bluuebunny/crossref_metadata_2025 huggingface dataset:
The Influence of Affect on the Achievement and Behavior of Students with Learning Disabilities
Authors: Yasutake David , Bryan Tanis
Published: December 2008

Research indicates that students with learning disabilities are likely to be at greater risk for experiencing negative affect than their higher achieving counterparts. The purpose of this article is to review recent research on the effects of affect on thoughts, cognition, and behavior. This research finds that induced positive affect leads to more accurate performance on math, greater learning of new vocabulary, and better performance on a new learning task. Implications of and suggestions for follow-up studies of negative and positive affect in students with learning disabilities are presented.
Transformational Obstacles in Special Education
Authors: Wiest Dudley J. , Kreil Dennis A.
Published: December 2008

Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of “job role dissonance” in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift paradigms or simply restructure current practice is impeded by institutional obstacles. From an experiential perspective, the authors examine these obstacles and how they have affected the reframing of the field of learning disabilities. Specifically, they identify legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff as impediments to a more healthy and viable service delivery to children. Finally, dissonance is proffered as a normal component of a true restructuring movement.
What Learning Disability Does
Authors: Dudley-Marling Curt , Dippo Don
Published: December 2008

This article uses discourse theory to determine what kind of relationship learning disabilities have with taken-for-granted assumptions of schooling and the social and political contexts in which schools are situated. The authors argue that learning disabilities, by helping to explain several contradictions and anomalies of schooling, function to sustain dominant assumptions underlying schooling and society. From this perspective, the field of learning disabilities plays a role in maintaining a status quo in which the inequitable distribution of social goods in society is seen as the “natural” consequence of an “equitable” meritocracy. The authors call on learning disabilities practitioners to augment the support they offer students with efforts to actively confront the inequities of schooling and society.
The Social Construction of Ability and Disability
Authors: Ruiz Nadeen T.
Published: December 2008

During the course of an ethnographic study of a bilingual special education classroom, three profile types of students emerged, ranging from students with severe language learning disabilities to students with normal abilities. The study points out the inadequacy of a medical model view of student abilities and disabilities—a view that underestimates the communicative and academic competence of bilingual students. Concurrently, the results support a contextual performance view—a view that acknowledges the role of instructional context in revealing the upper or lower range of students' communicative and academic competence. The study further suggests some contextual features of instruction that are associated with students from all profile types showing their best in terms of language and literacy skills.
Educating Children with Learning Disabilities in Foxfire Classrooms
Authors: Kugelmass Judy W.
Published: December 2008

Because every classroom in American schools contains heterogeneous groups of students, inclusion is more than an issue of concern just for special educators. This article provides examples of elementary classrooms that have adopted the Foxfire approach to instruction as a means of developing learning communities that serve all children. The teachers who are described turned to learner-centered instruction not as a method to promote the inclusion of children with learning disabilities, but, rather, as a means of providing optimal learning experiences for all their students. The rationale for developing elementary classrooms that are learner-centered communities is explored, and specific examples of instructional approaches are provided.
In Knowing Our Students Ourselves
Authors: Jackman Jessica A.
Published: December 2008

This article describes the relationship between a middle school student teacher and one of her students with learning handicaps. Through a series of interviews and observations for 1 school year, the teacher learned about the needs of this student and also developed insights into teaching, particularly related to students with learning disabilities. Jimmy was a sixth grader with a first-grade reading level. He revealed his tricks and methods for getting out of reading to the teacher, who was amazed that he made it so far without reading. The teacher's feelings changed from hopeless at first to hopeful and proud by the end of the year. During the interviews, Jimmy described how he would get very nervous when he was asked to read, and quickly start trouble to disrupt the class and be sent to the principal's office. He would often fake sickness and be sent to the nurse, just to get out of reading. This interview process not only enlightened the teacher about her student, but also created a vehicle for her to form a working relationship with her student. This relationship was essential to Jimmy's beginning to read.
Operationalizing a Definition of Learning Disabilities
Authors: Shaw Stan F. , Cullen Joseph P. , McGuire Joan M. , Brinckerhoff Loring C.
Published: December 2008

