bluuebunny/crossref_metadata_2025 huggingface dataset:
Vitamin D3 analogue EB1089 inhibits the proliferation of human laryngeal squamous carcinoma cells via p57
Authors: Lu Lianjun , Qiu Jianhua , Liu Shunli , Luo Wenjing
Published: May 2008

The objective of this study is to evaluate the role of the cyclin-dependent kinase inhibitor p57 in EB1089-inhibited proliferation of human laryngeal squamous carcinoma cells (HEp-2). HEp-2 cells were treated with the vitamin D3 analogue EB1089 for 48 h and total RNA was extracted for reverse transcription-PCR amplification using primers for the p57 coding sequence. Proteins were detected by Western blot analysis. For interference using silencing RNA (siRNA), HEp-2 cells were transfected with siRNA specific for p57 (siRNA-p57) or a negative control sequence (siRNA-con) followed by treatment with 10 nmol/L EB1089. The effects of EB1089 on cell proliferation were evaluated by 5-bromo-2′-deoxyuridine incorporation and `3-(4,5-dimethylthiazol-2-yl)2,5-diphenyltetrazolium bromide assay. Cell death and cell cycle dynamics were monitored using flow cytometry. EB1089 significantly inhibited HEp-2 cell proliferation and increased p57 mRNA and protein levels; this was blocked by siRNA-p57 but not by siRNA-con. The EB1089-induced suppression of HEp-2 cell proliferation recovered to near-normal levels with siRNA-p57 transfection. EB1089 inhibits the proliferation of HEp-2 cells and p57 plays an important role in this. [Mol Cancer Ther 2008;7(5):1268–74]
PBISe, a novel selenium-containing drug for the treatment of malignant melanoma
Authors: Madhunapantula SubbaRao V. , Desai Dhimant , Sharma Arati , Huh Sung Jin , Amin Shantu , Robertson Gavin P.
Published: May 2008

Malignant melanoma is the most deadly form of skin cancer due to its highly metastatic nature. Untargeted therapies are ineffective for treating metastatic disease, leading to the development of agents specifically inhibiting proteins or pathways deregulated in melanoma. The deregulation of inducible nitric oxide synthase (iNOS) is one such event occurring in melanoma, and is correlated with poor survival. Current iNOS inhibitors, such as PBIT [S,S′-1,4-phenylenebis(1,2-ethanediyl)bis-isothiourea], require high concentrations for clinical efficacy causing systemic toxicity. To develop more potent agents effective at significantly lower concentrations, a novel isosteric analogue of PBIT was synthesized, called PBISe [S,S′-1,4-phenylenebis(1,2-ethanediyl)bis-isoselenourea], in which sulfur was replaced with selenium. PBISe kills melanoma cells >10-fold more effectively than PBIT, and cultured cancer cells are 2- to 5-fold more sensitive than normal cells. Like PBIT, PBISe targets iNOS but also has new inhibitory properties acting as an Akt3 pathway inhibitor and mitogen-activated protein kinase (MAPK) cascade activator, which causes decreased cancer cell proliferation and increased apoptosis. Inhibition of cellular proliferation mediated by PBISe induced a G2-M phase cell cycle block linked to excessively high MAPK activity causing decreased cyclin D1 and increased p21 as well as p27 levels. PBISe promotes apoptosis by inhibiting Akt3 signaling, elevating cleaved caspase-3 and PARP levels. Compared with PBIT, PBISe reduced tumor development by 30% to 50% in mice inducing a 2-fold increase in apoptosis with negligible associated systemic toxicity. Collectively, these results suggest that PBISe is a potent chemotherapeutic agent with novel properties enabling the targeting of iNOS, Akt3, and MAPK signaling, thereby promoting melanoma cell apoptosis and inhibition of proliferation. [Mol Cancer Ther 2008;7(5):1297–308]
Relevance of the Fanconi anemia pathway in the response of human cells to trabectedin
Authors: Casado José A. , Río Paula , Marco Esther , García-Hernández Verónica , Domingo Alberto , Pérez Laura , Tercero Juan Carlos , Vaquero Juan José , Albella Beatriz , Gago Federico , Bueren Juan A.
Published: May 2008

