bluuebunny/crossref_metadata_2025 huggingface dataset:
Sustaining Secondary Transition Programs in Local Schools
Authors: Benz Michael R. , Lindstrom Lauren , Unruh Deanne , Waintrup Miriam
Published: May 2008

This article reports on factors that influence the sustainability of secondary transition innovations in local schools. We used a two-stage research process, which combined broad survey methods and an embedded case study design, to investigate the sustainability of a specific school-to-community transition model for youth with disabilities. We found that sustainability of comprehensive secondary transition innovations is increased when local programs (a) have the support of at least one key administrator, (b) produce positive student outcomes that are valued by school and community stakeholders, and (c) create a clear and unique role for their services that meets identified needs within the district. Program staff and administrators can increase the likelihood of these events occurring and of local programs being sustained. Implications for developing secondary transition innovations to support greater integration and sustainability in local schools are discussed.
Conditions for Sustaining Research-Based Practices in Early Reading Instruction
Authors: Foorman Barbara R. , Moats Louisa C.
Published: May 2008

Recent consensus documents are reviewed to define research-based practices in early reading instruction. Examples of professional development that incorporates research-based practices are provided, with particular reference to the Texas Reading Initiative and the authors' research project in Houston and in Washington, DC. Data relating gains in teacher knowledge, ratings of teaching effectiveness, and student achievement are presented. Conditions essential to sustaining and scaling research-based reading instruction are discussed and major obstacles identified.
Classic Articles in Special Education
Authors: Mcleskey James
Published: May 2008

There is little consensus regarding which articles have shaped the field of special education and are therefore classics. To begin to address this issue, this article uses an objective, data-based procedure to identify the 50 most frequently cited articles in general special education journals (i.e., Exceptional Children, Remedial and Special Education, and The Journal of Special Education) over the last 40 years. These articles address the major trends in the field of special education, such as school reform, inclusion, and mainstreaming; families and early childhood education; and assessment and classification of students with disabilities. From among these 50 articles, 10 are subjectively identified as classics that have shaped the field of special education. A rationale is provided for the selection of each of these articles.
Where Is the Phonics?
Authors: Joseph Laurice M. , Seery Mary Ellen
Published: May 2008

The purpose of this article is to review studies conducted in the last 12 years that consisted of examining the use of phonetic analysis strategies and/or phonics instruction with students with mental retardation. We conducted computer data-based searches and a manual search of 15 journals published from 1990 to 2002. Only 7 studies emerged that consisted of the use of phonetic analysis (making letter—sound correspondences) with individuals with mental retardation. Outcome measures varied across studies. However, no studies in the last 12 years focused on examining the effectiveness of direct/explicit phonics instruction with children with mental retardation. Findings from the 7 studies not emphasizing direct/explicit instruction revealed that individuals with mental retardation have the potential to benefit from phonic analysis strategies and/or instruction. Clearly, further research is needed before substantial conclusions can be derived. Suggestions for future research are provided.
A Systematic Examination of School Improvement Activities That Include Special Education
Authors: Duchnowski Albert J. , Kutash Krista , Oliveira Brian
Published: May 2008

Methodological and practical challenges present formidable barriers to conducting empirical evaluations of school reform initiatives. Systematic information about school reform and improvement, and its relationship to special education, is even more difficult to obtain. In this study, the authors developed a reliable and valid method to (a) systematically describe and assess the school improvement process and (b) examine its relationship to special education by including in the investigation programs for students with emotional disturbance. A rigorous case-study design was used with 20 schools that varied in their levels of improvement activity. Results indicated that the School Improvement Index (SII) could reliably and validly discriminate between schools engaging in high levels of school improvement activities and those schools engaging in low levels. The use of the SII as a research tool and an aid to local schools engaged in school improvement is discussed.
Boundaries in Family—Professional Relationships
Authors: Lord Nelson Louise G. , Summers Jean Ann , Turnbull Ann P.
Published: May 2008