Past, present, and future concerns regarding the definition of learning disabilities (LD) are documented. Research on efforts to clarify the LD label is discussed, with a focus on the questionable utility of the discrepancy model. Finally, an approach to operationalizing the NJCLD definition of LD is presented and applied.
Stories From the Resource Room
Authors: Albinger Peggy
Published: December 2008

The purpose of this qualitative study was to analyze unstructured, open-ended interviews with children in the first through sixth grades who were identified with specific learning disabilities. The analysis focused on how the children felt about their learning disabilities and how they perceived themselves when labeled learning disabled. Themes emerged from the data that suggested children fabricated stories about (a) where they went during resource time, (b) not being able to read, and (c) being called names and feeling bad about themselves. These findings were discussed in relation to previous research and implications for future placement decisions.
Bilingual Special Education Teachers' Shifting Paradigms
Authors: Ruiz Nadeen T. , Rueda Robert , Figueroa Richard A. , Boothroyd Margaret
Published: December 2008

This study examined the nature and process of change among five bilingual special education teachers as they attempted to modify existing instructional practices. Three factors affected the change process: (a) The more special education training in the teachers' background, the stronger their reductionist orientation; (b) change involves shifts in instructional practices and shifts in beliefs, and they do not automatically go hand in hand; and (c) change is most facilitated at the beginning stages of collaboration by including practicing members of the teachers' occupational community as agents of change.
Beyond the Herring Sandwich Phenomenon
Authors: Bacon Ellen H. , Bloom Lisa A.
Published: December 2008

This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of student work. Three students in the program discuss how the principles of the revised program and the portfolio process affected their education and their teaching. The authors present strategies for helping teacher education students create innovative educational programs in their schools.
Transition to Living
Authors: Sitlington Patricia L.
Published: December 2008

The purpose of this article is to document the need for assisting individuals with learning disabilities (LD) to transition to adult life, with particular emphasis on aspects of adult life other than employment and postsecondary education. The adult roles emphasized are maintaining a home, becoming appropriately involved in the community (including recreation and leisure activities), and experiencing satisfactory personal and social relationships. The first section of this article reviews the results of major studies on the adult adjustment of individuals with LD, and discusses these individuals' learning characteristics. The second component briefly highlights existing models of career education and life skills education. The third section focuses on current practices in programming for adolescents with LD; and the final section proposes steps that must be taken if we are to more effectively help these individuals in their transition to all aspects of adult life.
Life Skills Curricula for Students with Learning Disabilities
Authors: Cronin Mary E.
Published: December 2008

This article presents a review of the current literature on life skills curricula and instruction as they relate to students with learning disabilities. The review of life skills literature is organized into two sections: intervention and follow-up/follow-along studies. Based on the available research, several suggestions for designing research programs that address life skills curricula and instruction for students with learning disabilities are outlined.
Transition Planning Assessment for Secondary-Level Students with Learning Disabilities
Authors: Clark Gary M.
Published: December 2008

This article presents a survey of and recommendations for transition planning assessment for secondary teachers of students with learning disabilities. The author makes a case for redirecting assessment practices in secondary instructional programs to obtain present-level-of-functioning information for IEP planning that extends beyond high school graduation as a single outcome. Critical outcomes in adult adjustment requiring transition planning are presented. Current standardized and nonstandardized assessment procedures that focus on adult outcomes, as well as preferences and interests in planning for the future, are described. The author gives recommendations for planning and conducting transition-needs assessment for secondary schools.
Assessment and Treatment of Learning Disabilities in Portugal
Authors: Fonseca Vitor da
Published: December 2008

This article is one in our Special International Perspectives on Learning Disabilities series. The author attempts to present the actual contextual picture of the learning disabilities (LD) field in Portugal, where the school failure rate in public schools is approximately 37% and 29% in primary and secondary systems, respectively. The need for a clear educational and legislative definition of LD is advanced, as well as some expectations for that national problem. A critical analysis of the assessment and treatment models is given, as well as some suggestions for and challenges to the role of schools and personnel training centers. Research priorities also are taken into account.
Teaching Low Achievers and Students with Learning Disabilities to Plan, Write, and Revise Opinion Essays
Authors: Wong Bernice Y. L. , Butler Deborah L. , Ficzere Sheryl A. , Kuperis Sonia
Published: December 2008