Trabectedin (Yondelis; ET-743) is a potent anticancer drug that binds to DNA by forming a covalent bond with a guanine in one strand and one or more hydrogen bonds with the opposite strand. Using a fluorescence-based melting assay, we show that one single trabectedin-DNA adduct increases the thermal stability of the double helix by >20°C. As deduced from the analysis of phosphorylated H2AX and Rad51 foci, we observed that clinically relevant doses of trabectedin induce the formation of DNA double-strand breaks in human cells and activate homologous recombination repair in a manner similar to that evoked by the DNA interstrand cross-linking agent mitomycin C (MMC). Because one important characteristic of this drug is its marked cytotoxicity on cells lacking a functional Fanconi anemia (FA) pathway, we compared the response of different subtypes of FA cells to MMC and trabectedin. Our data clearly show that human cells with mutations in FANCA, FANCC, FANCF, FANCG, or FANCD1 genes are highly sensitive to both MMC and trabectedin. However, in marked contrast to MMC, trabectedin does not induce any significant accumulation of FA cells in G2-M. The critical relevance of FA proteins in the response of human cells to trabectedin reported herein, together with observations showing the role of the FA pathway in cancer suppression, strongly suggest that screening for mutations in FA genes may facilitate the identification of tumors displaying enhanced sensitivity to this novel anticancer drug. [Mol Cancer Ther 2008;7(5):1309–18]
Plasminogen activator inhibitor-1 inhibits prostate tumor growth through endothelial apoptosis
Authors: Chen Shang-Chiung , Henry Dale O. , Reczek Peter R. , Wong Michael K.K.
Published: May 2008

Plasminogen activator inhibitor-1 (PAI-1) is an important endogenous inhibitor of urokinase-type plasminogen activator. Its action in tumor angiogenesis is complicated, varying with experimental setting and its cellular origin. To further understand the mechanism of the effect of PAI-1 on tumor angiogenesis, especially newly established tumor vasculature in early tumor progression, stable transfectants (TO-PAI-1) of the human prostate adenocarcinoma, PC3, were generated in which PAI-1 expression is under the control of the tetracycline-responsive promoter (Tet-On system). The TO-PAI-1 transfectants exhibit tight inducibility of expression of biologically active PAI-1 in vitro. Induction of PAI-1 expression in nude mice resulted in significant inhibition of tumor growth. This inhibition appears to be due to the effect of PAI-1 on angiogenesis, because it is manifested by an initial wave of tumor endothelial apoptosis accompanied by induction of tumor cell apoptosis and inhibition of tumor cell proliferation. Similar endothelial apoptosis is observed in vitro when human microvascular endothelial cells are physically cocultivated with TO-PAI-1 cells on vitronectin-coated plate. Taken together, these data show for the first time that PAI-1 induces endothelial apoptosis in the newly established tumor vasculature. [Mol Cancer Ther 2008;7(5):1227–10]
Inhibition of the Akt/survivin pathway synergizes the antileukemia effect of nutlin-3 in acute lymphoblastic leukemia cells
Authors: Zhu Ningxi , Gu Lubing , Li Fengzhi , Zhou Muxiang
Published: May 2008

The phosphatidylinositol 3-kinase (PI3K)/Akt and p53 pathways play antiapoptotic and proapoptotic roles in cell death, respectively. Cancer cell growth and progression are associated with high levels of PI3K/Akt activation by loss of PTEN expression and the inactivation of p53 by MDM2 overexpression. We report that inhibition of PI3K/Akt, either by the PI3K inhibitor Ly294002 or by expression of PTEN, synergized the ability of the MDM2 antagonist nutlin-3 to induce apoptosis in acute lymphoblastic leukemia (ALL). We used a set of ALL cell lines with wild-type p53 and MDM2 overexpression, but different status of PTEN expression/PI3K/Akt activation, to test the ability of nutlin-3 to induce p53 and apoptosis. Nutlin-3 activated p53 in all the ALL cell lines; however, induction of apoptosis was dependent on PTEN status. Nutlin-3 induced potent apoptosis in cells with PTEN expression but not in those without PTEN, suggesting that PTEN/PI3K/Akt pathway may play a role in this process. Furthermore, nutlin-3 significantly down-regulated survivin expression in PTEN-positive cells but not in PTEN-negative cells. When these nutlin-3–resistant cells were either pretransfected with the PTEN gene or simultaneously treated with the PI3K inhibitor Ly294002, survivin was down-regulated and sensitivity to nutlin-3 was increased. Furthermore, direct silencing of survivin by small interfering RNA also increased the proapoptotic effect of nutlin-3 on the PTEN-negative, nutlin-3–resistant ALL cells. Our results suggest that Akt-mediated survivin up-regulation in PTEN-negative ALL cells may counteract the proapoptotic effect of nutlin-3, and indicate that a combination of MDM2 antagonist and PI3K/Akt inhibitor may be a promising approach for treating refractory ALL. [Mol Cancer Ther 2008;7(5):1101–9]
Does Gender Influence the Patency of Infrainguinal Bypass Grafts?
Authors: Alpagut Ufuk , Ugurlucan Murat , Banach Maciej , Mikhailidis Dimitri P. , Dayioglu Enver
Published: May 2008