The issue of boundaries between professionals and individuals/families is well documented within the clinical fields of counseling and social work but not thoroughly investigated in special education. Because maintaining quality relationships between families and educators is important, the development of appropriate guidelines requires a thorough understanding of the preferences of families and educators about the boundaries of their relationships. The authors investigated those preferences through a secondary analysis of a qualitative data set focusing on preferences for partnerships between families of children with disabilities and professionals. They analyzed transcripts from 34 focus groups and 32 individual interviews, identifying three themes related to boundary issues: (a) accessibility/availability (being reliably and flexibly available to families), (b) breadth of responsibility (going beyond strict interpretation of one's job description in working with families), and (c) dual relationships (fostering friendships, mutual support, or other roles in addition to a strict parent—professional relationship). Implications for parent—professional relationships and suggestions for conversations between professionals and families on preferences for boundaries are discussed.
Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes
Authors: Pierce Corey D. , Reid Robert , Epstein Michael H.
Published: May 2008

This review examined the effectiveness of teacher-mediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated interventions are successful across academic subject areas. However, the participant characteristics were defined poorly, and the settings used within these studies did not accurately reflect the current EBD population's actual classroom placement. Finally, a lack of programmatic research on teacher-mediated interventions has made it difficult, if not impossible, to generalize the outcomes of these studies to broader populations of students with EBD.
A Comparison of Eight Kindergarten Phonemic Awareness Programs Based on Empirically Validated Instructional Principles
Authors: Santi Kristi L. , Menchetti Bruce M. , Edwards Barbara J.
Published: May 2008

In this article, the authors review eight published and widely used curricula for teaching phonemic awareness. They describe characteristics that enhance ease of use and delivery of instruction and review how each of the programs addresses design features of phonemic awareness instruction supported by research evidence. Their findings indicated that these programs were generally easy to use and incorporated many instructional techniques based on research evidence. The programs also had four common weaknesses: (a) all materials needed for instruction were not typically included, (b) supplementary and home enrichment materials were not always present, (c) specific feedback techniques were not typically specified, and (d) practice and review activities were not routinely provided. The article concludes with a discussion of practical implications for selecting published phonemic awareness instructional materials.
Critical Factors Affecting the Success of Paraprofessionals in the First Two Years of Career Ladder Projects in Colorado
Authors: Bernal Christina , Aragon Lorenso
Published: May 2008

The growing number of students limited in English proficiency enrolling in U.S. public schools has led to a critical shortage of bilingual teachers. Districts across the nation have addressed this shortage by employing bilingual paraprofessionals to work under licensed teachers. Currently, school districts work collaboratively with institutions of higher education to develop locally based programs that provide paraprofessionals opportunities to complete the necessary basic education that may lead to a teaching license while they continue their employment as a paraprofessional. This article describes a model that provides social, financial, and academic support to paraprofessionals while they navigate their way through the first 2 years of college. The article also addresses critical factors that contribute to paraprofessionals' success in a college setting.
The Recruitment of Paraeducators Into the Special Education Profession
Authors: White Richard
Published: May 2008

This article provides a review of the arguments for and the history of recruitment of paraeducators into teacher education and special education. Paraeducator recruitment is portrayed as an effective response to the problems of teacher shortages in special education and the problem of inadequate diversity of students in teacher education. Evaluation outcomes, including performance outcomes for four cohorts of paraeducators attending the University of North Carolina at Charlotte's special education teacher education programs from 1988 to the present, are presented and compared to a major national study of paraeducator-to-teacher programs. New national initiatives in the area of paraeducator recruitment and recommendations for strengthening this recruitment effort are provided.
The Paraprofessional Role of Connector
Authors: Chopra Ritu V. , Sandoval-Lucero Elena , Aragon Lorenso , Bernal Christina , De Balderas Helen Berg , Carroll Diane
Published: May 2008

This article presents paraeducators' perceptions of the role they play in connecting the school to its community. Forty-nine paraeducators employed in various educational settings participated in focus-group interviews. Paraeducators reported close relationships with students and their parents that provided the basis for the paraprofessionals to act as connectors between parents and teachers, parents and community services, students and teachers, students and their parents, and students and their peers. The participants shared how they provided connections between the student and curriculum by using specific strategies aimed at helping students learn. The study uncovered the barriers that hamper the paraprofessional role as a connector.
Paraeducator Relationships with Parents of Students with Significant Disabilities
Authors: Chopra Ritu V. , French Nancy K.
Published: May 2008