A total of 38 problem learners comprising adolescents with learning disabilities and low achievers participated in this study. Of these, 20 were untrained control participants; the remainder were trained to plan, write, and revise opinion essays. Trainees were randomly divided into pairs and taught to collaboratively use interactive dialogues to plan and revise their essays (but they wrote their essays separately). The results from multivariate analyses of variance (MANOVAs) and effect sizes indicated that trainees improved significantly from pretest to posttest in clarity and cogency of written opinion essays, and maintained such gains. Additional analyses indicated that they surpassed the untrained control group. Questionnaire data indicated trainees improved in self-efficacy of writing only. The same finding held true in comparison with untrained participants. The discussion integrates the trainees' performance data with the questionnaire data and considers the research implications and limitations of the study.
Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers
Authors: Montali Julie , Lewandowski Lawrence
Published: December 2008

Studies have shown that when information is presented through visual and auditory channels simultaneously (i.e., bimodal presentation), speed of processing and memory recall are enhanced. The present study demonstrated the efficacy of a bimodal approach to fostering reading comprehension. Eighteen average readers (9 girls and 9 boys) and 18 less skilled readers (8 girls and 10 boys) in Grades 8 and 9 participated in the study. Students were presented with social studies and science passages via a computer. Passages were presented in three conditions: visually (on screen), auditorily (read by digitized voice), and bimodally (on screen, highlighted, while being voiced). Following each passage, students answered 10 oral-response, short-answer comprehension questions. Results indicated that less skilled readers comprehended more with bimodal versus unimodal presentations. Overall, their performance in the bimodal condition was commensurate with average readers' comprehension in the visual condition. For less skilled readers, an increase in word recognition from pre- to posttesting on word lists was found across conditions. In addition, results of a brief consumer satisfaction survey suggested that low-skilled readers felt most successful in terms of their comprehension when passages were presented bimodally. Several clinical issues involved in presenting information bimodally using computers are discussed.
The Experiences of Families of Children with Learning Disabilities: Parental Stress, Family Functioning, and Sibling Self-Concept
Authors: Dyson Lily L.
Published: December 2008

Quantitative and qualitative measures of 19 parents and 19 siblings of school-age children with learning disabilities (a parent-sibling pair for each child) showed that the functioning of the families and the self-concept of the siblings were comparable to that in families of nondisabled children, but the parents in the former group experienced greater stress than did parents of nondisabled children. Furthermore, despite few problems in sibling relationships, the families experienced adaptational difficulties, especially with regard to the school. Family intervention and future research are suggested.
Authenticity In Learning
Authors: Ferretti Ralph P. , Okolo Cynthia M.
Published: December 2008

Proponents of educational reform highlight the importance of creating instructional environments that encourage students‘ active involvement in the learning process. To be so involved, students with and without disabilities must construct knowledge, evaluate the products of their work, and engage in the design of solutions to authentic problems. We believe that these goals are especially important for students with disabilities, many of whom are passive learners who experience difficulty with the flexible use of knowledge and skills. Our analysis of the research evidence leads us to conclude that students‘ thinking skills and attitudes are enhanced when they collaborate in the solution of authentic problems. We view the social skills curriculum as a rich source of authentic problems that affords opportunities to promote thinking by enabling argument about controversial issues. Further, we contend that educational multimedia are potentially powerful tools for constructing knowledge, especially when used in collaborative project-based instructional environments, or multimedia design projects. We review evidence about the efficacy of multimedia design projects in promoting students‘ construction of knowledge, thinking, and problem solving, and discuss some potential challenges to the efficacy of this approach.
Brain Imaging And Behavioral Outcome In Traumatic Brain Injury
Authors: Bigler Erin D.
Published: December 2008

Brain imaging studies have become an essential diagnostic assessment procedure in evaluating the effects of traumatic brain injury (TBI). Such imaging studies provide a wealth of information about structural and functional deficits following TBI. But how pathologic changes identified by brain imaging methods relate to neurobehavioral outcome is not as well known. Thus, the focus of this article is on brain imaging findings and outcome following TBI. The article starts with an overview of current research dealing with the cellular pathology associated with TBI. Understanding the cellular elements of pathology permits extrapolation to what is observed with brain imaging. Next, this article reviews the relationship of brain imaging findings to underlying pathology and how that pathology relates to neurobehavioral outcome. The brain imaging techniques of magnetic resonance imaging, computerized tomography, and single photon emission computed tomography are reviewed. Various image analysis procedures, and how such findings relate to neuropsychological testing, are discussed. The importance of brain imaging in evaluating neurobehavioral deficits following brain injury is stressed.
Children And Adolescents With Traumatic Brain Injury
Authors: Clark Elaine
Published: December 2008

