bluuebunny/crossref_metadata_2025 huggingface dataset:
Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School
Authors: Gunn Barbara , Smolkowski Keith , Biglan Anthony , Black Carol
Published: June 2008

This article describes a follow-up study that experimentally evaluated the effects of supplemental reading instruction for children in kindergarten through Grade 3. Students from 10 elementary schools in three school districts were screened using the Dynamic Indicators of Basic Early Literacy Skills. Two hundred fifty-six K—2 students were identified for participation, then randomly assigned to receive or not receive 2 years of supplemental reading instruction that taught basic decoding and comprehension skills. Reading ability was measured in the fall prior to the first year of the intervention and again in the spring of Years 1, 2, and 3. At the end of the 2-year intervention, children who received the supplemental instruction performed better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension. One year after the intervention, children in the supplemental instruction group still showed greater improvement in word attack and oral reading fluency than the comparison students.
Behavioral Phenotypes and Special Education
Authors: Fidler Deborah J. , Hodapp Robert M. , Dykens Elisabeth M.
Published: June 2008

This study examined the degree to which parents are informed about syndrome-based behaviors in children with three genetic mental retardation syndromes: Down syndrome ( n = 21), Prader-Willi syndrome ( n = 25), and Williams syndrome ( n = 21). Parents were informed regarding blatant behavioral features associated with their children's syndromes (especially concerning maladaptive behaviors) but were less informed about certain subtle syndrome-based cognitive processing outcomes. Compared to the parents of children with the other two syndromes, parents of children with Down syndrome were more informed about syndrome-related behaviors; in addition, greater numbers of individuals (e.g., parents, school psychologists, teachers, speech—language pathologists) brought information about children with Down syndrome into the classroom setting. Across all three groups, the supportive educational services received by the children were generally not adjusted to syndrome profiles.
Meeting the Challenge of Mathematics Reform for Students with LD
Authors: Woodward John , Montague Marjorie
Published: June 2008

The purpose of this article was to examine the sustained effort to reform K through 12 mathematics instruction in this country over the last 10 years and the implications of this reform for students with learning disabilities. We begin by describing three forces that have driven mathematics reform: shifting theoretical paradigms, disappointing levels of mathematics performance of students in the United States, and the impact of rapidly changing technologies. We then discuss concerns about this reform from the special education community. In the second half of the article, we provide synthesized special education research relevant to mathematics reform, along with thoughts about future directions in mathematics education for students with learning disabilities.
Using a Concept-Grounded, Curriculum-Based Measure in Mathematics to Predict Statewide Test Scores for Middle School Students with LD
Authors: Helwig Robert , Anderson Lisbeth , Tindal Gerald
Published: June 2008

From a larger sample of field-tested mathematics production response items, 11 were selected that individually (a) differentiated between high and low achievers on a general math achievement test, (b) measured a mathematical concept rather than a procedure, and (c) were conducive to the creation of alternate forms of the items. This math concept curriculum-based measure (CBM) was administered to 171 students in eighth grade. Scores were correlated with scores from a computer adaptive test (CAT) designed in conjunction with the state to approximate the official statewide mathematics achievement test. Correlations for general education students ( r = .80; n = 90) and students with learning disabilities ( r = .61; n = 81) were high. Regression analysis showed that relatively few of the 11 items were needed to predict CAT scores. Implications for students with learning disabilities, who traditionally receive little instruction in conceptual understanding, are discussed.
A Place in the Family
Authors: Ferguson Philip M.
Published: June 2008

A review of research was conducted on family reactions to having a child with a disability. From this review, a conceptual framework was developed to locate the major research orientations that developed over the last century. Two new strands have emerged in more recent research, and the review explores how these approaches promise more useful interpretive frames for efforts to improve linkages between families and schools.
Family-Centered Practices
Authors: Dunst Carl J.
Published: June 2008

Quantitative and qualitative research evidence is reviewed and synthesized with regard to the family-centeredness of early intervention, preschool, and elementary and secondary school practices. Early intervention and school practices are not as family-centered as is generally claimed, and one finds less presumption of being family-centered at each level from early intervention to preschool to elementary school to secondary school programs. The need for better research is noted, and research that would advance our understanding of family-centered practices is suggested.
Useless Eaters
Authors: Mostert Mark P.
Published: June 2008