This study examined the relationships between parents of students with significant disabilities and paraeducators who supported the students in inclusive educational settings to gain an understanding from several perspectives on the role paraeducator—parent relationships played in education of students with significant support needs. The study included the perspectives of parents, paraeducators, and teachers of students with significant support needs. We conducted in-depth interviews with 17 participants; 16 of them represented three program sites for students with significant support needs in the same district, and 1 was the district coordinator of programs for students with significant support needs. Results revealed five types of relationships between parents and paraeducators: close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship. Results indicated that it is important for paraeducators and parents to communicate because paraeducators spend more time with the students and gain insight into their academic and social behaviors. However, for paraeducator—parent relationships to be beneficial in the students' education, they must remain within the limits and boundaries established by the teacher.
Characteristics of Emotional Disturbance Among Female Students
Authors: Cullinan Douglas , Osborne Susan , Epstein Michael H.
Published: May 2008

This article reports data on characteristics of emotional disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately.
Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD
Authors: Ryan Joseph B. , Reid Robert , Epstein Michael H.
Published: May 2008

Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review. Findings from these studies indicate peer-mediated interventions were successful across academic subject areas and grade levels. However, the participants and settings used within these studies did not accurately reflect the current EBD population's ethnic or gender composition or actual classroom placement. Finally, despite the recent growth in the number of students identified with EBD, the number of research studies investigating academic interventions has declined.
Increasing Access to General Education
Authors: Copeland Susan R. , Hughes Carolyn , Carter Erik W. , Guth Carol , Presley Judith A. , Williams Cherwanda R. , Fowler Stephanie E.
Published: May 2008

We obtained perspectives on increasing access to general education from high school students who provided ongoing support to their peers with moderate or severe disabilities. Focus groups were conducted with 32 high school students without disabilities representative of students who participated in a structured service-learning peer support program. Analysis of their comments resulted in four categories of student responses: (a) perceived challenges to general education participation; (b) action taken by peer supports to increase access to general education by students with disabilities; (c) recommendations for improving a peer support program; and (d) perceived benefits to participating students and teachers. Findings are discussed and recommendations are provided for (a) refining a model of peer support to promote peer interaction and access to general education and (b) informing practice.
Exploring Secondary Special Education for Mild Mental Impairment
Authors: Bouck Emily C.
Published: May 2008

This study explored the current state of secondary special education in Michigan, focusing on students with mild mental impairment (MMI) and learning disabilities (LD). A survey was mailed to 378 secondary special education teachers. The survey asked questions pertaining to demographic data, curricular approaches and instructional environments, provider satisfaction and perceived effectiveness, and teacher preparation and professional development. Six findings were revealed: (a) lack of secondary experiences in preservice preparation; (b) low levels of vocational education for students with MMI and LD; (c) differential instructional environments and curriculum depending on size of district; (d) low rates of inclusion; (e) lower levels of satisfaction for programs for students with MMI; and (f) the need for curriculum for students with MMI.
A Survey Comparing Special Education Services for Students with Disabilities in Rural Faith-Based and Public School Settings
Authors: Eigenbrood Rick
Published: May 2008

This descriptive study examined the provision of special education services in faith-based schools, especially as compared to public schools. A survey was used to collect information about the special education services typically provided to students with mild disabilities in faith-based schools. Information was also gathered about teacher qualifications and instructional activities of special education teachers in faith-based schools. The same information was gathered on a matched sample of public schools. The results indicated that for this sample, most faith-based schools provided some level of special education services to students with mild disabilities and used some special education services provided by public schools. There were clear differences between the public and faith-based schools in this study, including (a) fewer students with identified disabilities in faith-based schools, (b) less special education training for the special education teachers in faith-based schools, and (c) less use of certain related services, such as physical therapy.
Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs
Authors: Elhoweris Hala , Mutua Kagendo , Alsheikh Negmeldin , Holloway Pauline
Published: May 2008

This study examines the effect of students' ethnicity on teachers' educational decision making. A total of 207 elementary school teachers from a large midwestern city participated in this study. All participants were randomly assigned to one of three treatment conditions. Each group was provided with a short case vignette describing a gifted child. One third of the teachers read a vignette describing a European American student, one third read a vignette describing an African American student, and one third served as a control group and received no information about the student's ethnicity. After reading the vignette, all participants were asked to respond to two questions. The results of this study indicated that the student's ethnicity did make a difference in the teachers' referral decisions.
Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability
Authors: Crowe Linda K.
Published: May 2008