Changes in federal law have paved the way for students with traumatic brain injury (TBI) to receive special educational services. Although not all students with TBI need special education, many will need careful planning for reintegration into the classroom. The present article presents information about the range of services that need to be considered for these students and the problems that can affect students‘ academic and social functioning. Characteristics that distinguish this group of students from peers with special learning needs are highlighted and specific suggestions are made to help educators work more effectively with these students when they return to school. A case study is used to highlight the issues discussed.
The Effect of a Diagnostic Label of Language Delay on Adults' Perceptions of Preschool Children
Authors: Wood Michelle , Valdez-Menchaca Marta C.
Published: December 2008

The effects of the label of expressive language disorder (ELD) on adults' perceptions of preschoolers were investigated. Twenty adults interacted with 3 children of typical development and one child previously diagnosed with ELD. Adults were randomly assigned to a label group (in which the child with ELD was identified) or a nonlabel group (in which the child with ELD was not identified). After interacting with dyads of children, adults ranked them according to behavioral characteristics and competencies. Results indicated that the nonlabel group ranked the child with ELD as significantly less likable and less productive, and they predicted less academic competence from her. In contrast, the label group did not differentiate the children behaviorally, but they predicted less social competence from the child with ELD. Implications regarding the use of labels in the inclusion of children with disabilities are discussed.
Educational Aspects of Mathematics Disabilities
Authors: Miller Susan Peterson , Mercer Cecil D.
Published: December 2008

Research suggests that students with learning disabilities have significant difficulty acquiring and retaining math skills. A variety of factors seem to be contributing to the poor math performance of these individuals. The purpose of this article is to discuss these factors and make recommendations that will enhance the likelihood of better math performance. The article begins with a discussion of national reform movements that have influenced math instruction (i.e., National Council of Teachers of Mathematics Standards, minimum competency testing, graduation requirements, inclusion). Next, learner characteristics are reviewed, then issues related to math instruction are described. Finally, ways to improve current practices in math education are discussed.
Educational Assessment of Mathematics Skills and Abilities
Authors: Bryant Brian R. , Rivera Diane Pedrotty
Published: December 2008

Mathematics assessments play a valuable role in identifying students' strengths and weaknesses and in developing and monitoring instructional practice. Over the last century, mathematics assessment has been refined as math content has changed as a result of curriculum reform. Today, researchers and practitioners use various assessment techniques to (a) identify students who have mathematics learning disabilities (LD), (b) target individual strengths and weaknesses across mathematics areas, (c) document the effects of mathematics instruction in a remedial or special program, (d) identify strategies that students employ during math activities, (e) conduct research about the characteristics of students with math LD, and (f) examine the technical characteristics of mathematics tests. This article provides an historical overview of the development of mathematics assessment and a description of specific strategies for conducting math evaluations.
Outpatient Treatment of Dyslexia Through Stimulation of the Cerebral Hemispheres
Authors: Kappers E. Jan
Published: December 2008

Although a number of experimental investigations into the effects of hemisphere stimulation on the reading performance of individuals with dyslexia are currently available, only a few studies have addressed the effects of treatment in the setting of an outpatient clinic. The present study reports on the reading results after a treatment that was based on the balance model and incorporated notions from cognitive psychological origin in 80 children with severe dyslexia who were referred to the outpatient clinic of the Paedological Institute in Amsterdam. Treatment was individually tailored, depending on the type of dyslexia, the phase of the learning-to-read process, and the intermediate results of treatment. Effects on reading performance, measured after preclinical (home-training), clinical, and postclinical intervention periods, were analyzed through multiple time-series and multilevel analyses. Treatment with flash cards, exercising automatic letter-sound conversions, appeared to have a robust and slight effect in the preclinical and clinical phases, respectively, whereas hemishpere stimulation produced robust effects in both the clinical and the post-clinical period. The results are discussed in terms of theoretical models, experimental findings of other investigations, intellectual and scholastic characteristics of the subjects, and such treatment factors as compliance (see Note).
A Life Skills Approach to Mathematics Instruction
Authors: Patton James R. , Cronin Mary E. , Bassett Diane S. , Koppel Annie E.
Published: December 2008

