bluuebunny/crossref_metadata_2025 huggingface dataset:
Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD
Authors: Sutherland Kevin S. , Wehby Joseph H.
Published: May 2008

The purpose of this article is to review the literature and examine the effect of increased opportunities to respond to academic requests (OTR) on academic and behavioral outcomes of students with emotional and behavioral disorders (EBD). The studies reviewed suggest that increased rates of OTR result in higher task engagement and academic achievement and in lower rates of inappropriate classroom behaviors. However, descriptive research in classrooms for students with EBD suggests that teachers rarely provide adequate OTR. Implications of these findings and future research needs are discussed.
The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Students and Students with LD
Authors: Hock Michael F. , Pulvers Kim A. , Deshler Donald D. , Schumaker Jean B.
Published: May 2008

Improving the educational outcomes for students who are at risk for academic failure is an important issue for educators and policymakers. Recently, before- and after-school tutoring programs have been identified as having the potential to turn academic failure into academic success. Two studies were conducted to determine the efficacy of an after-school tutoring program. Results of the studies showed that at-risk students and students with learning disabilities who were failing classes could earn average or better grades on quizzes and tests if they had the support of trained adult tutors. Additionally, researchers found that tutors could teach strategies during their tutoring sessions and that students could learn the strategies while they worked on their class assignments. Finally, researchers found that some students continued to be successful after tutoring ended, indicating that they were able to use the strategy they had learned in a generative fashion.
Smart From the Start
Authors: Pisha Bart , Coyne Peggy
Published: May 2008

In a few short years, Universal Design revolutionized access to public spaces with a simple message: Consider the needs of all potential users from the beginning. Universal Design for Learning (UDL) promises another revolution—this time in the development of educational curricula and materials that include potent supports for access and learning from the start, rendering them effective for a far wider range of students than traditional materials. This article traces the development of UDL from its origins in the field of architecture and CAST Inc.'s early work, and then it describes a project that developed both a model digital U.S. history textbook incorporating UDL features and publisher guidelines that facilitate the creation of digital textbooks to support the access and learning needs of the broadest possible range of users, including students with disabilities.
"This Book Lives in Our School"
Authors: Hindin Alisa , Cobb Morocco Catherine , Aguilar Cynthia Mata
Published: May 2008

Literacy curriculum reforms in the middle grades require students to interpret challenging literature and write well-formed texts. Teachers are accountable for designing instruction that builds these high-level literacy skills with increasingly diverse groups of students. In this article we describe findings from studying a literacy approach aimed at supporting'teachers and students in meeting these demands. Based on a sociocognitive perspective, the Supported Literacy approach engages students in collaborative interpretation through a seamless integration of reading, discussing, and writing about compelling literature. Through classroom observation and outcomes assessment, we have identified features of learning opportunities that enable students with disabilities to perform similarly to their peers. We describe these instructional features and illustrate how they work together to support all students in achieving rigorous outcomes.
Learners with Significant Disabilities
Authors: Ford Alison , Davern Linda , Schnorr Roberta
Published: May 2008

Standards-based reform is now having a direct impact on students with significant disabilities, as states meet the new requirements in the Individuals with Disabilities Education Act for large-scale alternate assessment. This mandate for assessment and accountability of learners with significant disabilities will influence curriculum decision making for years to come. This article examines how states are responding to this requirement and stresses the need for a deliberate process that maintains the current emphasis on achieving meaningful outcomes within the context of inclusive classrooms.
Movie Images of Disability and War
Authors: Safran Stephen P.
Published: May 2008

For many decades, warfare and disability have been common in motion pictures. In this article, six Academy Award-winning movies on this subject are analyzed by synthesizing historical information, characteristics of specific disability conditions, and disability-related social issues. Each film's content is examined, with emphasis on how each may potentially influence viewer understanding of disability. Implications for special education practices are discussed.
Reviewing Resources on Self-Determination
Authors: Browder Diane M. , Wood Wendy M. , Test David W. , Karvonen Meagan , Algozzine Bob
Published: May 2008