The methods used for mass extermination in the Nazi death camps originated and were perfected in earlier use against people with physical, emotional, and intellectual disabilities. This article describes the historical context of attitudes toward people with disabilities in Germany and how this context produced mass murder of people with disabilities prior to and during the early years of World War II. Several key marker variables, the manipulation of which allowed a highly sophisticated Western society to officially sanction the murder of people with disabilities, are examined. Important implications must continually be drawn from these sad events as we work with people with disabilities at the dawn of a new century.
Comparison of the Effects of Spanish and English Constant Time Delay Instruction on Sight Word Reading by Hispanic Learners with Mental Retardation
Authors: Rohena Elba I. , Jitendra Asha K. , Browder Diane M.
Published: June 2008

This study investigated the effectiveness and efficiency of a 4-second time delay instructional package and language of instruction with regard to the percentage correct of English sight words and incidental information by 4 Puerto Rican middle school students with mental retardation. A multiple probe across students with a parallel treatments design that compared Spanish and English constant time delay intervention conditions was employed to teach sight words from local grocery and department stores. Incidental information was provided contingent on correct responding during intervention. Results indicated that both Spanish and English time delay conditions were equally effective and efficient when compared with a no-treatment condition in promoting English sight word reading for 3 of the 4 participants, whereas Spanish time delay was seen to be more effective and efficient than English time delay and no-treatment conditions for the other participant. All 4 participants generalized word reading from the classroom to the natural setting (i.e., stores in the community) and learned most of the incidental information. Implications for practice and directions for future research with respect to language of instruction are discussed.
Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education
Authors: Heward William L.
Published: June 2008

Commonly held notions about teaching and learning influence and reflect the practice of many classroom teachers. This article discusses 10 such notions that the author believes limit the effectiveness of special education by impeding the adoption of research-based instructional practices. Each notion is described, and then the author briefly discusses why or how it hinders effective instruction. Reasons why many educators subscribe to these faulty notions are suggested, and three recommendations that may increase the adoption of research-based teaching practices are offered.
Special Thinking in Special Settings
Authors: Stough Laura M. , Palmer Douglas J.
Published: June 2008

Researchers have suggested that educating learners with special needs entails particular cognitive skills and that teachers make differential judgments about students with disabilities (Bartelheim & Evans, 1993; Bay & Bryan, 1991; Blanton, Blanton, & Cross, 1994). In this study, a stimulated recall procedure was used to examine the instructional decision making of 19 expert special educators. Qualitative analysis of the data indicated that a highly detailed and extensive knowledge base about students enabled these teachers to (a) assess their students' academic and emotional states of mind and (b) effectively address the students' needs within the classroom. The authors suggest that what is central to effective special education instruction is the knowledgeable, reflective, and concerned responsiveness of teachers to individual students.
Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill
Authors: Speece Deborah L. , Mills Christina , Ritchey Kristen D. , Hillman Elgen
Published: June 2008

This longitudinal investigation evaluated the validity of letter-name fluency (LNF) and nonsense word fluency (NWF) measures as indicators of early reading skill with a sample of 39 kindergarten children. In the spring of kindergarten and first grade, these children responded to a battery of language, reading-related, and reading measures. Construct and social consequential validity were evaluated through concurrent and predictive criterion-related validity coefficients, multiple regression analyses, and classification analysis. Evidence supportive of validity was found for both fluency measures, with NWF receiving the strongest support. Both fluency measures were more sensitive to poor reader status in first grade than any other measure when reading was defined by oral reading fluency. These findings extend the usefulness of NWF to the early identification of kindergarten students.
Utilizing the Classroom Peer Group to Address Children's Social Needs
Authors: Frederickson Norah , Turner Jane
Published: June 2008

The results of a two-phase small-scale evaluation study of the Circle of Friends intervention approach are reported. This approach uses the classroom peer group to improve the social acceptance of a class-mate who has special needs. The study participants were 20 children with emotional and behavioral difficulties, ages 6 to 12 years, and their nondisabled classmates. In Phase 1, a between-group design was adopted, with 10 children randomly selected to receive the intervention. In Phase 2, children in the comparison group in Phase 1 received the intervention, and their scores were analyzed across both phases of the study. The intervention appeared to have positive effects on social acceptance by classmates, but few changes were obtained on other measures of perceptions or behavior. These findings support the specificity of social interventions and indicate the potential value of the Circle of Friends for improving social inclusion of children with disabilities.
Bias in Problem Solving and the Social Process of Student Study Teams
Authors: Knotek Steve
Published: June 2008