This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based feedback, and Intervention 2 (I2) used communicative reading strategies (CRS), meaning-based feedback. After 10 hours of reading intervention, participants in I2 performed significantly better than the I1 group on a formal measure of reading comprehension and on story-related comprehension questions. Moreover, the I2 group retained comprehension of story details over a longer period of time than did the I1 group. No significant differences were found between I1 and I2 in the ability to answer story-related locative, descriptive, or inferential detail questions.
Parent and Teacher Engagement in Fostering the Self-Determination of Students with Disabilities
Authors: Zhang Dalun , Wehmeyer Michael L. , Chen Li-Ju
Published: May 2008

This study investigated the behaviors of parents and teachers in the United States and Taiwan in fostering the self-determination of elementary and secondary school students. Participants were parents and teachers of 203 students from the United States and 90 students from Taiwan. Findings indicated that U.S. teachers reported similar levels of engagement in selfdetermination—fostering behaviors as teachers in Taiwan; U.S. parents reported significantly higher levels of engagement in selfdetermination—fostering behaviors than parents in Taiwan; in both countries, teachers and parents of secondary school students reported higher levels of engagement than teachers and parents of elementary school students; and country differences and teacher—parent differences were related to some specific items. Interpretations of these findings and their implications for parent and teacher education and cultural differences are discussed.
Urban School Failure and Disproportionality in a Post-Brown Era
Authors: Blanchett Wanda J. , Mumford Vincent , Beachum Floyd
Published: May 2008

The decision in the Brown v. Board of Education (1954) case was one of the most significant events in American history in general and specifically in the educational system. Brown is so highly regarded because it held promise of placing America on the path toward equitable treatment of all of its citizens and laid the foundation for the civil rights and disabilities rights movements. Fifty years after Brown, however, it is very clear that many of the promises of Brown have not been fulfilled with regard to students of color living in urban settings, students who live in poverty, and students with disabilities. This article will discuss (a) the state of urban schools in the post-Brown era, (b) special education in the post-Brown era, (c) disproportionality and resegregation of African American students, (d) the double jeopardy of disproportionality and urban school failure, (e) the reasons why Brown is not working from the perspectives of urban community leaders, and (f) recommendations for fufilling the promises of Brown.
From Old Schools to Tomorrow's Schools
Authors: Green Tonika Duren , Mcintosh Angela Stephens , Cook-Morales Valerie J. , Robinson-Zanartu Carol
Published: May 2008

Despite the promise of Brown v. Board of Education, segregation is alive and well in today's schools. African American students are overrepresented in special education, have higher dropout rates, are suspended and expelled at higher rates, and are subject to persistent educational inequity. The role of psychoeducational assessment at the intersection of difference and disability has contributed to the persistent misidentification and overrepresentation of African American students in special education. However, paradigms for assessment hold promise for fulfilling the hope of Brown in tomorrow's schools. In order to describe the impact of past and present psychoeducational assessment practices on African American learners, we track the evolution of psychoeducational assessment in the context of three eras: (a) prior to Brown, or “old schools”; (b) post Brown, an era of hope for “new schools”; and (c) the situation in today's schools. The education of African American students and students with disabilities emerge as parallel and intertwined throughout this history.
African American Families Under Fire
Authors: Harry Beth , Klingner Janette K. , Hart Juliet
Published: May 2008

This article focuses on the discrepancy between school personnel's negative stereotyping of African American families and the family information gleaned by ethnographic research. Using findings from a 3-year ethnographic study of the special education placement process in a culturally diverse urban school district, we describe the general atmosphere of negativity that prevailed among school personnel with regard to African American families living in poverty. The article focuses on the families of three case study students who were referred to special education. Home visits and ethnographic interviews with caregivers revealed family strengths that were neither known nor tapped by school personnel. We interpret the findings in terms of the power of cultural capital and the discrepancy between the schools' perceptions of such capital and the capital actually possessed by families.
Examining the Legacy of Brown
Authors: Shealey Monika Williams , Lue Martha Scott , Brooks Michael , Mccray Erica
Published: May 2008