Infrainguinal revascularization is an effective method of treatment for femoropopliteal/tibial occlusive diseases. However, these bypass grafts are prone to stenosis. In this retrospective study, the authors investigate the association of gender with patency of infrainguinal bypass grafts. The outcomes for consecutive 375 male and 200 female patients who underwent infrainguinal bypass surgery for arterial occlusive disease are compared, and associations with characteristics of the patients, surgical procedure, and graft stenosis are determined. It is found that several demographic, biochemical, and etiological factors could influence the patency of bypass procedures in different genders. However, infrainguinal arterial reconstruction procedures performed in women have a worse outcome when compared with that in men.
An Attitudinal Explanation of Biases in the Criminal Justice System
Authors: Herzog Sergio
Published: May 2008

Theoretical perspectives, supported by empirical evidence, have consistently argued that the judicial treatment of offenders by criminal justice agents is sometimes biased by extralegal factors, such as offenders' sociodemographic characteristics. According to defensive attribution theory, individuals tend to protect themselves against unfortunate occurrences, such as becoming crime victims, by distorting the victim's role in his or her own victimization; these mechanisms depend on the observer's perceived similarity to the victim. The present study proposes an attitudinal perspective for explaining biases in legal decisions of criminal justice agents, by taking into account the perceived personal similarity between the victims and offenders involved in such situations and the observers. Respondents from an Israeli national sample were asked to evaluate the seriousness of and to suggest the appropriate punishment for hypothetical, multidimensional crime scenarios committed by a variety of offenders against a variety of victims. Overall, our findings supported our hypotheses. Their theoretical and practical implications are discussed.
Proactive Policing by Post and Community Officers
Authors: Famega Christine N.
Published: May 2008

Using data collected through social observations of 188 police officer shifts, the current research examines the time allocated to proactive and reactive activities by traditional and community police officers to assess (a) the extent to which post officers engage in proactive activities, (b) whether these activities differ from the (proactive) activities conducted by community officers, (c) whether post and community officers' activities reflect an emphasis on different functions of policing, and (d) to what extent the activities of both types of officers reflect community policing philosophy.
Toward a Critical Understanding of Gendered Color-Blind Racism Within the U.S. Welfare Institution
Authors: Monnat Shannon M.
Published: May 2008

Over the past 100 years, sociologists have been exploring and debating the components, origins, and effects of racism in every social institution in the United States. Although scholars have studied the structural racism inherent in the institution of welfare, no sociologist has fully applied a critical framework to understand the contemporary manifestations of gendered color-blind racism within the institution. This article combines Bonilla-Silva’s theory of color-blind racism with Hill-Collins’s concept of controlling images to advance the framework of gendered color-blind racism that can help to critically examine and understand the experiences of Black women within the social welfare system.
Intransitive or Object Deleting?
Authors: Liu Dilin
Published: May 2008

Many English transitive verbs, such as deliver, eat, know, read, and understand, can function without an object. The classification of these verbs has long been a challenge. An examination of both grammar reference books and textbooks finds both inconsistency and inaccuracy in the current treatment of these verbs, showing a need for a more accurate and consistent description of these verbs. Using an approach that combines syntactic, semantic, and pragmatic analysis, the author proposes a classification framework that provides a more accurate and systematic description of these verbs. It classifies English verbs used without an object into four categories: 1) pure intransitive verbs, such as arrive, rise, and sleep; 2) ergative intransitive verbs, such as break, increase, and open; 3) transitive-converted intransitive verbs of activity, such as eat, hunt, and read; 4) object-deleting verbs, warranted by discourse or situational context, such as know, notice, and promise. The object-deleting verbs are in turn divided into five sub-types according to their semantic features. The article ends with a discussion of the implications of this framework for writers of grammar reference books and textbooks and for English language learners in dealing with these verbs.
Toward a Theoretical Outline of the Subject
Authors: Leeb Claudia
Published: May 2008

This essay draws on Adorno's concept of the non-identical in conjunction with Lacan's concept of the Real to propose a “theoretical outline of the subject” as central for feminist political theorizing. A theoretical outline of the subject recognizes the limits of theorizing, the moment where meaning fails and we are confronted with the impossibility to fully grasp the subject. At the same time, it insists on the importance of a coherent (if not whole) subject through which to effect transformations in the sociopolitical sphere. Since the non-identical is more grounded in the material world than the Real, and the Real allows us more than the non-identical to grasp the anxieties and desires that lead to totalizing theories, it is a complementary Adornian-Lacanian theoretical framework that holds a central promise for feminist political theorizing.
Academic and Social Attainments of Children with Mental Retardation in General Education and Special Education Settings
Authors: Freeman Stephanny F.N. , Alkin Marvin C.
Published: May 2008

