade male students with behavioral disorders and learning disabilities assigned to resource and self-contained programs from 11 districts/cooperatives. Federal mandated compliance, number of annual goals and completed short-term objectives, and congruency (i.e., the match between present level of performance and annual goals) were investigated. Significant mean differences were found among IEPs in all areas. Factors contributing to the mean differences are discussed along with implications and issues for classroom activities.
The Range Of Reading Skills Within And Across General Education Classrooms: Contributions To Understanding Special Education For Students With Mild Handicaps
Authors: Rodden-Nord Kathleen , Shinn Mark R.
Published: December 2008

This study examined the range of reading skills in elementary classrooms to understand the instructional needs of general education students. Students in Grades 1-6 were tested using two curriculum-based reading measures. Results documented a wide range of reading skills both within and across grades. Findings are discussed in terms of relations between general and special education.
Reading Instruction By Classroom, Remedial, And Resource Room Teachers
Authors: Gelzheiser Lynn M. , Meyers Joel
Published: December 2008

Reading instruction provided by classroom, remedial, and resource teachers in six schools was observed, in order to determine (a) whether remedial and resource teachers provided more proactive instruction than classroom teachers, (b) whether resource and remedial reading teachers engaged individuals more often than classroom teachers, and (c) whether there was congruence in the curriculum used by the three teacher groups. A time sampling procedure used to collect data indicated that, although resource teachers spent the most reading time on other academic subjects, the three groups did not differ in the proportion of time devoted to management, discipline, or proactive teaching techniques such as purpose setting, demonstration, or explaining how to do a reading task. Of the three teacher groups, remedial teachers were found to interact most often with individuals and least often with groups. Congruence in the curriculum used by the three teacher groups was supported by the finding that comparable time was devoted to comprehension, decoding, and indirect reading activities. Several interpretations are proposed for the finding of minimal differences in instruction between teacher groups. It is argued that findings do not provide support for widespread use of pull-out models of supplemental instruction.
Teachers' Beliefs, Plans, and Decisions About Computer-Based Instruction
Authors: MacArthur Charles A. , Malouf David B.
Published: December 2008

Case studies of four special education teachers who used computers were conducted to describe their beliefs and knowledge about computers, their planning and decision-making processes, and patterns of computer use in their classrooms. Particular attention was given to ways in which computers were integrated with teachers' normal routines and to the unique issues and problems that computers presented. For the most part, teachers adapted computers to meet their overall educational goals and to fit into their normal routines for classroom management, instruction, and planning. However, the computer was also a unique innovation that differed from traditional methods. Teachers' beliefs and attitudes about computers, especially their emphasis on the motivational benefits of computers, strongly influenced how computers were used. Computers also presented unique problems for teachers in planning instructional activities and monitoring student performance.
Estimating Interinterviewer Reliability for Interview Schedules used in Special Education Research
Authors: Goodwin Laura D. , Sands Deanna J. , Kozleski Elizabeth B.
Published: December 2008

Using data from an individually administered interview schedule, the Consumer Satisfaction Inventory (CSI), interinterviewer reliability was estimated with several different approaches: simple percentages of agreement, kappa and weighted kappa, Pearson correlations, t tests on interviewers' means, and generalizability (G) theory techniques. The reliability estimates varied, sometimes widely. Differences and similarities among the approaches are discussed, and some suggestions are given to aid researchers in choosing estimation techniques for particular situation.
Resource Room Teachers' use of Strategies that Promote the Success of Handicapped Students in Regular Classrooms
Authors: Glomb Nancy K. , Morgan Daniel P.
Published: December 2008

The purposes of this survey were to determine the extent to which resource room teachers use strategies that promote the success of handicapped students in regular classrooms and to identify variables that may affect the successful implementation of those strategies. Teachers were asked to indicate the extent to which they currently use 19 strategies that have been associated in the literature with promoting the success of handicapped students in regular classrooms. Common barriers to effective service delivery were also identified, and teachers were asked to indicate the extent to which each posed a problem in their school. Teachers reported only moderate use of the strategies included in this survey, but attached a higher degree of importance to their use. The findings from this survey suggest that resource room teachers need more training in the use of strategies that promote the success of handicapped students in regular classrooms, and more time to implement them in the way that the results of this study suggest that they would like to.
An Evaluative Review of Social Validation Research Involving Persons with Handicaps
Authors: Storey Keith , Horner Robert H.
Published: December 2008