The Brown v. Board of Education (1954) case has left a lasting impact on the way children are educated in this country. Much has been written about the legacy of Brown as it relates to current desegregation practices, academic achievement for students of color, and school reform. This paper will examine the implications of the Brown decision on reform efforts in special education, as well as address the need for greater emphasis on teaching that reflects an understanding of the intersection of race, culture, and class.
The Current State(s) of Prereferral Intervention Teams
Authors: Truscott Stephen D. , Cohen Celina E. , Sams Deanna P. , Sanborn Kathryn J. , Frank Alicia J.
Published: May 2008

Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. Survey 1 obtained information about state PIT regulations and recommendations from employees of the 51 state education departments (50 states and Washington, DC). Survey 2 obtained information about elementary schools' PIT prevalence, membership, goals, and common intervention recommendations from employees of 200 elementary schools (4 per state). Survey 1 results indicated that although 69% of states mandate prereferral intervention and 86% require or recommend PITs, states provided little direction about how to implement such services (e.g., only 14% specified or recommended team composition). Survey 2 results indicated that 85% of schools had PITs, which were composed predominantly of multidisciplinary specialists (e.g., administrators and school psychologists). Remedial teachers and parents were sometimes PIT members, but community representatives were seldom on the PIT. There was no clear school-based consensus on PIT goals. PITs most commonly recommended additional services, testing, or easy classroom interventions and seldom recommended substantive instructional modifications. Existing PITs seldom approached problems or interventions from an ecological perspective. Implications for research and practice are discussed.
Roles and Responsibilities of Secondary Special Education Teachers in an Age of Reform
Authors: Wasburn-Moses Leah
Published: May 2008

Special education teachers in today's workplace must show “competence at teaching everything” (Mastropieri, 2001). They work in different settings, teaching and adapting content across all levels. Added to this complexity are reform efforts that are driving major changes in the entire special education system, including service delivery models and teacher roles. However, without an understanding of teachers' current roles and responsibilities, we cannot know if such recommendations are feasible or how they would change the world of practice. This study surveyed high school special education teachers to investigate their daily work lives. In general, participants taught courses in several different content areas, primarily in self-contained settings. They also held numerous nonteaching roles. All roles and responsibilities were independent of the number of years taught and of teachers' educational backgrounds. Implications for transforming teachers' work lives in an effort to increase student outcomes are discussed.
Effects of Curriculum-Based Measurement With and Without Diagnostic Feedback on Teacher Planning
Authors: Capizzi Andrea M. , Fuchs Lynn S.
Published: May 2008

The purpose of this study was to assess the effects of curriculum-based measurement (CBM), with and without diagnostic feedback, on general and special educators' instructional planning in reading. Participants were 19 second-grade teachers with their 309 students without disabilities and 16 resource teachers with their 127 first- through fifth-grade students with mild disabilities. Blocking on background (general vs. special education), teachers were assigned randomly to three conditions: control, CBM, or CBM with diagnostic feedback (CBM+D). CBM data were collected on students for 3 consecutive weeks. Then teachers attended a 2-hour workshop where they completed classwide and individual student instructional planning sheets in accordance with their experimental condition. For the individual plans, one high-, one average-, and one low-performing student was selected from each teacher's class. On the classwide plans, across backgrounds, teachers in the CBM+D condition targeted fewer objectives than control teachers. On individual plans, CBM+D resource teachers targeted appropriate skills for average- and low-achieving students more effectively than did CBM and control resource teachers, and CBM+D second-grade teachers targeted appropriate skills for average- and high-achieving target students more effectively than CBM second-grade teachers. Implications for future research and practice are discussed.
The Urban Paraeducator Goes to College
Authors: Wall Shavaun , Davis Karen L. , Winkler Crowley Abby L. , White Laura L.
Published: May 2008

The ParaMet training program was jointly established by an urban university, a disability service provider, and an urban public school system to assist the school system in complying with the paraeducator training and supervision requirements of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and, eventually, the No Child Left Behind Act (NCLB) of 2001. This article analyzes the strengths and needs of the first 2 cohorts of paraeducators accepted into the ParaMet program. The findings indicate that the paraeducators, who are predominantly from the minority group served by the local public schools, bring unique strengths to the special education teams. However, many will also require extraordinary academic supports to be successful in undergraduate-level training.
Teaching Young English Learners to Read: Research From California, Florida, Minnesota, Pennsylvania, and Texas
Authors: Graves Anne W. , Alvarado José Luis
Published: May 2008