Parents, professionals, and researchers have been concerned about the most appropriate placement for children with mental retardation. To shed light on the efficacy of integration, 36 studies were reviewed on the academic and social attainments of school-age children with mental retardation. Results show that children in general education classes do not attain social acceptance ratings at as high a level as do their typically developing peers. When comparing children with mental retardation in general education and special education classrooms, integrated students perform better than their comparable segregated students on measures of academic achievement and social competence. Other variables are discussed that might affect child outcomes, and related recommendations are given for future research.
From Individual Acquisition to Cultural-Historical Practices in Multicultural Teacher Education
Authors: Artiles Alfredo J. , Trent Stanley C. , Hoffman-Kipp Peter , López-Torres Laura
Published: May 2008

Due to poor school performance among significant numbers of minority students in U.S. schools, many parents, educators, and policymakers now look to teacher education programs (TEPs) to prepare preservice teachers more effectively for student diversity. Unfortunately, although multicultural TEPs and courses have been in existence for quite some time, we know very little about the nature of teacher learning and development and the conditions that promote teacher learning for student diversity in both preservice courses and field experiences. Moreover, we know little about what program components improve learning experiences for culturally and linguistically diverse students. In this article, we propose a reconceptualization of multicultural teacher education. For this purpose, we summarize basic principles of cultural-historical theory that must be considered by teacher educators who prepare preservice teachers for student diversity. We also discuss how cultural-historical theory can inform research designs as teacher educators attempt to assess preservice teacher learning. Through preliminary analysis of a study conducted in a preservice teacher education course, we provide examples of how constructs from cultural-historical theory are being used to assess teacher learning about teaching and learning in multicultural contexts.
The Theoretical Foundations of Professional Development in Special Education
Authors: De Valenzuela J.S. , Cathrene Connery M. , Musanti Sandra I.
Published: May 2008

The purpose of this article is to consider the relevance and contributions of sociocultural theory and multicultural and critical pedagogies to professional development in special education. To this end, a brief review of the major tenets of sociocultural theory is presented. The position taken in this article is that an adequate and a sufficient theoretical framework for professional development in special education must explicitly and directly address the issues of power, discrimination, and relative status that, we argue, underlie many dilemmas of application of practice. Vignettes illustrating such dilemmas, with reference to the 1998 Council for Exceptional Children professional standards, are presented. Multicultural pedagogy and critical theory are suggested as potentially complementary and important additions to sociocultural theory, as applied to the professional development of special educators.
Parental Perceptions of Inclusive Educational Placements
Authors: Garrick Duhaney Laurel M. , Salend Spencer J.
Published: May 2008

This article reviews the literature with respect to the perceptions and experiences of parents of children with and without disabilities concerning inclusive educational programs. The findings of the studies cited indicate that the attitudes and reactions of parents of children with and without disabilities toward inclusive educational programs appear to be varied, complex, and multidimensional, and affected by a variety of interacting variables. The implications of the findings for the development and implementation of inclusive educational programs as well as the limitations of the studies cited are discussed.
Graduation Requirements for Students with Disabilities
Authors: Lanford Allyson D. , Cary Lynn G.
Published: May 2008

The question of how and when to graduate students with disabilities has become an engaging issue for parents and public school personnel. This article examines the legal and practice considerations regarding high school graduation, including graduation standards, minimum competency testing, and termination of services. Recommendations are provided on how school districts can establish a process for graduating students with disabilities within the legal framework of the Individuals with Disabilities Education Act.
Academic Remediation, Parole Violations, and Recidivism Rates Among Delinquent Youths
Authors: Archwamety Teara , Katsiyannis Antonis
Published: May 2008

Given the close association of academic achievement not only to delinquency, but also to recidivism, further examination of this variable is warranted. We examined the records of 505 delinquent males committed to a state correctional facility during a recent 7-year period (1991-1997 inclusive). For each of the 7 years, three groups were identified: one group receiving remediation in math, one group receiving remediation in reading, and one group receiving no remediation. Results indicated that members of the remedial groups were twice as likely to be recidivists or parole violators as members of the nonremedial group. Factors predictive of membership in the remedial groups included verbal IQ, race, and age of first commitment.
Access, Instruction, and Barriers
Authors: Brown Monica R.
Published: May 2008

This article discusses three issues facing students of color and students who are considered at risk for school failure because of inequities existing with regard to technology. It examines who and where these students are, technologies to which they do and do not have access, the types of instruction typically used with this population of student, and the barriers preventing equitable access to and instruction with the technology. Finally, the article offers suggestions on how educators can increase students' access to technology, tailor technology instruction to fit the needs of individual students, and create technology-rich classrooms and schools in an attempt to reach as nearly as possible universal access and use for all students.
Misconceptions of Peer Rejection and Problem Behavior
Authors: Farmer Thomas W.
Published: May 2008