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in the home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.
Achieving Meaningful Mathematics Literacy for Students with Learning Disabilities
Authors: Goldman Susan R. , Hasselbring Ted S.
Published: December 2008

In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.
Definition and Treatment of Dyslexia
Authors: Gersons-Wolfensberger D. C. M. , Ruijssenaars Wied A. J. J. M.
Published: December 2008

A committee of the Health Council of the Netherlands prepared a report on the definition and treatment of dyslexia at the request of the Minister of Health, Welfare, and Sport (see Note). The Health Council, as charged by the Health Act, is to inform the government on the state of science with respect to public health issues. The Council is entirely funded by the government but otherwise completely independent (an independence guaranteed by law).

The committee was formed to answer questions regarding the provisions and funds needed for the treatment of persons with dyslexia, neuropsychological treatment modalities, in particular, and the role of speech and language therapists. Definitive decision making about reimbursement by the Dutch National Health Service for treatment by speech and language therapists in cases of dyslexia was on hold, pending the committee's report.

Specific attention was requested for the following aspects: the definition of dyslexia (the characteristic symptoms of this category of developmental language disabilities); the consequences of the proposed definition for indication and treatment; the appropriate methods of treatment; the involvement of several possible professionals (e.g., neuropsychologist, remedial teacher, speech and language therapist), as well as the role of the neurologist during and in relation to the treatment process; and those situations in which treatment should be the responsibility of the health care system. This article summarizes the committee's considerations and conclusions on these different aspects.
The Effects of Extended Time on Algebra Test Scores for College Students With and Without Learning Disabilities
Authors: Alster Elaine H.
Published: December 2008

The purpose of this study was to assess the effects of extended time on the algebra test performance of community college students with and without learning disabilities. Forty-four students with learning disabilities and 44 students without learning disabilities attending five California community colleges participated in the study. The students each took an algebra test under timed conditions and a comparable test under extended-time conditions. The main results were that the students with learning disabilities scored significantly lower than the students without learning disabilities under timed conditions, the scores of the students with learning disabilities increased significantly with extended time, and the scores of the students with learning disabilities under extended-time conditions did not differ significantly from the timed or extended-time scores of the students without learning disabilities.
Neurodevelopmental Precursors to Learning Disabilities
Authors: Blumsack Julie , Lewandowski Lawrence , Waterman Betsy
Published: December 2008

This study documented the number and type of neurodevelopmental problems reported by parents of children with and without learning disabilities (LD), and examined whether a pattern of problems could be identified. One hundred parents, 50 for each group, responded to a retrospective developmental survey. Their children were between 9 and 13 years of age and had a history of either typical academic achievement or classification of a learning disability. Results indicated that the children with learning disabilities were reported to have significantly more neurodevelopmental problems or delays across domains (e.g., language, motor, attention, social behavior) than normal achievers. The study showed that a sizeable portion, although not all, of the children with LD had a history of neurodevelopmental problems. Despite findings that suggest that some difficulties more commonly co-occurred than others, a pattern of neurodevelopmental difficulties was not observed in these children. However, some specific difficulties, such as with following multistep directions, printing letters of the alphabet, and understanding directions (e.g., up, down, right, left), seemed to most typify the students with learning disabilities.
The Concomitance of Learning Disabilities and Emotional/Behavioral Disorders: A Conceptual Model
Authors: Rock Elana E. , Fessler Marjorie A. , Church Robin P.
Published: December 2008

Although research has documented overlapping and coexisting characteristics of learning disabilities and emotional/behavioral disorders, little attention has been paid to the subset of students who manifest symptoms of both disorders (LD/EBD). This gap in our professional knowledge/research base may be due to (a) exclusive language in federal definitions that promotes differentiation of disabilities rather than recognition of symptom overlap; (b) the lack of a conceptual model of concomitant learning and emotional/behavioral disorders; and (c) the absence of a research focus on this population. In this article, we construct a conceptual model involving six critical domains of relevance to students with LD/EBD. After describing the utility of this interactive and functional model, we highlight critical issues in screening, assessment, and programming for children with concomitant LD/EBD.
Mental Retardation and Learning Disabilities: Conceptual and Applied Issues
Authors: Polloway Edward A. , Patton James R. , C. Smith Tom E. , Buck Glenn H.
Published: December 2008