Multidisciplinary teams (MDTs), such as student study teams, are mandated to (a) support students' educational functioning through systematic group problem solving and intervention and (b) offer protection against bias to students who may be referred for special education assessment. Given the proportional overrepresentation of African American students who receive special education services, however, there are concerns about the actual objectivity and fairness of the MDT process. This study is a microethnographic investigation of how the social process and context of MDTs in two rural, southern elementary schools inhibited the teams' thorough and unbiased discussion of some African American students' psychoeducational functioning. Although ethnic bias was not documented, four themes related to the social context of the team and bias in the problem-solving process were identified.
The Application of Antecedents in the Functional Assessment Process
Authors: Conroy Maureen A. , Stichter Janine Peck
Published: June 2008

Over the past 20 years, functional assessment strategies have been evolving. One aspect of functional assessment is the evaluation of the influence of antecedent events on the occurence of challenging behaviors. Although such influence has been discussed by others in the literature, there is a paucity of research that investigates the use of antecedent-based interventions in natural settings. The lack of antecedent-based intervention research in natural settings significantly limits the applicability of the existing antecedent event research to teachers who work with students with challenging behaviors in classroom settings. This article critically analyzes the current status of the research investigating the use of antecedent events in the functional assessment process, with an emphasis on interventions conducted in natural settings. Issues related to measurement, validation, and antecedent-based interventions are emphasized, and suggestions for future research are outlined.
The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities
Authors: Mull Charlotte A. , Sitlington Patricia L.
Published: June 2008

This article summarizes findings regarding the use of technology in helping students with learning disabilities succeed in postsecondary education settings. The primary purposes of this article are to (a) identify the specific technology recommendations found in the literature, (b) identify issues related to using these recommendations in the transition to postsecondary education, and (c) provide recommendations for planning for the transition to postsecondary education.
A Comparison of Special Education in Israel and Palestine
Authors: Gumpel Thomas P. , Awartani Sana
Published: June 2008

Comparative studies of special education policy typically compare the provision of special education services in different countries, based primarily on comparative variables such as legal mandates, rules and regulations, and budgetary allocations. Aside from the analysis of these surface structures, it is imperative also to take into account the deep structures (i.e., sociohistorical background) of the culture that created those policies. In this study, different aspects of Israeli and Palestinian Authority special educational policies were compared on both surface and deep levels. The surface analysis revealed that both systems are currently undergoing major revisions and restructuring. On the one hand, the Israeli system is redefining how it will educate children with special educational needs in more inclusive settings (in stark contrast to previous segregationist policy). On the other hand, special education in the Palestinian Authority is an emerging field, currently experimenting with different models of inclusionary practices. Despite their differences, both systems are similar in that teachers are being asked to implement these changes. On a deep-structure level, Palestinian teachers tended to have a more radical view of issues concerning education and equity as they pertained to the necessity of educating all children in order to build a strong nation. Israelis tended to see their role as less steeped in the language of equity.
The Effects of African American Movement Styles on Teachers' Perceptions and Reactions
Authors: Neal La Vonne I. , McCray Audrey Davis , Webb-Johnson Gwendolyn , Bridgest Scott T.
Published: June 2008

This study examined teachers' perceptions of African American males' aggression and achievement and the need for special education services based on African American students' cultural movement styles (i.e., walking). The participants, 136 middle school teachers, viewed a videotape and completed a questionnaire. To study interaction effects between student ethnicity and student movement and teachers' ratings of student achievement, aggression, and need for special education, a completely randomized factorial analysis of variance was employed. The results indicated that the teachers perceived students with African American culture—related movement styles as lower in achievement, higher in aggression, and more likely to need special education services than students with standard movement styles. Implications for research are discussed.
Referral Rates for Intervention or Assessment
Authors: Hosp John L. , Reschly Daniel J.
Published: June 2008