In the past 10 years, the field of special education has witnessed a substantial increase in the use of social validation procedures in applied behavioral research involving persons with handicaps. These procedures have become an important component in evaluating the effectiveness of research in this area. A review of social validation research involving persons with handicaps is presented. The literature is divided into three areas for review purposes: (a) social validation methods and results, (b) methodological issues, and (c) conclusions. We conclude that social validation procedures are appropriate for and are an important component of applied behavior analysis. Suggestions for improving methodology and recommendations for future research are discussed.
Predictors of Commitment, Job Satisfaction, and Intent to Stay in Teaching: A Comparison of General and Special Educators
Authors: Billingsley Bonnie S. , Cross Lawrence H.
Published: December 2008

The primary purpose of this study was to identify variables that influence teachers' commitment and job satisfaction among both general and special educators. A secondary purpose was to determine the extent to which these commitment and satisfaction variables influence teachers' intent to stay in teaching. A questionnaire using primarily extant measures was sent to a random sample of 558 special educators and 589 general educators in Virginia. Completed questionnaires were received from 83% of both samples. Crossvalidated regression results suggest that workrelated variables, such as leadership support, role conflict, role ambiguity, and stress, are better predictors of commitment and job satisfaction than are demographic variables. Generally, the findings were similar for general and special educators. Implications for educational agencies are addressed.
An Evaluation of History Textbooks
Authors: Kinder Diane , Bursuck Bill , Epstein Michael
Published: December 2008

Textbooks are the most predominant instructional medium used in America today. Recent research indicates that the issue of textbook readability is complex, extending beyond traditional text evaluation based on readability formulas. In this study, 10 eighth-grade texts were evaluated with respect to factors such as global coherence, local coherence, questioning techniques, and vocabulary development. Results are discussed in terms of instructional implications.
Interactive Assessment as a Research Tool
Authors: Haywood H. Carl , Wingenfeld Sabine A.
Published: December 2008

Dynamic/interactive approaches to psychological assessment make it possible to get information that would not be available from the use of other assessment methods. This utility rests on the concept of induced change as a research tactic, that is, inferring the nature of phenomena by deliberately and calculatedly changing them and then assessing the effects of those changes on criterion variables. Studies are reviewed showing how interactive assessment yielded new knowledge in the domains of psychopathology; neuropsychology; learning disabilities; intelligence testing in normally developing, deaf, and immigrant children; and evaluation of educational programs. Some ways in which interactive assessment procedures need improvement are discussed, principally with respect to their measurement characteristics.
The Dynamic Assessment Approach
Authors: Tzuriel David
Published: December 2008

Frisby and Braden (this issue) have criticized dynamic assessment (DA), especially Feuerstein's theory and methods. The basic arguments of this reply are that (a) Frisby and Braden have tried to impose a different theoretical paradigm on Feuerstein's approach; (b) in spite of their claim, they in fact did not provide a historical context for the development of the DA approach; (c) they have neglected the philosophical assumptions behind both their approach and Feuerstein's approach; (d) they misinterpreted the structural nature of DA tasks by considering them to represent “social intelligence”; (e) they ignored recent research that supports the reliability and validity of the DA approach; and (f) they interpreted cognitive processes as personality-motivational factors and implied that static tests actually are measuring those processes. Throughout this reply, examples from recent research are given to support the DA approach, and each of the critical points raised is analyzed and discussed.
What do We Know about the Costs of Special Education? A Selected Review
Authors: Chaikind Stephen , Danielson Louis C. , Brauen Marsha L.
Published: December 2008

Drawing on the recently released Expenditures Survey, on several other national-level cost studies published during the past two decades, and on annual data reported by the states, we examined conclusions that can be derived concerning special education costs. We present measures of the total, average, and excess costs of special education and suggest how they may have changed over time. Cost data are presented for a variety of disabilities and program types. We show that average total per pupil special education costs were approximately $7,800 in 1989-90 dollars, or about 2.3 times the cost of regular education, with costs ranging from under $1,000 per pupil for students with speech or language impairments to over $30,000 per pupil for those with deaf-blindness. Over the past 20 years, total costs for those receiving special education in comparison to the costs for regular education have changed little, consistently being approximately two times the costs of regular education. However, there is a need for improved data to enable more detailed cost analyses and comparisons over time.
Behavioral and Developmental Outcomes in Young Children with Disabilities in Integrated and Segregated Settings
Authors: Buysse Virginia , Bailey Donald B.
Published: December 2008