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in terms of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.
Two-Year Group Treatment for Children with Learning Difficulties
Authors: Lamminmäki Tuija , Ahonen Timo , de Barra Helena Todd , Tolvanen Asko , Michelsson Katarina , Lyytinen Heikki
Published: December 2008

The results of a 2-year treatment study of children with learning problems are reported. During the first treatment year, half of the children participated in a multifaceted neurocognitive treatment and the other half in a treatment that provided supervision of school tasks and peer group support. During the second treatment year, all children participated in the neurocognitive treatment. The participants were 74 Chilean children 6 to 11 years old. The issues under investigation were the effect of treatment duration, and the relationship between pretreatment neurocognitive and behavioral characteristics and academic treatment outcome. The results indicated that significant gains occurred during both the first and the second treatment year. No major differences were found between the treatment groups. Pretreatment negative behavioral traits were associated with lesser academic growth in the group participating in the homework supervision treatment but not in the neurocognitive treatment group.
Key Questions Related to Building Collaborative and Inclusive Schools
Authors: Idol Lorna
Published: December 2008

In this article the author provides the reader with 15 key questions, the answers to which are designed to facilitate the development of collaborative and inclusive schools. The questions are organized into three categories: general and philosophical questions pertaining to inclusion, some questions about the basic mechanics of developing inclusion programs, and some questions about the practical implementation of inclusion. Emphasis is placed on the provision of a modified continuum of services via a variety of ways of supporting teachers in inclusive classrooms.
Co-Teaching Experiences
Authors: Walther-Thomas Christine S.
Published: December 2008

This report describes a 3-year study of 18 elementary and 7 middle school teams involved in the development and implementation of building-level programs designed to support students with disabilities in mainstream classrooms. All of the teams used co-teaching as an integral part of their service delivery models. During the investigation, 119 teachers and 24 administrators participated in 1 or more years of data collection. The emerging benefits and persistent problems that participants identified in the development of their models are described.
Meeting the Challenge of Consultation and Collaboration
Authors: Coben Sharon S. , Thomas Carol Chase , Sattler Robert O. , Morsink Catherine Voelker
Published: December 2008

The roles of special educators as consultants and collaborators have long been established and supported. The rationale for these roles is also well documented. Many models—consultative, collaborative, and teaming—have been suggested in the literature; sometimes, these models exhibit similar goals, competencies, and processes. Because of intensified pressures to collaborate, successful implementation of collaborative and team efforts requires that special educators expand their roles as interactive professionals. The purpose of this article is to define and describe the consultation, collaboration, and teaming models that have been implemented, discuss their strengths and limitations, delineate how these models contribute to interactive teaming, outline key features of the interactive team, and provide some guiding principles for successful implementation.
Research Into Practice in Special Education
Authors: Stanovich Paula J. , Stanovich Keith E.
Published: December 2008

In this article the authors outline a number of disparate reactions to the Gersten et al. (this issue) piece. Gersten et al. rightly point out that researchers' reluctance to draw conclusions from ambiguous data is at odds with educators' daily demands and serves to reduce the impact of research. In contrast, the authors argue that on those occasions when educators have confronted the application of undocumented practices, they have done society a great service. The lack of middle-level scientist/practitioners in the education field is discussed. This situation puts much more of a burden on educational practitioners and researchers to stretch themselves to communicate with each other. Issues of source credibility become paramount, and widespread dissemination of scientific criteria for evaluating claims is critical. Finally, it is argued that researchers and educators are kindred spirits at the epistemological level, because both are grounded in a “what works” epistemology.
Clearing Hurdles in Teacher Adoption and Sustained Use of Research-Based Instruction
Authors: Wong Bernice Y. L.
Published: December 2008