This study synthesized the literature on the rates of referral for intervention or assessment of students from three racial groups: Caucasian, African American, and Hispanic. Ten studies, published or unpublished, that presented frequency counts for the population and the referred sample for at least one school district yielded 44 comparisons. For comparisons between African American and Caucasian students, the mean risk ratios comparing the referral rates were significantly different from zero. No significant differences were found between the referral rates of Hispanic students and Caucasian students. Implications, limitations, and directions for future research are presented.
The Influence of Item Composition on RAN Letter Performance in First-Grade Children
Authors: Compton Donald L.
Published: June 2008

This study investigated whether changing the letter composition of the Denckla and Rudel (1976) RAN task influenced task performance (speed and accuracy) and the RAN-word identification skill relationship in first-grade children. To accomplish this, 383 first-grade children were administered four different RAN tasks in October, and performance on these measures was used to predict word identification skill in April. The various RAN tasks consisted of the Denckla and Rudel RAN letter-naming task and three alternative RAN tasks constructed by making a letter substitution that replaced the letter o within the Denckla and Rudel letter matrix ( a, d, o, p, s) with another letter. The three alternative RAN tasks were designed to increase visual confusion ( q for o), phonological confusion ( v for o), or the combination of visual and phonological confusion ( b for o). The results suggest that (a) substituting a letter that was visually similar to other letters within the Denckla and Rudel letter matrix had the greatest influence on RAN speed and accuracy performance, (b) substitutions that increased the phonological similarity of letters in the matrix predicted more unique variance in future word identification skill, (c) RAN accuracy performance as a predictor of future word identification skill provided little unique variance beyond that associated with RAN speed performance, and (d) RAN predicted significant variance in future word identification skill beyond that associated with the autoregressor in children who were at the earliest stages of reading development.
A Building-Based Case Study of Evidence-Based Literacy Practices
Authors: Greenwood Charles R. , Tapia Yolanda , Abbott Mary , Walton Cheryl
Published: June 2008

This study investigated the multiyear effects of a school-wide implementation of evidence-based literacy practices and a program to prevent early reading failure in one elementary school. Guided by a collaborative partnership/professional development model, the researchers hypothesized that teachers would implement and sustain their use of a range of new evidence-based practices and that these practices would produced accelerated levels and rates of growth in classroom reading behaviors broadly across students and in curriculum-based measurement (CBM) reading fluency. Results over 3 years indicated the following: (a) teachers did implement new evidence-based practices; (b) use of these practices with kindergarten and first-grade cohorts was associated with larger slopes in silent reading in second grade, a common point in time, compared to an older third-grade cohort not exposed to these strategies and to students at risk and with disabilities, who did not differ in their levels of classroom reading behavior; (c) classroom reading behaviors occurred most often in the presence of peer tutors, reading partners, or teacher-led one-on-one, small-group, or independent instructional arrangements as compared to entire group, teacher-led instruction; (d) growth in reading fluency was substantial overall; however, comparison of cohorts' progress at second grade indicated no differences in CBM fluency growth associated with students' differential histories of exposure to evidence-based practices, whereas differences in growth as a function of level of risk were found. Students at high risk progressed more slowly in attaining reading fluency than did typical students and low-risk students. Implications are discussed.
The Role of Social Contexts and Special Education in the Mental Health Problems of Urban Adolescents
Authors: Talbott Elizabeth , Fleming Jane
Published: June 2008

We explored the perceptions that youth with and without self-reported mental health problems had of their social contexts (family, peer, and school) and the extent to which youth with mental health problems had received special education services in school. We examined data for 4,088 urban youth with self-reported externalizing, internalizing, comorbid, and no mental health problems in early adolescence. With regard to family context, students with comorbid problems reported significantly lower scores for parent attention to misbehavior than students without mental health problems, and students with internalizing problems reported significantly less positive parent—child relations than those with externalizing problems. With regard to peer context, students with externalizing and comorbid problems reported that significantly greater numbers of their friends were involved in risky behavior than did members of the other groups. With regard to school context, students with internalizing and comorbid problems reported feeling more anonymous and less well-liked by peers and teachers than students with externalizing problems. Significantly more internalizers and members of the comorbid group were in special education classes than expected. The majority of the students with self-reported mental health problems received services for learning disabilities.
Instructive Feedback
Authors: Gessler Werts Margaret , Caldwell Nicola K. , Wolery Mark
Published: June 2008