The collection of articles in this special series demonstrates that research on English learners (ELs) is occurring all over the United States, where almost 500 different languages are reportedly spoken in the schools (Kindler, 2002). Although Spanish speakers still total approximately 77% of ELs, Vietnamese, Hmong, Korean, Creole (Haitian), Cantonese, Arabic, Russian, Navajo, Tagalog, Khmer (Cambodian), and unspecified Chinese languages represent another 15% of second-language learners. In various large cities, the remaining 8% of ELs include fairly large groups of students speaking Middle Eastern, Southeast Asian, South Asian, European, and African languages (Kindler, 2002). The diversity of languages spoken in urban schools in the United States has given rise to a focus on improving experiences for ELs (Neufeld & Fitzgerald, 2001).
Oral Reading and Maze Measures as Predictors of Success for English Learners on a State Standards Assessment
Authors: Ives Wiley Hilda , Deno Stanley L.
Published: May 2008

Curriculum-based measurement (CBM) of oral reading has been used to aid in identifying students who are at risk for failing the reading portion of their spring state standards tests. The purpose of this study is to determine whether adding a maze reading measure would aid in predicting the performance of students who are English learners (ELs). The study, conducted in an urban elementary school, used both oral reading and maze measures with EL and non-EL students to predict their performance on the reading portion of a state standards test for third- and fifth-grade students. Moderate to moderately strong correlations were obtained between the state standards test and both oral reading fluency and the maze task. Combining the measures increased the predictive power for non-EL students but not for ELs.
Formatively Evaluating the Reading Progress of First-Grade English Learners in Multiple-Language Classrooms
Authors: Graves Anne W. , Plasencia-Peinado Judith , Deno Stanley L. , Johnson John R.
Published: May 2008

This study provides descriptive data on first-grade reading proficiency of English learners in multiple-language settings. Using curriculum-based measurement of reading (CBM-R) to measure oral reading fluency (ORF) and a nonsense word— reading fluency (NWF) measure, weekly scores during the final 6 weeks of the first-grade school year indicated gains of approximately one word per minute each week on ORF and two words per minute each week on NWF. The results are very similar to the progress of non—English learners from previously documented studies of first-grade performance using CBM-R. Participating students experienced significant gains in both ORF and NWF in 6 weeks. By the end of the first grade, English learners in this study read a mean of 46 words per minute on the CBM-R. The correlation between the scores for ORF and NWF at the end of first grade was strong (r = .86). Weak correlations of fluency measures with student language proficiency and teacher ratings were found. Educational implications and future research are discussed.
Crossover of Phonological Processing Skills
Authors: Leafstedt Jill M. , Gerber Michael M.
Published: May 2008

This study investigated three questions: Do phonological processes show cross-linguistic transfer? How does the language of instruction influence the relationship between phonological processes and decoding? Does performance on Spanish and English phonological processing tasks similarly predict English decoding for the same English learners (ELs)? We studied first-grade ELs who had been enrolled for 2 years in two programs that differed by language of instruction (English only and bilingual). Phonological processing skills were examined following a theory of core phonological processing deficits that postulates that three related constructs—phonological awareness, phonological coding, and phonological recoding—are the major components of phonological processing. The results indicate that (a) phonological processes do exhibit cross-linguistic transfer in young ELs; (b) phonological awareness might best be conceptualized as comprising two developmentally overlapping components; (c) language of instruction influences English and Spanish word reading and Spanish pseudoword decoding, but not English pseudoword decoding; and (d) phonological awareness is the only theoretical phonological processing construct significantly related to all English and Spanish reading tasks.
Spanish Literacy Instruction for At-Risk Kindergarten Students
Authors: Linan-Thompson Sylvia , Pedrotty Bryant Diane , Dickson Shirley V. , Kouzekanani Kamiar
Published: May 2008