This article reviews the literature comparing outcomes for young children with disabilities in integrated and segregated settings. An examination of research methodology, dependent measures, and programmatic variables is used to analyze the effects of preschool integration across 22 studies. Despite some methodological weaknesses, an analysis of findings provides support for the benefits of preschool integration with respect to social and other behavioral outcomes. Children's developmental outcomes over time have not been shown to vary as a function of integrated versus segregated placement. The article concludes with a discussion of these findings and their implications for future research and practice in early intervention.
Identification of Individuals with Serious Emotional Disturbance Using the Draw A Person: Screening Procedure for Emotional Disturbance
Authors: McNeish Timothy J. , Naglieri Jack A.
Published: December 2008

Group differences were analyzed for 81 regular education students and a matched sample of 81 students in special educational placements for students with serious emotional disturbance. The samples were matched on age (mean age in years for each group was 10.6), gender, race, and intelligence. All subjects completed drawings of a man, a woman, and self, which were scored using the Draw A Person: Screening Procedure for Emotional Disturbance. The mean T score earned by the students with emotional disturbance ( M = 55.3, SD = 10.6) was significantly higher ( t = 4.0, p < .001) than that earned by the nondisturbed sample ( M = 49.5, SD = 8.6). These lesults indicate that the special education group produced more signs associated with emotional disturbance than did the nondisturbed group, and provide limited support for the usefulness of this new approach.
Replacing Cascades with Supported Education
Authors: Snell Martha E. , Drake George P.
Published: December 2008

Twenty-five years ago, Dunn (1968) described a progressive plan to improve special education for students labeled as “slow learners” and “educable mentally retarded.” This blueprint for change contained many recommendations that ring consistent with some of today's calls for educational reform, except for his exclusion of students with severe disabilities from these recommendations. Dunn even used the terms “support” and “neighborhood schools,” as well as calling for changes in school organization and espousing an ecological approach. In this paper, we set forth the basic tenets of his blueprint for change while adding current extensions and giving justifications for broadening the applicable population of students to include those with extensive support needs.
The Social Context of Dunn
Authors: MacMillan Donald L. , Semmel Melvyn I. , Gerber Michael M.
Published: December 2008

The impact of Dunn's article was enhanced by the prevailing sentiment of the 1960s in favor of the environmental position and the press for civil rights. The adoption of resource specialist services in place of special day classes that was noted in the 1970s had profound curricular implications, which are examined. The dramatic changes in the number of EMR students and the behavioral characteristics of those currently identified render many of Dunn's assertions invalid for the current situation. The current role of advocacy in policy formulation is discussed as an unfortunate legacy of Dunn's influential paper.
What Disturbs Students? An Examination of Age and Gender Differences
Authors: Safran Stephen P. , Safran Joan S. , Rich Charles E.
Published: December 2008

The purpose of our study was to identify behaviors students consider most disturbing and to determine if gender and age differences exist. Five hundred eight third to sixth graders completed the 29-item, seven-factor Children's Disturbingness Scale, a self-report instrument developed to evaluate children's ratings of disturbingness. Findings indicated significant multivariate differences for gender and age, with girls and younger students more disturbed by virtually all categories of behaviors. Externalizing behaviors such as aggressive/defiant were rated as most disturbing. Findings are interpreted per their relation to gender differences and developmental changes, and implications for inclusion are discussed.
Constructivism: Principles, Paradigms, and Integration
Authors: Harris Karen R. , Graham Steve
Published: December 2008

The purpose of this special issue of The Journal of Special Education is to bring together thoughtful considerations of the strengths, potential limitations, and issues represented by the constructivist approach for students with disabilities and those at risk for school failure. In this article, we present major principles of constructivism for teaching and learning. Three idealized constructivist paradigms—endogenous constructivism, exogenous constructivism, and dialectical constructivism—are described. Finally, major issues related to constructivism are explored, including the possibility of integrative stances.
Constructivism in Reading Education
Authors: Stanovich Keith E.
Published: December 2008