Instructive feedback involves presenting extra nontarget stimuli in the consequent events of instructional trials and not requesting students to respond to those stimuli during instruction. The purposes of this study were to evaluate whether students (a) would acquire the behaviors for instructive feedback stimuli when those stimuli were presented after trials on any of a set of target behaviors rather than after a given target behavior and (b) acquired instructive feedback behaviors during acquisition of target behaviors or after mastery of those target behaviors. Four 11-year-old boys with mild disabilities participated, instruction occurred in their special education classroom, and a multiple-probe design across sets of behavior was used. Results indicate that the students (a) acquired their target behaviors, (b) acquired a high percentage of the behaviors for instructive feedback stimuli, and (c) generally acquired instructive feedback responses while acquiring target behaviors. The findings are discussed in terms of future research on instructive feedback and implications for practice.
What Is Special About Special Education for Students with Learning Disabilities?
Authors: Vaughn Sharon , Linan-Thompson Sylvia
Published: June 2008

In this article, the ways in which special education for students with learning disabilities was perceived as “special” historically and what we know about effective special education instructional practices for students with learning disabilities currently are summarized. The influence of monitoring progress, providing explicit and systematic instruction, understanding the critical factors associated with progress in academic areas such as reading and math, and teaching students in small groups with many opportunities to practice and obtain feedback are essential features of special education for students with learning disabilities. A model for providing integrated services between general and special education for students with learning disabilities is described.
What Is Special About Special Education for Students with Emotional or Behavioral Disorders?
Authors: Landrum Timothy J. , Tankersley Melody , Kauffman James M.
Published: June 2008

Although students with emotional or behavioral disorders have historically experienced poor school outcomes compared to other students with and without disabilities, a number of effective practices are available that can make special education for students with emotional or behavioral disorders special. Within the three broad intervention areas of inappropriate behavior, academic learning problems, and interpersonal relationships, we provide a brief overview of a number of empirically validated practices. We argue that teaching students with emotional or behavioral disorders demands unique interventions that are beyond that typically available or necessary in general education. We conclude that special education is special for students with emotional or behavioral disorders and that it can be even more special with greater efforts at implementing research-based practices early, with integrity, and sustaining these interventions over the course of students' school careers.
Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in “No Child Left Behind”
Authors: Browder Diane M. , Cooper-Duffy Karena
Published: June 2008

To define what is special about the education of students with severe disabilities, this article provides a snapshot of research-based practices that are relevant to the “No Child Left Behind” (NCLB) focus on accountability. The NCLB requirement to assess all students in reading, math, and science is contrasted to the functional approach typical of skill acquisition research for this population. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research-based strategies. We conclude that prior research provides guidance for how to select and teach skills even though new applications for academics are needed.
A Unified Theory of Practice in Early Intervention/Early Childhood Special Education
Authors: Odom Samuel L. , Wolery Mark
Published: June 2008

Over the last decade, the field of early intervention/early childhood special education (EI/ECSE) has emerged as a primary service for infants and preschool children with disabilities and their families. Systems for providing early intervention for infants and toddlers exist in every state, and all state Departments of Education are responsible for special education for preschool children. In EI/ECSE, a unified theory of practice has emerged and draws from a range of psychological and educational theories. A strong, evidence-based set of practices that service providers and caregivers use to promote the development and well-being of infants and young children with disabilities and their families underlies this theory of practice. The purpose of this article is to describe the tenets of this theory and identify evidence-based practices associated with each.
Transition-Focused Education
Authors: Kohler Paula D. , Field Sharon
Published: June 2008

In response to information regarding students' postschool outcomes, the past 15 years have reflected an increased focus on improving transition education and services for youth with disabilities. Three specific initiatives characterize this development: (a) federal special education and disability legislation; (b) federal, state, and local investment in transition services development; and (c) effective transition practices research. Outcomes of these initiatives include (a) an expanded perspective concerning transition education and services and (b) identification of practices that apply this perspective to individual student needs. The authors describe effective transition practices in five areas: student-focused planning, student development, interagency collaboration, family involvement, and program structures. Developing specific interventions and service arrays for individual students within each of the transition practice areas is essential for postschool success.
Developments in Curriculum-Based Measurement
Authors: Deno Stanley L.
Published: June 2008