This article examines the need to consider social interactional processes in the development of interventions to address the adjustment of aggressive and disruptive youth with mild disabilities. Social interventions for youth with mild disabilities have in some ways ignored the contributions of classroom and school social dynamics in the growth and maintenance of problematic behavior patterns. Misconceptions surrounding peer rejection and problem behavior are identified, and are considered in relation to research on the social relations of youth with mild disabilities. Implications for social interventions for aggressive and disruptive youth with mild disabilities are discussed.
Block Scheduling and Inclusion in a High School
Authors: Weller Donald R. , McLeskey James
Published: May 2008

This investigation used qualitative methods to examine the impact of the implementation of a block schedule on an inclusive high school program that had been working successfully for several years. Data were collected using a series of classroom observations and interviews with seven teachers of students with disabilities and seven general education teachers who worked as co-teachers in inclusive classrooms. A constant comparative method of data analysis (Glaser & Strauss, 1967) was used to identify themes related to the benefits and challenges of block scheduling and the inclusion of students labeled with high-incidence disabilities. Results showed that inclusion and block scheduling were complementary and mutually supportive aspects of school reform in this high school. Furthermore, although the teachers identified several challenges related to the implementation of block scheduling, none of these challenges were unique to students with disabilities. The implications of these findings for practice are discussed.
Effects of Teacher Self-Monitoring on Implementation of Curriculum-Based Measurement and Mathematics Computation Achievement of Students with Disabilities
Authors: Allinder Rose M. , Bolling Rachelle M. , Oats Robert G. , Gagnon Wendy A.
Published: May 2008

This study examined the effects of combining curriculum-based measurement in mathematics computation with teachers' self-monitoring of instructional changes on academic progress of elementary students with learning disabilities and mild mental disabilities. Participating teachers were assigned to a control group that did not use curriculum-based measurement, a curriculum-based measurement-only group, or a curriculum-based measurement with self-monitoring group. In the curriculum-based measurement group, teachers assessed their students' progress by administering, graphing, and analyzing short, biweekly probes. Teachers in the curriculum-based measurement with self-monitoring group also used this monitoring system; in addition, they used a self-monitoring procedure that was structured to guide them in analyzing student progress and the instructional plan they had been using with an individual student. Results indicated that teachers who self-monitored their use of curriculum-based measurement revised their students' instructional plans in ways that differed significantly from those of teachers who did not self-monitor all parts of curriculum-based measurement. Additionally, the combination of curriculum-based measurement and self-monitoring resulted in significantly greater growth for students.
Personal Experiences and Adjustment of Dutch Adults with Dyslexia
Authors: Hellendoorn Joop , Ruijssenaars Wied
Published: May 2008

Twenty-seven Dutch adults (ages 20-39) with dyslexia participated in individual in-depth interviews about the way they coped with their life and their disability. The interviews were transcribed verbatim and qualitatively and quantitatively analyzed. Most participants felt a strong impact of the dyslexia on daily life and experienced many educational and career problems. School memories were mostly negative, but family relations were predominantly felt as positive and supportive. Parent-school cooperation was perceived as almost nonexistent. Many respondents reported social and emotional problems, but still perceived themselves as persevering and responsible. Parental support appeared to be a powerful predictor of adult adjustment and well-being. Those with positive elementary school experiences were more accepting of their disability. Some implications for parents and schools are discussed.
The Effects of Accommodations on Performance Assessments
Authors: Johnson Evelyn S.
Published: May 2008

Most states in the United States are implementing standards-based reform. A key component of this type of reform is the notion that higher standards are intended for all students, including students with disabilities. Performance on these higher standards is typically measured through large-scale assessment systems, from which many students with disabilities have been excluded. Without these students' participation in the standards movement, states will be lacking critical information on the efficacy of instructional programs for all students. In order to participate, some students with disabilities may require accommodations on these assessments. The issue of accommodations presents many challenges, from legal to psychometric. Given the high-stakes nature of these assessments when used as part of the state accountability system in which financial, legal, and instructional decisions are made, these challenges need to be addressed. This study examined the effects of providing the accommodation of reading the mathematics items to students on the fourth-grade version of the Washington Assessment of Student Learning. Specifically this study addressed the question, Does reading the mathematics items allow students with learning disabilities to demonstrate their knowledge without affecting the validity of the test? Results provide support for the continued use of this accommodation for students with disabilities that affect reading. Further research is needed in this area, especially as stakes increase for both schools and individual students.
Seeing Eye-to-Eye
Authors: Seery Mary Ellen , Davis Pegi M. , Johnson Lawrence J.
Published: May 2008