With the growing number of resources on self-determination, teachers may find it difficult to locate the information that will be most useful for planning educational programs. This article provides a map for teachers to use in searching the self-determination literature to find usable ideas. This map includes two primary paths. The first leads through the conceptual literature to the destination of increasing understanding of self-determination. In following this path, teachers may locate information on the concept or on its specific components, such as choice making, problem solving, and self-advocacy. Examples include conceptual resources that may be especially useful for teachers. The map also points to pitfalls to avoid while gaining understanding of self-determination, such as assuming that everyone values the same adult outcomes. The second path travels through the intervention literature, including research studies, how-to resources, and published curricula, and leads to designing self-determination instruction and environmental supports. Examples are offered from these resources on how teachers can develop Individualized Education Programs, identify teaching strategies, develop environmental support, and use the resources for personal development.
The Motivational Determinants of Students at Risk of Having Reading Difficulties
Authors: Sideridis Georgios D. , Padeliadu Susana
Published: May 2008

The purpose of this study was to compare the motivational determinants of low and high readers within the framework of planned behavior theory in order to explain academic achievement in language and mathematics. Teachers' evaluations in language and mathematics at the end of an academic year comprised the dependent variable. Motivational determinants were examined using the constructs that comprised the theory of planned behavior and goal importance. Participants were 258 elementary school students—46 low and 212 high readers—drawn from 30 elementary schools in northern Greece. Results indicated that the two groups differed significantly, with the low students exhibiting significantly lower perceptions of goal importance, intention to achieve, belief strength, outcome evaluation, and normative beliefs, and eventually performing lower in language and mathematics at the end of an academic year than the high readers. A finer analysis of students' motivational determinants was conducted using Covariance Structural Modeling and EQS 5.7b. The planned behavior model enriched with the construct of goal importance produced an almost perfect fit in both language and mathematics for the low readers. The respective fit for the high readers was also acceptable in both language and mathematics. Although model fit was adequate across samples, different weights and signs linking motivational determinants to achievement partially explained the observed differences in language and mathematics manifested in the two groups.
What Report Card Grades Should and Do Communicate
Authors: Munk Dennis D. , Bursuck William D.
Published: May 2008

Outcomes research for included students with disabilities indicates that many students are receiving low or failing grades, resulting in increased interest in using grading adaptations for these students. However, successful use of a grading adaptation may hinge on what purpose the student, parent, and teacher perceive the grade to serve or on what information they think it should convey. The purpose of this study was to determine which of 10 potential purposes for report card grades parents of general education and special education students perceive as being most important and to find out how effectively these parents perceive report card grades to be in meeting each of the purposes. Results indicated that the combined sample of parents thought some purposes were more important than others; however, they did not believe that report card grades were very effective in meeting these purposes. Significant differences were also found between the perceptions of the parents of high-achieving students without disabilities and those of students with disabilities.
Anchoring Adolescents' Understanding of Math Concepts in Rich Problem-Solving Environments
Authors: Bottge Brian A. , Heinrichs Mary , Chan Shih-Yi , Serlin Ronald C.
Published: May 2008

High content standards, special education legislation, and new considerations regarding curriculum are pressuring teachers to improve the intellectual quality of students' learning experiences. In mathematics, students are expected to develop more sophisticated problem-solving skills at an earlier age. To date, there is little research to show how to accomplish this objective with students who have been unsuccessful in math. This study describes how students in a remedial math class fared in comparison to prealgebra students on video-based and applied problems aligned to current math standards. Results showed that students in the remedial class matched the problem-solving performance of students in the prealgebra classes. Accounts of individual performances elaborated how students' understandings evolved and provided important implications for instructional practice.
Reflections on the 25th Anniversary of the Individuals with Disabilities Education Act
Authors: Katsiyannis Antonis , Yell Mitchell L. , Bradley Renee
Published: May 2008