Curriculum-based measurement (CBM) is an approach for assessing the growth of students in basic skills that originated uniquely in special education. A substantial research literature has developed to demonstrate that CBM can be used effectively to gather student performance data to support a wide range of educational decisions. Those decisions include screening to identify, evaluating prereferral interventions, determining eligibility for and placement in remedial and special education programs, formatively evaluating instruction, and evaluating reintegration and inclusion of students in mainstream programs. Beyond those fundamental uses of CBM, recent research has been conducted on using CBM to predict success in high-stakes assessment, to measure growth in content areas in secondary school programs, and to assess growth in early childhood programs. In this article, best practices in CBM are described and empirical support for those practices is identified. Illustrations of the successful uses of CBM to improve educational decision making are provided.
Where Should Students with Disabilities Receive Special Education Services?
Authors: Zigmond Naomi
Published: June 2008

The question of where special education students should be educated is not new. In this article, the author reviews research studies and research reviews that address this question. She argues that research evidence on the relative efficacy of one special education placement over another is scarce, methodologically flawed, and inconclusive. She also states that “Where should students with disabilities be educated?” is the wrong question to ask, that it is antithetical to the kind of individualized planning that should be embodied in decision making for and with students with disabilities, and that it fails to specify where, for what, and for whom. The author calls for new ways of thinking about the problem and of conducting research so that progress can be made on improving results for students with disabilities.
What Is Special About Special Education?
Authors: Cook Bryan G. , Schirmer Barbara R.
Published: June 2008

In this topical issue of The Journal of Special Education, leading scholars in special education reviewed the literature and investigated whether special education is, indeed, special by examining to what degree (a) effective techniques have been developed for students with disabilities, (b) these effective techniques are applied and implemented with fidelity, and (c) utilization of these techniques is unique to special education. In this article, the authors analyze findings from this special issue regarding what is special—effective, implemented, and unique—about special education. The authors found that effective, empirically supported practices have been developed for students with disabilities, that these techniques are used predominantly in special education, and that these effective practices are not implemented regularly or with fidelity. Recommendations to enhance the implementation of effective, research-based practices are offered.
The Alignment of Alternate Assessment Content with Academic and Functional Curricula
Authors: Browder Diane , Flowers Claudia , Ahlgrim-Delzell Lynn , Karvonen Meagan , Spooner Fred , Algozzine Robert
Published: June 2008

The 1997 amendments to the Individuals with Disabilities Education Act required states to provide access to the general curriculum and alternate assessments for students with disabilities who were unable to participate in statewide assessments. For this study, we examined the curricular focus of alternate assessments using performance indicators in math, language arts, and functional skills from 31 states. Experts in math education, language arts, and severe disabilities, along with a group of stakeholders (i.e., teachers and administrators), examined the performance indicators relative to their alignment to national standards and curricula. Experts and stakeholders identified states that had alternate assessment performance indicators that were clearly aligned to math or language arts and those that did not. A subgroup also considered the functionality of the indicators. Through a series of discussions, experts and stakeholders identified features of the performance indicators that exemplified alignment with general or functional curricula, including specificity of content, wording, required response, and grade-or age-level appropriateness. The results suggest that alternate assessments have a strong focus on academic skills but also reflect an additive curricular approach linking academic and functional skills.
Whose Job Is It?
Authors: Lindsay Geoff , Dockrell Julie E.
Published: June 2008

This study examined the perspectives of parents of children with specific speech and language difficulties in the United Kingdom and described the issues they raised when considering provision to meet their children's needs. The study used a mixed-methods approach. Data from interviews were analyzed using a computer-based qualitative interview analysis method (ATLAS/ti; Muhr, 1997), with reference to evidence from a parent-completed rating scale and assessments of the children's language and educational development. The issues generated by the analyses were considered in relation to whether the child attended mainstream or special school. Results are discussed in the context of current educational policies for inclusive education and parental participation in meeting children's educational and social needs.
When Paths Diverge
Authors: Dale Philip S. , Mills Paulette E. , Cole Kevin N. , Jenkins Joseph R.
Published: June 2008

Long-term follow-up information on children who have participated in early childhood special education (ECSE) has seldom been available. In the present study, the cognitive and academic performance of 171 thirteen-year-old graduates of 2 ECSE curricula is examined. Although preschool cognitive measures continued to predict later performance significantly, there were numerous examples of “errors of prediction,” that is, children whose later academic performance was substantially better or worse than predicted on the basis of a regression equation. Six individual and family factors were individually at least moderately associated with outcome status and collectively strongly correlated with status as “improver” or “decreaser”: positive temperament, European American ethnicity, male gender, middle income, initial referral for gross motor concerns, and nonreferral for social concerns.
To Integrate or Not to Integrate
Authors: Poon-McBrayer Kim Fong
Published: June 2008