In the study reported here, early childhood professionals and parents of children with and without disabilities were questioned both at the beginning and at the end of a full school year regarding their hopes and concerns about inclusion. Results suggest that at the broadest category levels, both groups show agreement about the benefits and concerns related to inclusion, and little shift was noted from the beginning to the end of the study Differences emerged at the subcategory levels, especially in regard to the future of inclusion. Both parents and teaching professionals/staff indicated some concern about general education preschool teachers' preparation to meet the needs of children with complex special needs. Implications for practice and needs for future research are explored.
Paraeducators
Authors: Katsiyannis Antonis , Hodge Janie , Lanford Allyson
Published: May 2008

Although paraeducators are increasingly and extensively involved with the education of students with disabilities by providing instructional and related services, they generally enter the school setting without formal training or preparation in working with students with disabilities. The purpose of this article is to provide an overview of legal issues associated with the presence of paraeducators in special education, to discuss practice considerations, and to provide future direction concerning paraeducators in the field of special education. With regard to legal considerations, paraeducators must be provided for students with disabilities (including one-on-one services) if such services are necessary in order for a student to receive a free, appropriate public education, and paraeducators must be qualified to perform assigned services as indicated in Individualized Education Programs. Practice considerations include the need for educational agencies, especially at the state level, to take a proactive role in setting qualification standards and ensuring the availability of high-quality training opportunities.
"Community" Is What I Think Everyone Is Talking About
Authors: Hunt Pam , Hirose-Hatae Anne , Doering Kathy , Karasoff Patricia , Goetz Lori
Published: May 2008

Focus group research methods were used to investigate the alignment of inclusive education with other reform efforts at a targeted urban school, and the contributions of unified school reform to the educational and social benefit of all the students attending the school. General and bilingual education teachers, the inclusion support teacher and instructional assistants, parents of students with and without disabilities, and the principal from the targeted school (with additional participation from the principal and reform personnel from a second school in the district) participated in focus group activities that yielded a database for thematic analysis using qualitative research methods. A number of procedures were used to verify and validate the data collection process and findings. Emergent themes are described and interpreted in the context of the establishment of a school community that supports the academic and social development of all students.
Sexual Risk Behaviors of Young Adults with LD and the Need for HIV/AIDS Education
Authors: Blanchett Wanda J.
Published: May 2008

AIDS has become a leading cause of death among youth and young adults between the ages of 15 and 24. Given that there is no known cure for AIDS, effective and comprehensive health education is the strongest weapon available to prevent the spread of this deadly disease. The purpose of this exploratory study was to generate information that could be used to highlight the critical need to develop, implement, and evaluate comprehensive education for students with disabilities. Eighty-eight young adults with learning disabilities were recruited to complete a questionnaire. Fifty-one percent of the study participants reported that in high school they had engaged in behaviors that would put them at risk of contracting HIV and/or AIDS. Implications for future practice and research are discussed.
Strengths-Based Assessment Differences Across Students with LD and EBD
Authors: Reid Robert , Epstein Michael H. , Pastor Dena A. , Ryser Gail R.
Published: May 2008

Current assessment techniques for children with learning disabilities (LD) and emotional and behavioral disorders (EBD) are typically focused on identifying deficits. In this study we investigated the use of an alternative strength-based perspective, using the Behavioral and Emotional Rating Scale (BERS). Results showed that the BERS discriminated among students with LD and EBD and those who were nondisabled. The use of the BERS improved significantly over chance in classifying students with EBD and nondisabled students, but not in classifying students with LD. This suggests that the BERS may be useful in the EBD assessment process. Implications for future research are discussed.
Peer-Mediated Instruction and Interventions and Students with Mild Disabilities
Authors: Maheady Larry , Harper Gregory F. , Mallette Barbara
Published: May 2008

Teaching is more difficult today than in the past, and most educators predict that it will become even more challenging in years to come. Exponential increases within the school curriculum, spectacular changes in student demographic characteristics, and dwindling instructional resources make it extremely difficult for even the most responsive teachers to provide a high-quality education for all pupils. These challenges become more formidable when teachers attempt to meet the needs of students with mild disabilities in less restrictive settings (e.g., general education classrooms). In this article, we describe how a variety of peer-mediated instruction and interventions might assist classroom teachers in meeting such instructional challenges. We describe the extensive academic and behavioral needs of this population of students, provide an illustrative review of peer-teaching methods, and suggest future directions for research and practice.
Peer-Assisted Learning Strategies in Reading
Authors: Fuchs Douglas , Fuchs Lynn S. , Thompson Anneke , Svenson Ebba , Yen Loulee , Al Otaiba Stephanie , Yang Nancy , Mcmaster Kristin Nyman , Prentice Karen , Kazdan Sarah , Saenz Laura
Published: May 2008