Gersten et al., in this issue of JLD, have pinpointed variables that preclude teachers' sustenance of research-based instructional strategies. These variables fall squarely on the shoulders of intervention researchers. However, they have not attended to variables that stem from teachers themselves. Hence, in my commentary, I focus on teacher variables that account for their lack of initiation and sustenance of research-based instructional strategies. Specifically, I highlight teachers' (a) overarching conceptions of teaching, (b) subject-area knowledge, and (c) sense of self-efficacy. Of these, for reasons given in my article, I elaborate more on teacher self-efficacy. I conclude with suggestions on promoting teacher self-efficacy.
A Neuropsychological Approach to the Assessment of Adults with Learning Disabilities in Vocational Rehabilitation
Authors: Michaels Craig A. , Lazar J. Wayne , Risucci Donald A.
Published: December 2008

A description of cognitive, academic, and personality characteristics of adults with learning disabilities (LD) referred for services through the state/federal vocational rehabilitation system is presented. This study builds on the work of Minskoff, Hawks, Steidle, and Hoffmann (1989) and validates their conclusions that, as a group, adults with LD participating in vocational rehabilitation are homogeneous relative to other groups of adults with LD. By taking a neuropsychological approach to the assessment process, the current study further subdivided the assessment categories described by Minskoff et al. This approach assumes that the vocational competence of adults with learning disabilities may be better understood in terms of their visual and auditory perception; verbal and nonverbal reasoning; verbal and mixed (verbal/nonverbal) learning; linguistic and nonlinguistic memory; semantic, expressive, and receptive language; basic and conceptual academic skills; and social and psychological adjustments. The data analyses identify several potential patterns of psychosocial and neuropsychological strengths and weaknesses that may be important in vocational rehabilitation efforts.
Profiles of College Students Demonstrating Learning Disabilities With and Without Giftedness
Authors: Ferri Beth A. , Gregg Nöel , Heggoy Synnove J.
Published: December 2008

The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations.
The Person with a Learning Disability as a Minority Group Member
Authors: Coughlin Dan
Published: December 2008

Last semester, while concluding an autobiography for a class assignment, the author came to the realization that being a person with a learning disability constitutes a strong connection to people of other minority groups. This article will develop that theme, searching relevant issues through applied sociological principles and utilizing personal commentaries by members of those groups.
State Disparities in the Diagnosis and Placement of Pupils with Learning Disabilities
Authors: Lester Gillian , Kelman Mark
Published: December 2008

We investigated the hypothesis that interstate disparities in the diagnosis of pupils with learning disabilities (LD) are more strongly correlated with demographic and sociopolitical factors than with the biological prevalence of the disability. We also investigated the relationship of these factors to placement practices. Thirteen independent variables representing state characteristics were simultaneously regressed against each of seven static dependent variables, measuring diagnostic and placement practices in 1989, and two dynamic dependent variables, measuring changes in practices between 1976 and 1989. Results of the regression indicated that although demographic and sociopolitical factors explained none of the total prevalence of the four most common physical disabilities (adjusted R2[ R2] = 0), they did explain to a moderate degree the state prevalence of LD ( R2 ranged from .15 to .28), and were more predictive still depending on measure of LD prevalence. Moreover, these same factors strongly predicted the extent to which states mainstreamed their pupils ( R2 = .59) and the size of the nonmainstreamed cognitively disabled (LD and educable mentally retarded) population ( R2 = .56).
A Twin Study of Mathematics Disability
Authors: Alarcón Maricela , DeFries John C. , Light Jacquelyn Gillis , Pennington Bruce F.
Published: December 2008

Although results obtained from recent twin and adoption studies suggest that individual differences in mathematics performance are due in part to heritable influences, no genetic analysis of mathematics disability (MD) has been previously reported. In this article we present data from the first twin sample ascertained for mathematics deficits (40 identical and 23 same-sex fraternal twin pairs in which at least one member had MD). When mathematics performance data from these twin pairs were subjected to a multiple regression analysis, evidence for a significant genetic etiology was obtained. However, tests for the differential etiology of MD as a function of reading performance level were nonsignificant. Results of this first twin study of MD indicate that the condition is significantly heritable, but data from additional twin pairs will be required to test hypotheses of differential etiology more rigorously.
Academic Underachievement in ADHD Subtypes
Authors: Marshall Richard M. , Hynd George W. , Handwerk Michael J. , Hall Josh
Published: December 2008