This article examines the policies and implementation of and barriers to integration within the parallel system of general and special education in Hong Kong. The article begins with a discussion of the history, organization, and current status of special education. Then, policies supporting integration and efforts to implement integration are discussed, followed by an analysis of systemic problems for integration and challenges to effective integration. Prospects for future special education services are considered. The author concludes that successful integration and quality provision of special education will rely on policies and governmental leadership in eliminating systemics problems such as elitism, a nonaccepting school culture and teacher attitudes, inadequate teacher training and qualifications, and inefficient resource allocation and monitoring.
Choice for All?
Authors: Estes Mary Bailey
Published: June 2008

In this article, 3 concerns voiced by legal analysts and advocates for students with disabilities regarding charter schools are reviewed, the extent of special education services in charter schools in Texas is reported, and the validity of those concerns is examined. Data submitted to the Texas Public Education Information Management System were reviewed, and interviews with charter school administrators were conducted. The author examined 5 principles of the Individuals with Disabilities Education Act—zero reject; individualized education program; appropriate assessment; free appropriate public education; and least restrictive environment—as well as levels of expertise in federal disability law, fiscal barriers, disability categories, and regional variations.
The Supply of and Demand for Special Education Teachers
Authors: McLeskey James , Tyler Naomi C. , Saunders Flippin Susan
Published: June 2008

There is a critical shortage of special education teachers in the United States. This shortage is chronic and severe and exists in every geographic region of the nation. This article provides an analysis of factors influencing the supply of and demand for special education teachers. Initially, the magnitude of this shortage is addressed, considering variances that exist by personnel type, locality, and job description. This is followed by an analysis of trends in the supply of and demand for special education teachers, considering factors such as student enrollment, production of teacher education programs, and the reserve pool. Finally, illustrative examples of strategies used by specific states and districts to resolve shortage problems are provided. The article concludes with a list of priorities for future research.
Cultural and Linguistic Diversity and the Special Education Workforce
Authors: Tyler Naomi C. , Yzquierdo Zina , Lopez-Reyna Norma , Saunders Flippin Susan
Published: June 2008

The need for special education teachers from culturally and/or linguistically diverse (CLD) backgrounds has become a national concern. The majority of school districts nationwide list the recruitment and retention of teachers from diverse backgrounds as a priority. Many cite difficulties with finding adequate personnel, a problem that is complicated by current special education teacher shortages. The authors of this article synthesize research findings on the current demographics of diverse teachers and the impact on student outcomes. They also summarize qualities of teacher preparation programs that successfully prepare CLD teachers according to the following themes: recruitment, retention, alternative certification, and post—teacher preparation. Recommendations for future research are provided.
Special Education Teacher Retention and Attrition
Authors: Billingsley Bonnie S.
Published: June 2008

The lack of qualified special education teachers threatens the quality of education that students with disabilities receive. Attrition plays a part in the teacher shortage problem, and efforts to improve retention must be informed by an understanding of the factors that contribute to attrition. Specifically, the author provides a thematic analysis of studies investigating factors that contribute to special education teacher attrition and retention. She addresses four major themes: teacher characteristics and personal factors, teacher qualifications, work environments, and teachers' affective reactions to work. Following this thematic review, a critique of definitional, conceptual, and methodological approaches used to study special education attrition is provided, as are priorities for future research.
Meeting the Demand for Highly Qualified Special Education Teachers During Severe Shortages
Authors: Brownell Mary T. , Hirsch Eric , Seo Seonjin
Published: June 2008

In the authors' response to the other articles in this special series, they acknowledge the dilemma that chronic teacher shortages and recent demands for a quality teacher for every child pose for securing sufficient numbers of special educators. We provide information about current policies and programs that states and districts are implementing that hold promise for improving the supply of qualified special educators. Although we recognize the potential effectiveness of individual strategies, such as induction programs, we emphasize the importance of a comprehensive, statewide reform effort as the most viable mechanism for resolving teacher shortages.
Response to Intervention
Authors: Barnett David W. , Daly Edward J. , Jones Kevin M. , Lentz F. Edward
Published: June 2008