The purpose of this article is to describe downward and upward extensions of Peer-Assisted Learning Strategies (PALS) in reading, which was originally developed for Grades 2-6. Extensions have occurred for kindergarten, first grade, and high school. We begin by describing our rationale for the development of PALS. Then we provide an overview of the Grades 2-6 PALS program and illustrate why additional PALS activities were required to address younger and older students' developmental needs. Finally, we describe the PALS extensions.
Institutionalizing Peer-Mediated Instruction and Interventions in Schools
Authors: King-Sears Margaret E.
Published: May 2008

The researchers featured in this special issue of Remedial and Special Education describe how they have worked toward the development, implementation, and institutionalization of peer-mediated instruction and interventions (PMII) that teachers find practical and useful for their heterogenous learners. In this article, the concept of institutionalization is examined as it relates to paradigms, systems change, and individual change. Guidelines for knowing when to institutionalize are provided, and generalization techniques familiar to special educators are linked specifically to institutionalization of PMII. Barriers and promoters of sustained PMII in schools are identified, with implications for how stakeholders need to continue to push forward on barriers and celebrate successes.
Reconceptualizing Mathematics Problem Solving for Low-Achieving Students
Authors: Bottge Brian A.
Published: May 2008

Over the past century, learning theorists have advised researchers and practitioners on ways to improve student math performance. Available evidence suggests that these messages are mostly undelivered or unaccepted, or both, especially as they pertain to students who are unsuccessful in school. One of the reasons for the disconnection may be confusion about how learning theory can help identify suitable ways of delivering mathematics instruction to special populations. Based on a review of the literature in general education and special education, this article proposes a key model for teaching math to at-risk students. Implications of the model for research and instruction are explored.
Correlates of Inquiry Learning in Science
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Boon Richard , Butcher Carter Karen
Published: May 2008

This investigation was intended to identify variables associated with learning in an inquiry-oriented approach to the study of density and buoyancy, and it included students with and without high-incidence disabilities. Variables examined included academic achievement, IQ, preconceptions of buoyancy, and scientific predictions. It was found that preconceptions, scientific predictions, and academic achievement measures were not predictive of task performance. However, grade level and IQ were strongly related to performance. Group comparisons involving higher and lower IQ groups of students with high-incidence disabilities revealed that the higher IQ group performed similarly to a group of normally achieving students, whereas the lower IQ group was significantly different from the other two groups. Implications for practice are discussed.
Implementing Self-Determination Activities
Authors: Eisenman Laura T. , Chamberlin Mark
Published: May 2008

A statewide collaborative team of a university researcher, state department of education project staff, local school teachers and administrators, and parent consultants examined how a variety of secondary schools implemented and assessed student self-determination activities. The purpose was to link research to practice by systematically engaging in observation and dialogue about factors affecting implementation and sustainability of self-determination activities within schools. We used multiple methods, including participant observation, interviews, networking groups, and student assessments, to gather and evaluate information. Our analyses focused on generating lessons learned that had potential value for participants as well as a broader audience of practitioners, researchers, and policymakers. These lessons included the importance of engaging general educators in dialogue about the self-determination opportunities within the general curriculum.
Access to the Core Curriculum
Authors: Fisher Douglas , Frey Nancy
Published: May 2008

Access to the core curriculum for students with disabilities has been a goal of many practitioners and a focus of much research. The purposes of this study were to describe the ways in which students with significant disabilities accessed the core curriculum and to identify the services and supports necessary for participation in general education classrooms. The experiences of three students with significant disabilities (one elementary, one middle school, and one high school) who had been members of general education classrooms in urban schools for at least 3 years are described. Four themes emerged: (a) individualized, content-specific accommodations and modifications; (b) collaboration among the teaching team; (c) involvement of peers; and (d) a disconnect between the IEP and curriculum and instruction. Implications for instructional design and teacher roles are discussed.
Process Variables Critical for Team Effectiveness
Authors: Fleming Janetta L. , Monda-Amaya Lisa E.
Published: May 2008

Recent school reform movements emphasize collaborative teaming for the successful inclusion and education of diverse student populations in schools. The purpose of this study was to identify and validate a list of critical process variables that support team efforts and effectiveness. Wraparound team members from a large midwestern state, identified as experts in teaming, participated through Delphi procedures in two rounds of response. Twenty nominated experts rated 109 items across six categories: team goals, team member roles and team membership, team communication, team cohesion, team logistics, and team outcomes. Results indicated that items in the categories team outcomes, team goals, and team cohesion were ranked most critical to team effectiveness. The final list of critical process variables can be used to guide community and school-based teams in establishing, monitoring, and evaluating their teams.
Teachers' Beliefs About Co-Teaching
Authors: Austin Vance L.
Published: May 2008