November 29, 2000, marked the 25th anniversary of the signing into law of the Individuals with Disabilities Education Act (IDEA). This seminal law has improved the educational opportunities for students with disabilities in the United States. In this article we briefly review the IDEA's first 25 years and speculate on the direction the IDEA may take in the future. Our purpose in this article is to (a) present the litigative and legislative developments that led to the passage of IDEA, (b) examine the law itself and the litigation interpreting the IDEA, and (c) discuss the direction that IDEA may take over the next 25 years.
Developing Legally Correct and Educationally Appropriate IEPs
Authors: Drasgow Erik , Yell Mitchell L. , Robinson T. Rowand
Published: May 2008

The Individualized Education Program (IEP) has been the cornerstone of special education since the Education for All Handicapped Children Act became law in 1975. We begin this article by examining the relationship between the IEP and a free, appropriate public education. Then we discuss the IEP process and highlight the procedural changes and new requirements mandated by the Individuals with Disabilities Education Act Amendments of 1997. Next, we present information from a number of due process hearings and cases that have involved IEPs to illustrate mistakes school districts often make that can result in rulings against a district. Finally, we provide guidelines to assist schools with developing legally correct and educationally appropriate IEPs.
DNR Orders and School Responsibility
Authors: Sewall Angela Maynard , Balkman Kathy
Published: May 2008

Schools face many issues regarding students with disabilities, including identification, assessment, and programming issues. Another major issue with which many schools may have to deal focuses on do-not-resuscitate (DNR) orders for children with medical conditions. Should schools honor such orders, or are they obligated to ignore those orders as part of the requirements of state or federal laws? This article provides an overview of DNR orders and students with disabilities. Current interpretations of DNR orders from several states are presented.
The Influence of Sociodemographics and Gender on the Disproportionate Identification of Minority Students as Having Learning Disabilities
Authors: Coutinho Martha J. , Oswald Donald P. , Best Al M.
Published: May 2008

The purpose of this study was to investigate the extent of gender and race/ethnicity disproportionality among students identified as having learning disabilities (LD) and to investigate relationships between disproportionality and sociodemographic factors. Using nationally representative data collected by the U.S. Office for Civil Rights, this study examined the effects of gender, ethnicity, and sociodemographic factors on the proportion of students who are identified as having LD. Results indicated a clear association between ethnicity and gender and the odds of being identified as a student with LD. Sociodemographic factors for a school district were also found to be strongly associated with the proportion of students identified as having LD. A logistic regression model that included the nine sociodemographic variables, gender, and race, was significantly better at predicting LD identification than a model that included sociodemographic predictors alone. Adjusted odds ratios illustrated how the likelihood of identifying LD changes when sociodemographic influences are taken into account. Findings indicated that both individual student characteristics and district sociodemographic characteristics are important in determining the likelihood of LD identification and that the impact of the sociodemographic characteristics is different for each of the gender-ethnicity groups.
Self-Determination in Teacher Education
Authors: Thoma Colleen A. , Baker Steven R. , Saddler Sterling J.
Published: May 2008

Although best practices recommend that transition plans from school to adult life for students with disabilities be developed based on student preferences and interests, evidence from student transition planning meetings has demonstrated that students are not involved in or even present for many of these meetings. One hypothesis for this occurrence was that teacher preparation programs had not included instruction in this area for the majority of special educators. Results of a survey of faculty members at institutions of higher education supported this hypothesis. The authors developed a course on transition planning that uses best-practice recommendations from teacher preparation literature to ensure that special educators obtain the skills, knowledge, and dispositions necessary to support the development of self-determination skills in the students they teach.
The Students' Voices
Authors: Hapner Athena , Imel Breck
Published: May 2008

Two special educators share their experiences in developing standards-based lessons to help students with disabilities manage their own IEPs. They describe the strategies they used to begin the process, provide a sample unit lesson plan, and show how a typical 50-minute class period could be structured to incorporate self-determination skills in addition to meeting curriculum goals. They report the voices of the beneficiaries of self-determination instruction—the students with disabilities.
School-Based Evidence for the Validity of Curriculum-Based Measurement of Reading and Writing
Authors: Fewster Saima , Macmillan Peter D.
Published: May 2008