The epistemological underpinnings of the best instructional programs for at-risk children with learning disabilities differ depending upon the focus of the training. Efficacious comprehension programs tend toward a strong form of endogenous constructivism; efficacious instructional programs in the domain of word recognition, however, have many characteristics that are antithetical to the stronger forms of constructivism. The ideas that self-discovery is the most efficacious mode of learning, that most learning can be characterized as “natural,” and that cognitive components should never be isolated or fractionated during the learning process have been useful as tenets for comprehension instruction, but are markedly at variance with what is now known about the best ways to develop word recognition skill. Research has indicated that explicit instruction and teacher-directed strategy training are more efficacious and that this is especially true for at-risk children, children with learning disabilities, and for children with special needs.
Implications of Constructivism for Teaching Writing to Students with Special Needs
Authors: Graham Steve , Harris Karen R.
Published: December 2008

In this article, we address implications of constructivism for teaching writing to students with special needs. Specifically, whole language and process approaches to writing instruction, the two most popular composition programs based on the principles of constructivism, are examined. Benefits of these two programs include frequent and meaningful writing, creation of environmental conditions that support self-regulated learning, and emphasis on the integrative nature of learning in literacy development. These benefits may be weakened, however, by an overreliance on incidental learning and by a lack of emphasis on the mechanics of writing. Recommendations for whole language and process writing as well as traditional writing instruction are offered.
POPULATION ESTIMATES: BIRTH-TO-5 CHILDREN WITH DISABILITIES
Authors: Bowe Frank G.
Published: December 2008

How many infants, toddlers, and preschoolers with disabilities potentially could be served under the Individuals with Disabilities Education Act (IDEA)? New estimates from the U.S. Census Bureau's Survey of Income and Program Participation (SIPP) suggest that there were as many as 851,000 children with disabilities, birth to 5, during the 1991-1992 school year. The SIPP figures indicate that 80% of these children had received developmental services. The SIPP data also show that many children were served privately, rather than through IDEA or Chapter 1 of the Elementary and Secondary Education Act. Information in the SIPP also demonstrates the need to conduct outreach to low socioeconomic status (SES) and minority families with children under age 6 years.
A Meta-Analysis of Peer Rating Sociometric Studies of Pupils with Learning Disabilities
Authors: Ochoa Salvador Hector , Olivarez Arturo
Published: December 2008

This meta-analysis examined the peer rating sociometric research on students with learning disabilities. Seventeen studies yielded 37 effect sizes calculated in three ways: Glass's (1977) effect size' (g) standardized by using the standard deviation of the control group, Hunter and Schmidt's (1990) effect size (d) standardized by using the pooled within-groups standard deviation, and Hedges and Olkin's (1985) unbiased effect size (d). The mean g was -.69; the mean d was -.66, and the mean d was-64, all of which indicate that pupils with learning disabilities have lower sociometric status when compared with their nonhandicapped counterparts. The moderator variables of ratee gender, grade level, research design, and sociometric scale type did not have an influence on effect size. The variable of rater gender, however, did moderate effect size. Future within-group sociometric research identifying behavioral profiles of students with learning disabilities classified into different status groups is recommended.
What makes Special Education Special? Evaluating Inclusion Programs with the Pass Variables
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: December 2008

Zigmond and Baker's analysis of case studies of inclusion of students with learning disabilities in elementary classrooms reveals that little “special” education was being provided to those students. But what makes special education special? We have evaluated these case study reports with a set of variables that are essential for success in special education settings—the PASS variables: Prioritized objectives; Adapted methods, materials, and environments; SCREAM (an acronym for effective teacher presentation variables); and Systematic monitoring of progress. The cases described by Zigmond and Baker reveal substantial shortcomings in each of these variables. Further, these shortcomings do not appear to be the result of insincere teachers or ineffective teaching abilities, but rather appear to be an unavoidable consequence of the inclusion programs themselves. Perhaps many of the teachers involved in these settings reported that they were successful because they lacked the type of information that might have provided a more realistic, and perhaps less optimistic, evaluation of the effectiveness of the inclusion settings. Important learning objectives for students with learning disabilities should not be sacrificed in the attempt to accommodate all learners in the same setting.
The Accuracy of New National Scales for Detecting Emotional Disturbance in Children and Adolescents
Authors: McDermott Paul A. , Watkins Marley W. , Sichel Amy F. , Weber Ellen M. , Keenan Joseph T. , Holland Anne M. , Leigh Nanette M.
Published: December 2008