Kindergarten students at risk for reading difficulties who received beginning reading instruction in Spanish demonstrated mixed results following supplemental instruction from their classroom teachers when compared to two other groups: typically achieving peers in the same school and at-risk students in a control school. Following the intervention, intervention students demonstrated significant differences from their typically achieving peers on letter naming, letter sounds, initial sound identification, syllable segmentation, syllable blending, and word identification. However, there were no significant differences between the intervention students and the at-risk comparison students on any measure. Limitations and educational implications are discussed.
Witnessing Brown
Authors: Smith Anne , Kozleski Elizabeth B.
Published: May 2008

The 50th anniversary of the Brown v. Board of Education decision provides a critical opportunity to reflect on Brown's importance, impact, and the lessons it provides on achieving racial desegregation and its relationship to the progressive inclusion of students with disabilities into public schools across the United States. This article explores the parallels and intersections between the racial desegregation of America's public schools and the inclusion of students with disabilities in these schools.
Special Education and Private Schools
Authors: Taylor Shanon S.
Published: May 2008

Principals of private schools were questioned about the practices of their schools regarding students with special needs. This mixed-design study was a part of a larger study to determine the current state of special education services in private schools in Tennessee. Initial demographic information on schools was gathered and analyzed by a quantitative survey. Open-ended questions regarding the mission of the schools, admissions and continued enrollment policies, and strengths and weaknesses of the schools as they pertained to serving students with special needs were presented in a questionnaire. The results indicate that leadership style may play a role in the acceptance of students with special needs in private schools. More research is needed due to the push for school choice through the No Child Left Behind Act and state voucher programs.
Inquiry-Based Environments for the Inclusion of Students With Exceptional Learning Needs
Authors: Rapp Whitney H.
Published: May 2008

A qualitative study of children's museums' successful inquiry-based learning environments is described, focusing on four students with various exceptional learning needs. Benefits for the students in terms of scaffolded instruction, meaningful and contextualized activities, self-regulated learning, the establishment of learning communities, play, and parental involvement are noted. A discussion of the generalization of learning to the classroom and of positive attitudes and children's museums as inclusive, supplemental environments is included. Implications for future practice involve school—museum partnerships and individualized programming for all learners.
Idea 2004
Authors: Smith Tom E.C.
Published: May 2008

The Individuals with Disabilities Education Act (IDEA) was recently reauthorized as the Individuals with Disabilities Education Improvement Act of 2004. Several significant changes were made in the most recent reauthorization. These included requirements for “highly qualified” special education teachers; a track that will result in full funding; changes in the composition of Individualized Education Programs (IEPs) and committee involvement in the IEP process; transition from school to postschool; identification procedures for students with learning disabilities (LD); due process hearings; expulsion and suspension of students with disabilities; and a host of other, less significant changes. Although on the surface some of these changes appear to be major, the primary purpose of IDEA—providing a free, appropriate public education for children with disabilities—remains intact.
Individuals With Disabilities Education Act Reauthorization
Authors: Turnbull H. Rutherford
Published: May 2008

The reauthorized Individuals with Disabilities Education Act (IDEA) is a school-reform law closely aligned with the No Child Left Behind Act (NCLB); a civil rights law; and a “cousin” of the 1996 welfare reform law. By imposing new or strengthened accountability expectations on students with disabilities and their parents, the reauthorized IDEA conveys a message about personal responsibilities. In that respect, it makes accountability—the hallmark of NCLB, and one of the core concepts in the original (1975) and all subsequent authorizations of IDEA—a bilateral concept: Congress, the SEAs, and the LEAs will assume shared responsibilities for educating students with disabilities and benefiting their parents, but the students and their parents must take on more responsibilities for their own behavior and for their relationships with the SEAs and LEAs.
Retention, Social Promotion, and Academic Redshirting
Authors: Frey Nancy
Published: May 2008

State and district accountability systems are increasingly including retention in grade for young students who do not demonstrate adequate reading achievement levels. This article examines the research on the effectiveness of retention and other responses, including social promotion, and the growing parental practice of “academic redshirting” of children by delaying their entry into kindergarten. Recommendations for future research are discussed.
Recruiting and Retaining Male Special Education Teachers
Authors: Rice Craig J. , Goessling Deborah Peters
Published: May 2008