Research has shown curriculum-based measurement (CBM) to be valid and reliable for a number of assessment purposes. This study provides school-based evidence of CBM validity for screening and placement purposes. CBM oral reading fluency and written expression scores for 465 students in Grades 6 and 7 were compared with their year-end English and social studies marks received in Grades 8, 9, and 10. Correlation and regression analyses provided evidence of the predictive validity of CBM scores as indicators of academic performance. Discriminant analysis procedures demonstrated the ability of CBM to differentiate between student groups of various proficiency levels. Overall, our findings supported the inclusion of CBM scores, particularly oral reading fluency, in the assessment information used to make special education screening and placement decisions.
Special Education's Role in Preparing Responsive Leaders for Inclusive Schools
Authors: Crockett Jean B.
Published: May 2008

This article examines special education's role in preparing knowledgeable and skillful leaders for inclusive schools that strive to serve a wide range of students. Special education and educational leadership intersect, and the professional literature of both fields has been used to describe the work of school administration at their interface. A conceptual framework for special education leadership is presented, with suggestions for its use in planning cooperative leadership development. This analysis proceeds from the perspective that special education can add value to educational leadership preparation by articulating and communicating not only its legal requirements but the core principles that guide the meaningful education of learners with exceptionalities.
Instructional Issues and Practices in Secondary Special Education
Authors: Conderman Greg , Katsiyannis Antonis
Published: May 2008

Given the unique demands of educating secondary school students with disabilities, the recent emphasis on the accountability movement, the establishment of general education curriculum standards, the discussion of high-stakes assessment, the conclusions from special education efficacy studies, and the emphasis on transition services, there is a need to examine the roles and responsibilities of secondary special education teachers. The results from this survey of secondary school teachers indicate the need for additional research regarding the effectiveness of various methods with secondary school learners; an investigation of the tutorial role of secondary school teachers; research looking at the long-term use of methods employed by teachers during different stages in their professional development; practical solutions to concerns about perceived excessive paperwork and lack of appropriate curricula at this level; and the systematic collection and analysis of local postschool outcomes for students with disabilities.
Democratic Dispositions and Cultural Competency
Authors: Edgar Eugene , Patton James M. , Day-Vines Norma
Published: May 2008

The current school reform movement of high-stakes testing is misguided. Rather than add to the deconstruction of standards-based reform, the authors propose two ideas for what should permeate the work in U.S. public schools. They advocate that democratic dispositions and cultural competency be included in the major goals of schooling and also propose that the purpose of schooling should be determined through public deliberation within diverse communities. The authors believe that schools should be responsible for educating good people.
Mathematical Problem-Solving Strategy Instruction for Third-Grade Students with Learning Disabilities
Authors: Owen Rhoda L. , Fuchs Lynn S.
Published: May 2008

The purpose of this study was to examine the effects of strategy instruction on the mathematical problem solving of 3rdgrade students with learning disabilities. Participants were 24 students whose teachers were randomly assigned to 4 conditions: (a) control, (b) acquisition, (c) low-dose acquisition plus transfer, or (d) full-dose acquisition plus transfer. During the 3-week study, students in each experimental group received instruction on a 6-step procedure for solving word problems that required finding half of a number. Across Groups A, B, and C, treatment comprised explicit instruction with heavy use of worked examples and practice with a higher achieving classmate. Analyses of variances were conducted on improvement between pre- and posttreatment measures in terms of number of problems solved correctly and amount of work showing the steps taught in the treatment. For problems solved correctly, statistically significant improvement favored the full-dose acquisition plus transfer group over the control and over the low-dose acquisition plus transfer groups. For amount of work, significant differences favored the low-dose acquisition plus transfer and full-dose acquisition plus transfer groups over the control group. Student and teacher attitudes about the instructional strategy and working with a partner were positive. Mathematical strategy instruction and pairing students for instruction is discussed with respect to directions for practice and future research.
Characteristics of Children Who Are Unresponsive to Early Literacy Intervention
Authors: Al Otaiba Stephanie , Fuchs Douglas
Published: May 2008