Through a series of multivariate classification studies, we examined the sensitivity, specificity, and overall accuracy of the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) in detecting emotional disturbance. The ASCA, a teacher rating scale normed on a stratified national sample of 5- through 17-year-old youths, was first applied to a sample of 150 nondisabled subjects and 150 subjects who were socially or emotionally disturbed (SED) matched for age, gender, race, and grade level. Discriminant analyses, including single- and split-sample cross-validations, produced sensitivity, specificity, and overall accuracy ratings of approximately 80%, a level significantly above chance expectancy. The discriminant solution maintained similar accuracy when applied independently to preadolescent, adolescent, male, female, White, and African American children. Accuracy also sustained when the scale was used to differentiate the SED subjects from samples of students who were learning disabled, communication impaired, or gifted/talented, and from a mixture of 1,843 nondisabled subjects and 537 others with learning, mental, and physical disabilities. The scale's performance was evaluated in light of classification accuracy research on other popular instruments.
A National Survey of General Education Teachers' Perceptions of Testing Adaptations
Authors: Jayanthi Madhavi , Epstein Michael H. , Polloway Edward A. , Bursuck William D.
Published: December 2008

The purpose of this study was to survey the perceptions of general education teachers nationwide, particularly as they relate to making testing adaptations for students with disabilities. A survey was sent to 708 general education teachers nationwide. The return rate was 56.6% ( N = 401). The specific testing adaptations that were rated as being most helpful for students with disabilities were (a) giving individual help with directions during tests, (b) reading test questions to students, and (c) simplifying wording of test questions. Similarly, the specific testing adaptations that were rated as being most easy to make were (a) using black-and-white copies, (b) providing extra space on tests for answering, (c) giving practice questions as a study guide, (d) giving open-book/notes tests, and (e) giving individual help with directions during tests. In addition, a total of 247 (66.6%) general education teachers indicated that it was not fair to make testing adaptations only for students with disabilities, whereas 124 (33.4%) respondents indicated that it was fair. Other results of the study, limitations of the study, and future research needs are discussed.
Toward a Comprehensive Theoretical Framework for Disability Research
Authors: Sontag Joanne Curry
Published: December 2008

This article critiques three features of Bronfenbrenner's (1979, 1992) ecological theory of human development in relationship to the development of children with disabilities: (a) developmentally instigative person characteristics, (b) hierarchical environmental systems of influence, and (c) the dimension of time. The study of development within the context of home, school, and community has been significantly advanced by ecological psychology. Although the ecological paradigm has been invoked in the disability literature as a framework for child, classroom, and family investigations, few studies provide a comprehensive treatment of the model. Bronfenbrenner's recently expanded theory provides a provocative framework for the study of children with disabilities. This framework includes the identification of ecological niches; that is, unique regions in the environment that differentially influence children with particular personal characteristics. Selected studies from the disability literature illustrate the incorporation of the three features into research on children with disabilities and their families. Suggestions for shifting research paradigms toward a more comprehensive approach to the study of development and change in children with disabilities are provided.
Effects of Causal Structure on Immediate and Delayed Story Recall by Children with Mild Mental Retardation, Children with Learning Disabilities, and Children without Disabilities
Authors: Wolman Clara , van den Broek Paul , Lorch Robert F.
Published: December 2008

Children with mild mental retardation, children with learning disabilities, and children without disabilities read and recalled a story immediately and after a delay of 4 or 5 days. The effects of the story's causal structure on recall were compared for the three groups. Although children with mild mental retardation recalled less than the other groups, the effects of causal structure were similar across the three groups. At both retention intervals, all groups recalled content better if it was on the story's causal chain than if it was off the causal chain, and statements with many causal connections better than statements with few causal connections. All groups were sensitive to the causal structure of the story. The only notable difference was that the children with mild retardation forgot content on the causal chain somewhat faster than content off the causal chain, whereas the other two groups showed the reverse pattern.
Instructional Methods with Students Who Have Significant Disabilities
Authors: Wolery Mark , Schuster John W.
Published: December 2008

The purpose of this paper is twofold: to identify conclusions that can be made related to teaching students with significant disabilities and to identify selected areas in which additional research is needed. Questions that must be answered when one is designing instruction for students with disabilities are listed. Three of these questions are then used to organize both what the field has learned about teaching students with significant disabilities and what the field needs to learn. These questions include the following: (a) What is the role of materials? (b) How can students be motivated to learn? and (c) What instructional strategies can be used?
ARE INCLUSIVE PROGRAMS FOR STUDENTS WITH MILD DISABILITIES EFFECTIVE? A COMPARATIVE REVIEW OF MODEL PROGRAMS
Authors: Manset Genevieve , Semmel Melvyn I.
Published: December 2008