Although a relationship between attention-deficit/hyperactivity disorder (ADHD) and academic underachievement has been widely reported, the nature of this relationship has not been specified. The present investigation addresses this relationship directly by comparing 24 students (20 males and 4 females) with ADHD and 20 students (15 males and 5 females) with attention-deficit disorder without hyperactivity (ADD/noH) referred to a university-based diagnostic clinic for comprehensive neuropsychological assessment. The students ranged in age from 6 years 0 months to 12 years 10 months. Consistent with previous reports, this study found that math achievement test scores for students with ADD/noH were significantly lower than those for students with ADHD. These findings support previous research suggesting the ADD/noH may represent a distinct ADD subtype. It is hypothesized that inattention interferes with students' ability to master abstract symbol systems, especially in the acquisition of basic arithmetic skills in the primary grades.
The Effect of Five Proofreading Conditions on the Spelling Performance of College Students with Learning Disabilities
Authors: McNaughton David , Hughes Charles , Clark Karen
Published: December 2008

This study investigated the effect of five proofreading conditions on the spelling performance of 12 college students with learning disabilities on a composition activity. The proofreading conditions investigated were handwriting with no additional assistance, handwriting with a conventional print dictionary, handwriting with a handheld spelling checker, word processing with no additional assistance, and word processing with an integrated spelling checker. A repeated measures ANOVA was used to analyze the results, with proofreading condition used as a within-participants factor. Except for handwriting alone, all of the techniques resulted in significant reductions in the number of spelling errors in the students' written work; however, none of the techniques enabled the students to produce compositions with a mean level of spelling accuracy comparable to that of their nondisabled peers.
Correspondences Among Parent, Teacher, and Student Perceptions of Adolescents' Learning Disabilities
Authors: Stone C. Addison
Published: December 2008

A group of 26 adolescents with learning disabilities (Grades 9 through 12), their parents, and their special education teachers were asked to rate the students' skills in each of 21 specific areas covering general ability, oral language, reading, written language, math, study skills, motivation, social skills, attention, and nonverbal skills. Correspondences in the absolute and relative ratings of parents, teachers, and students across the 21 skill areas were examined. The parents' ratings were consistent with those of the teachers in 16 areas and significantly lower than the teachers in 5 areas. The students' ratings were generally higher than those of their parents and teachers. The student-teacher differences were significant in 6 areas, whereas the student-parent differences were significant in 11 areas. Although generally lower in absolute terms than the ratings of their children, the parents' relative ratings were strikingly parallel to their children's ratings across skill areas ( r= .80). Differences in the reference groups used for the ratings did not seem to account for the discrepant ratings. Possible implications of the differing perceptions of students' learning disabilities for students' self-esteem and academic progress are discussed.
Technology in the Assessment of Learning Disability
Authors: Bigler Erin D. , Lajiness-O'Neill Renee , Howes Nancy-Louise
Published: December 2008

Recent neuroradiologic and brain imaging technologies, along with methods for displaying electrophysiologic data, have promulgated active exploration in the assessment of learning disability with attempts to improve diagnostic precision and elucidate the neurobiological substrates of learning disorders. The following article reviews these techniques and explores the research that has been conducted in this area over the past two decades. Initial investigations attempted to elucidate irregularities or abnormalities of brain morphology in individuals with learning disability utilizing computerized tomography (CT). The current standard for structural imaging of the brain is magnetic resonance (MR) imaging, which has allowed for greater specificity in identifying brain abnormalities. More recently, functional magnetic resonance imaging (fMRI) has been postulated as holding some promise in distinguishing anatomic/function differences in LD. Electrophysiological (EEG) and metabolic imaging techniques offer methods by which human brain activity can be studied during cognitive processes. Computerized EEG studies including evoked potentials (EP) or event-related potentials (ERP), spectral EEG analysis, and topographic EEG brain mapping have also identified a number of brain irregularities in individuals with learning disabilities, though no consistent exemplars have emerged. Studies with positron emission tomography (PET) and single photon emission computerized tomography (SPECT) have also demonstrated a number of abnormalities and inconsistencies in individuals with learning disabilities, but, again, no systematic research has demonstrated specific diagnostic abnormalities. Though inroads and some consistent patterns have begun to emerge in the assessment of learning disability with the preceding technologies, a number of challenges persist with neuroimaging and neurophysiological and metabolic imaging techniques. To date, no diagnostic conclusions have been drawn utilizing these methods in the assessment of the neurobiologic basis to LD.