The percentage of male students who complete an undergraduate degree in the field of special education continues to be much lower than that of female graduates. Low status, low salaries, the perception of teaching as women's work, potential complaints of child abuse and sexual harassment, and a lack of male peer groups factor into this low percentage. Male teachers are needed to be positive role models for all children. The need for male teachers as special educators is paramount. The reasons for the gender disparity in special education are discussed based on the current literature, as is the need for possible strategies to encourage more male special educators.
Creative Problem Solving for General Education Intervention Teams
Authors: Bahr Michael W. , Walker Kenneth , Hampton Eric M. , Buddle Bonita S. , Freeman Tamyra , Ruschman Nancy , Sears Jennifer , Mckinney Angela , Miller Maurice , Littlejohn William
Published: May 2008

Creative problem solving (CPS) is an approach for identifying solutions to problems within a structured, facilitated process. In the current studies, CPS was customized for general education intervention (GEI) teams in elementary schools. In the first study, 24 GEI teams were randomly assigned either to a CPS for GEI training condition or to a control group. Team outcome measures were tracked over the course of a school year, and the CPS for GEI teams consistently demonstrated superior performance relative to controls across all measures. One year later, a second study investigated 2 approaches to delivering training in CPS for GEI teams. Five teams received CPS for GEI training directly from university-based staff, and 9 teams received training from employees in their district who had previously received CPS for GEI training from the university-based staff (a “train-the-trainers” approach). Schools receiving training from their own staff performed as well as the independently trained schools, thereby providing support for the train-the-trainers approach. Discussion focuses on the results from both studies and identifies areas for future research and practice with CPS for GEI teams.
Impact of Instructional Consultation Teams on the Disproportionate Referral and Placement of Minority Students in Special Education
Authors: Gravois Todd A. , Rosenfield Sylvia A.
Published: May 2008

The current study investigated the impact of implementing Instructional Consultation Teams (IC Teams) on the disproportionate referral and placement of minority students into special education. Data were collected on referral and placement patterns of minority students in 13 IC Teams schools and 9 comparison schools. Three accepted indices of disproportionality—including risk indexes, odds ratios, and composition indexes—were calculated and analyzed for the baseline and for 2 years of project implementation. After 2 years of implementation, there were significant decreases in the risk of minority students in IC Team project schools being referred to and placed in special education when compared to nonproject schools. Moreover, the odds of minority students' being referred and placed in special education decreased by almost half in IC Team schools. Similar decreases in IC Team schools were noted when analyzing the composition indexes. The current findings also highlight the influence that quality classroom instructional practices have on the referral and placement of minority students for special education services.
Considerations in Implementing Intervention Assistance Teams to Support English Language Learners
Authors: Ortiz Alba A. , Wilkinson Cheryl Y. , Robertson-Courtney Phyllis , Kushner Millicent I.
Published: May 2008

Intervention assistance teams (IATs) can help teachers design and implement interventions to improve the performance of English language learners (ELLs) who are experiencing academic or behavioral difficulties, providing the supports needed to resolve many such difficulties within the context of general education. If interventions are unsuccessful and ELLs are subsequently referred for special education, eligibility decisions are informed by documentation that students did not make adequate progress despite general education problem solving and that students' problems cannot be explained by such factors as limited English proficiency or cultural differences. To be successful, however, IATs must accurately interpret data about ELLs and design culturally and linguistically responsive interventions. This article presents considerations in implementing IATs for ELLs, including team membership, the knowledge base needed by team members, intervention design, and recordkeeping.
Classic Articles in Special Education
Authors: Mcleskey James , Landers Eric
Published: May 2008

This exploratory investigation sought to identify classic articles from the general special education literature that were published between 1960 and 1989. Initially, widely cited articles that were published during this time in Exceptional Children, Remedial and Special Education, and The Journal of Special Education were identified. Faculty from doctoral degree—granting institutions of higher education were then surveyed regarding which of these widely cited articles should be considered classics. Twelve articles, addressing such topics as mainstreaming or inclusion, student identification, curriculum-based measurement, efficacy of mainstreaming/inclusion programs, secondary curriculum and transition from school to work, and curricula for students with severe disabilities, were identified as classics. Directions for future research are discussed, including the need to clarify reliable methods for identifying classic articles and to identify classic articles in areas of specialization within special education. Finally, implications for practice are addressed.