This review compared eight different inclusive models for elementary students with mild disabilities, primarily with learning disabilities. Model programs were described according to curricular innovations and the way school personnel and classrooms were organized. Quantified academic outcomes were also discussed. Methodological concerns prevented conclusions about the superiority of inclusive programming over pull-out programs. There were indications that inclusive programming can be effective for some, although not all, students with mild disabilities. More conclusive evidence suggests that the impact of organization and instructional changes on the achievement of nondisabled students was positive. Common elements in models reviewed included a redesigning of general education classrooms so that they more closely resembled special education: low student-to-staff ratio, intensive and prescribed basic skills instruction, performance monitoring, and the opportunity for intensive, one-to-one instruction. Results are discussed in light of implications of the inclusion movement and the future of special education.
THE DEVELOPMENT AND APPLIED UTILITY OF A NORMATIVE APTITUDE–ACHIEVEMENT TAXONOMY FOR THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY-REVISED
Authors: Konold Timothy R. , Glutting Joseph J. , McDermott Paul A.
Published: December 2008

This study developed a normative core profile taxonomy of the most common aptitude and achievement scales in the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R; Woodcock & Johnson, 1989). Eight scales were included in the analyses: the WJ-R's four scholastic aptitudes and their four corresponding achievement scales. Cluster analysis was used to sort 2,620 students from the standardization sample of the WJ-R. Results of internal and external validity analyses provided support for eight core profiles. Both theoretical and practical implications are discussed in terms of how the ability and achievement scores covary in the population. Practical implications and utility are gained by providing a multivariate procedure through which the distinctiveness of a given child's aptitude-achievement profile can be assessed through comparison to the population core types.
OCCUPATIONAL STRESS AND BURNOUT AMONG SPECIAL EDUCATORS: A REVIEW OF THE LITERATURE
Authors: Wisniewski Lech , Gargiulo Richard M.
Published: December 2008

In this article, we review and critique existing research on occupational stress and burnout among special educators. We also present a framework for organizing the literature base and introducing proactive innovations that will address professional needs and current shortcomings that will mediate the effects of stress.
“To Draw Out the Effort of His Mind”
Authors: Richards Penny L. , Singer George H. S.
Published: December 2008

The education of children with retardation in early-nineteenth-century America is little understood by historians and special educators. Most often, it is assumed that little schooling was possible until the 1840s, with the rise of state-funded institutions. In addition, the perspective of students' families is rarely considered by historians of special education. This paper details the educational experiences of one child, Thomas Cameron (1806–1870), and his family, based on the Cameron family's extensive correspondence. (Thomas Cameron is believed to have had mental retardation.) He was educated in a variety of settings, including John Churchill Rudd's New Jersey school, and the American Literary, Scientific and Military Academy of Alden Partridge. Both Rudd and Partridge adapted their usual methods and curricula to Cameron's needs, and attained some success. This study finds that the Southern planter class offered an encouraging environment to a child with a disability. It also points to the possibilities of a manuscript-based, biographical approach in the history of special education.
Rethinking and Retooling Teacher Preparation to Prevent Perpetual Failure by Our Children
Authors: Bynoe Pauline F.
Published: December 2008

The disproportionate representation of children of color in special and gifted education can be conceptualized through an a-b-c analysis: antecedent, behavior, and consequence. The focus for remedies should be shifted from antecedent conditions and the resulting behaviors to the consequences that perpetuate disproportionate representation. Educators and policymakers should examine who is present in the schools, reconsider how teachers are recruited for training, and use the article's recommendations for reconfiguring preservice and inservice training.
Loneliness, Depression, and Social Skills Among Students with Mild Mental Retardation in Different Educational Settings
Authors: Heiman Tali , Margalit Malka
Published: December 2008

This study examined 575 students with mild mental retardation (MMR) in three educational settings. Their loneliness, depression, and social skills were assessed through student self-reports and peer perception of social status. Results indicated developmental changes in the group of students with MMR in self-contained classes in general education schools. Preadolescent students in those classes exhibited a greater sense of loneliness than did similar students in special education schools, but by the adolescent stage no differences were found between them and the general education students. The same trend was found for feelings of depression and for peer perception of social status.
Teachers' Knowledge of Accommodations As a Validity Issue in High-Stakes Testing
Authors: Hollenbeck Keith , Tindal Gerald , Almond Patricia
Published: December 2008