There have been several proposals to the effect that special service decisions could be based, at least in part, on the construct of response to intervention and not necessarily on traditional child measures. Single-case designs that focus on intervention response and intensity are reviewed as a potential evaluation framework for interdisciplinary teams to help answer special services resource questions. Increasing-intensity designs are based on sequential intervention trials ordered on a continuum that builds in intensity. Decreasing-intensity designs start with more comprehensive or multicomponent interventions and intervention facets that are systematically withdrawn so that interventions become more natural and ecologically sustainable. The advantages and challenges associated with these designs for use in special education eligibility decisions are discussed as models for child evaluation in schools.
The Importance of Getting Started Right
Authors: Bullis Michael , Yovanoff Paul , Havel Emily
Published: June 2008

This study examined the facility-to-community transition of 531 incarcerated youth following their release from Oregon's juvenile correctional system, for a period of 12 months. Data on the sample were gathered through phone interviews, while they were still in custody and then every 6 months after their parole. The interviewees were asked to describe their work, educational, and living and social experiences in the community. For this sample, (a) being engaged in work and/or school within 6 months after parole and (b) receiving services from mental health and other social service agencies within 6 months in the community were associated with being engaged in work and/or school 12 months after exit. Participants with disabilities were less likely to be engaged and were more likely to return to the juvenile correctional system than participants without disabilities.
The “Discrete Trials” of Applied Behavior Analysis for Children with Autism
Authors: Choutka Claire Maher , Doloughty Patricia T. , Zirkel Perry A.
Published: June 2008

This study provides an analysis of case law concerning applied behavior analysis (ABA) for students with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/ review officer and court decisions published in EHLR ( Education for Handicapped Law Report) and IDELR ( Individuals with Disabilities Education Law Report) into 2 groups representing the central issues of contention between parents and districts—program selection (e.g., instructional approach) and program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in terms of who won, did not favor either parents or districts. The three factors predominantly associated with wins by either party for both groups of decisions were testimony of witnesses, documentation of progress, and Individualized Education Program elements.
Teacher Expectations of Student Behavior
Authors: Lane Kathleen L. , Givner Christine C. , Pierson Melinda R.
Published: June 2008

This study explored elementary school teachers' expectations of student behavior in terms of teachers' demographic characteristics as well as level (primary vs. intermediate vs. combined) and program type (general vs. special educator). Teachers identified which social skills they viewed as critical for success in their classrooms. Results showed that primary and intermediate teachers view skills in the areas of self-control and cooperation as equally important for success and perceive assertion skills as substantially less important. General and special educators placed similar value on the importance of assertion and self-control skills, but general educators viewed cooperation skills as more essential for success than did special educators. Implications for prereferral intervention and service delivery for special education students are discussed.
Socioemotional and Academic Adjustment Among Children with Learning Disorders
Authors: Al-Yagon Michal , Mikulincer Mario
Published: June 2008

This study examined the role of attachment-based factors (children's attachment style, children's appraisal of teacher as a secure base, and teacher's feelings of closeness to child) in explaining differences in Israeli children's socioemotional adjustment (self-rated sense of coherence, loneliness) and academic functioning (teacher-rated). The sample comprised 98 children with learning disorders from general education classes in four public elementary schools and 107 typically developing children from the same classes. Significant intergroup differences emerged in socioemotional and academic adjustment as well as attachment-based factors. Moreover, attachment-based factors were significantly correlated with adjustment measures and significantly mediated the association between learning disorders and socioemotional adjustment. The findings are discussed in terms of the theoretical and practical implications rendered by children's experiences in close relationships on socioemotional adjustment among school-age children with learning disorders.
A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance
Authors: Reid Robert , Gonzalez Jorge E. , Nordness Philip D. , Trout Alexandra , Epstein Michael H.
Published: June 2008

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the characteristics of their academic performance has been less clear. This article reports the results of a meta-analysis of the academic status of students with EBD. The overall effect size was −.64, which indicated that students with EBD had significant deficits in academic achievement. An examination of moderators (subject area, setting, and age) indicated that students with EBD performed at a significantly lower level than did students without disabilities across academic subjects and settings; greater deficits were not observed in older students with EBD (i.e., those more than 12 years old), as compared to younger students. Implications and areas for future research are discussed.