The proliferation of inclusion in public schools has prompted the development of several models of collaborative instruction. In response to that trend, this study provides some relevant information about the current state of practice from the perspective of essential stakeholders: the collaborating teachers. This investigation focused primarily on important factors affecting collaborative teaching, including effective strategies that were both valued and used, important teacher preparations, and valued school-based supports. Information relative to these issues was gathered by using the Perceptions of Co-Teaching Survey, an instrument developed by the author. A number of survey respondents were selected randomly to participate in a semistructured interview. Of the 139 participants who returned the completed survey, 92 represented intact collaborative teaching partners. From this respondent pool, 12 co-teachers were interviewed. Based on the most significant findings of the study, two conclusions were posited. First, general education co-teachers were perceived as doing more than their special education partners in the inclusive classroom. Second, co-teachers who had access to the collaborative practices, preparations, and supports listed in the survey considered them less valuable in practice than in theory.
A Meta-Analysis of Co-Teaching Research
Authors: Murawski Wendy Weichel , Lee Swanson H.
Published: May 2008

Students with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is to synthesize data-based articles pertaining to co-teaching between general and special education personnel. Of 89 articles reviewed, only 6 provided sufficient quantitative information for an effect size to be calculated. Effect sizes for the individual studies ranged from low (0.24) to high (0.95), with an average total effect size of 0.40. Dependent measures were varied and included grades, achievement scores, and social and attitudinal outcomes. Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities.
The Development of Special Education in China
Authors: Meng Deng  , Poon-Mcbrayer Kim Fong , Farnsworth Elizabeth B.
Published: May 2008

Although China has a civilized history and distinguished Confucian tradition of valuing education, special education as an institution was not established until the 19th century, when Western culture began to influence China. The subsequent development of special education has been slow due to adverse political and economic conditions. After the 1980s, a modern system of special education from preschool to higher education was formed, and since then, China has been moving toward the goals of effective inclusive education in response to global trends and the open-reform policy. Through analyzing the characteristics of the development of special education and the composition of the modern special education system in China, the authors reveal the critical social and cultural variables that underlie the development of special education: economic conditions, the Confucian tradition, Western cultural influences, and prevailing Socialist ideology. These factors have contributed to bringing about changes in special education in China, from no special education to special education starting at birth, from minimal to large-scale special education, and from segregation to inclusion.
Section 504, the ADA, and Public Schools
Authors: Smith Tom E.C.
Published: May 2008

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) are civil rights acts that are beginning to have a major impact on public schools. Schools have recently begun to pay a great deal of attention to these two acts because more and more parents are beginning to request services for children who are not eligible for services under the Individuals with Disabilities Education Act. Because these two pieces of legislation are civil rights acts, their application is mandatory for schools. Schools must ensure that students who are protected have equal access to a free, appropriate education and extracurricular activities. This article provides an overview of the requirements of Section 504 and the ADA, and it describes actions that schools can take to ensure compliance.
A New IDEA Mandate
Authors: Gartin Barbara C. , Murdick Nikki L.
Published: May 2008

The provision of appropriate educational programs for students with disabilities continues to be clarified through amendments to the Individuals with Disabilities Education Act (IDEA) of 1990. Required in the latest amendments, in 1997, and the subsequent publication of the regulations in 1999, are a research-based method known as functional assessment of behavior (FAB) and a behavioral change strategy known as positive behavior supports (PBSs). This article provides a legal base for and describes the steps in implementing an FAB; it also provides examples of appropriate PBSs and their use with students with disabilities.
Special Education Tuition Reimbursement Claims
Authors: Mayes Thomas A. , Zirkel Perry A.
Published: May 2008

The ability of parents of children with disabilities to seek reimbursement for private school tuition is one of the most controversial aspects of special education law. Using a comprehensive sample of published court and hearing officer decisions regarding tuition reimbursement, this study, expanding on previous research, quantified the frequency and outcomes of tuition reimbursement disputes. It revealed that the annual average number of such claims has increased over time. It also demonstrated that there was a significant difference in case outcomes between the administrative and judicial forums, but there was no significant difference in case outcomes among the successive time periods marked by two U.S. Supreme Court decisions on tuition reimbursement (i.e., Burlington School Committee v. Department of Educ. (1985), Florence County School District Four v. Carter (1993)) and, most recently, the Individuals with Disabilities Education Act Amendments of 1997.
Classification, Social Contracts, Obligations, Civil Rights, and the Supreme Court
Authors: Rutherford Turnbull H. , Stowe Matthew J.
Published: May 2008

This article analyzes the 1999 decision of the United States Supreme Court, Sutton v. United Air Lines, by asking four questions and showing how the majority of the Court answered them. It then sets out the significance for people with disabilities, including especially students covered by the Americans with Disabilities Act, the Individuals with Disabilities Education Act, and the antidiscrimination provisions (Section 504) of the Rehabilitation Act. It also sets out the implications of the decision for special and general educators as they engage in Individualized Education Program planning with students and their parents.