The purpose of this survey pilot study was to determine how knowledgeable general education and special education teachers are about allowable accommodations on statewide assessment tests and how accommodation choices influence the validity of decisions resulting from this assessment. Overall, only 21% of the respondents reported using the accommodations specified in the statewide testing manual. On the whole, teachers' knowledge of allowable accommodations was low (54.8%) and their knowledge didn't always translate into consistent action: The 4 accommodations teachers listed most often as ones they used for students taking the modified statewide assessment were also the 4 most listed modifications that teachers thought might have allowed an exempted student to participate in the statewide assessment. These initial survey findings support the call for renewed preservice/inservice measurement training to eliminate the differential exclusion and application of accommodations now found in the schools.
Development of a DNA-analytical Method for the Identification of Animal Hair Fibers in Textiles
Authors: Kerkhoff Kirsten , Cescutti Gabriel , Kruse Lothar , Müssig Jörg
Published: December 2008

During the last several years, the demand of animal natural fibers for the production of high-quality textiles has increased worldwide, especially in Europe, Japan and North America. Due to the restricted availability and the high prices, adulteration and false declaration are common. Usually, fiber analysis is done by scanning electron microscopy, but this method is very time-consuming and expensive, and results strongly depend on processing stage and expertise of the microscopist. For these reasons, reliable methods are required to determine the composition and the proportion of distinct animal fibers in yarns, fabrics and garments, irrespective of their processing conditions. In this study, a DNA-analytical method is presented to unequivocally identify cashmere/cashgora, fine wool, yak and camel hair (Bactrian camel, dromedary) in untreated and treated (washed, bleached, dyed) fibers samples, as well as in fiber blends.
Fabric Stitching Inspection Using Segmented Window Technique and BP Neural Network
Authors: Yuen C.W.M. , Wong W.K. , Qian S.Q. , Fan D.D. , Chan L.K. , Fung E.H.K.
Published: December 2008

In the textile and clothing industry, much research has been conducted on fabric defect automatic detection. However, few have been specifically designed for evaluating fabric stitches or seams of semi-finished and finished garments. In this paper, a fabric stitching inspection method is proposed for knitted fabric in which a segmented window technique is developed to segment images into three classes using a monochrome single-loop ribwork of knitted fabric: (1) seams without sewing defects; (2) seams with pleated defects; and (3) seams with puckering defects caused by stitching faults. Nine characteristic variables were obtained from the segmented images and input into a Back Propagation (BP) neural network for classification and object recognition. The classification results demonstrate that the inspection method developed is effective in identifying the three classes of knitted-fabric stitching. It is proved that the classifier with nine characteristic variables outperformed those with five and seven variables and the neural network technique using either BP or radial basis (RB) is effective for classifying the fabric stitching defects. By using the BP neural network, the recognition rate was 100%.
E-Research: An Introduction to On-line Political Science Sources for Beginners (and Skeptics)
Authors: Calise Mauro , De Rosa Rosanna
Published: December 2008

The purpose of this review article is to contribute to monitoring and debating changes in the electronic research environment. We shall present an overview (mainly tailored to cyberspace neophytes) of some of the best electronic resources currently available on-line for political science, drawing from our experience as editors of IPSAPortal, the International Political Science Association's website dedicated to selecting and reviewing the top e-hubs in our discipline. However, in venturing into political science cyberspace, we will try to offer a more general understanding of the major trends now impacting upon the internet galaxy. Much as we may be tempted just to stick to our little planet, we must be aware that it is part of, and emerges from, a much larger system.
Social and educational aspects of mealtimes for handicapped and nonhandicapped presohoolers
Authors: Bailey Donald B. , Harms Thelma , Clifford Richard M.
Published: December 2008

Mealtimes serve important social and educational functions for all children. This article reports an observational study of the extent to which teachers of handicapped and nonhandicapped preschoolers use mealtimes to teach and practice functional skills. The lunch routine (pre-eating activities, physical setting, food service, mealtime interaction, posteating activities, organizing the mealtime routine, and teaching during mealtime) was observed in 40 preschool classrooms (20 handicapped and 20 nonhandicapped programs). Although the meals observed were warm and pleasant experiences, teachers generally did not capitalize on the potential of meals for teaching and reinforcing functional skills. Implications of these findings are discussed, and a sequence of mealtime instructional targets is provided.