This article reviews the research literature that describes children who are unresponsive to generally effective early literacy interventions. Studies were selected in which (a) children ranged from preschoolers to third graders and were at risk for reading disabilities, (b) treatments targeted early literacy, (c) outcomes reflected reading development, and (d) students' unresponsiveness to intervention was described. The literature review included a computer search of several databases, an ancestral search of relevant articles and books, and a manual search of 11 journals. Twenty-three studies were identified, 8 of which were designed primarily to identify characteristics of unresponsive students; the remaining 15 studies focused on treatment effectiveness but also identified and described unresponsive students. A majority of unresponsive students had phonological awareness deficits. Additional characteristics included phonological retrieval or encoding deficits, low verbal ability, behavior problems, and developmental delays. Finally, methodological issues are discussed that complicate comparisons of nonresponders across studies, and implications for future research are described.
The Professional Development School Without Walls
Authors: Epanchin Betty C. , Colucci Karen
Published: May 2008

The Professional Development School Without Walls is a partnership between the Departments of Special Education and Elementary Education at the University of South Florida and two large school districts. The goals of the partnership are to simultaneously improve teacher education and K—12 classroom practice and to study the effectiveness and sustainability of the developed model for partnering over time. This article describes how the partnering model was developed; the challenges, needs, and contexts influencing the development and implementation process; and the outcomes to date. One of the most unique features of the partnership is the way in which the roles of mentor teachers have been defined.
Reaching American Indian Special/ Elementary Educators Through a Partnership with a Navajo Nation School District
Authors: Heimbecker Connie , Medina Catherine , Peterson Patricia , Redsteer Denise , Prater Greg
Published: May 2008

This article describes the Reaching American Indian Special/Elementary Educators (RAISE) program, a community-based native teacher education program located on the Navajo reservation in Kayenta, Arizona. The RAISE program is a preservice teacher preparation partnership program between Northern Arizona University (NAU) and the Kayenta Unified School District (KUSD). RAISE is designed for two groups of students: uncertified Navajo special and elementary education preservice students who work with the local school district, and traditional teacher education students recruited from the main campus of NAU. The RAISE program prepares students to teach in impoverished rural and remote areas and to work in inclusive schools with culturally and linguistically diverse populations. On completion of the program, the students earn a dual teacher certification in special and elementary education.
Video Self-Modeling Intervention in School-Based Settings
Authors: Hitchcock Caryl H. , Dowrick Peter W. , Prater Mary Anne
Published: May 2008

Research indicates that video self-modeling is an effective means for improving academic skills and behaviors. Nearly 200 video self-modeling studies or applications have been reported over the past three decades. The purpose of this review was to examine studies in which video self-modeling was applied in school-based settings. Eighteen studies met strict criteria for inclusion in this review. Descriptive summaries and analyses of outcomes are provided for each study, as well as suggestions and resources for educators to implement video self-modeling interventions. These school-based studies verify the functional control of targeted academic skills and behavior(s) and support the efficacy of video self-modeling to improve student outcomes. Evidence for generalization across settings and maintenance over time is also presented.
A Quality of Life Framework for Special Education Outcomes
Authors: Turnbull H. Rutherford , Turnbull Ann P. , Wehmeyer Michael L. , Park Jiyeon
Published: May 2008

The national goals of higher expectations for all students and their emphasis on academic achievement are reviewed in light of the data on outcomes for students with disabilities. A new framework for measuring outcomes along the lines of quality of life is proposed. The framework regards academic goals as the means for achieving other outcomes, namely the four outcomes that the Individuals with Disabilities Education Act (IDEA) declared: equality of opportunity, full participation, independent living, and economic self-sufficiency. We propose that the underlying goal of education should be to enhance the quality of life of students with disabilities and that the four overarching IDEA goals, as implemented in part by the emphasis on academic achievement, should guide the curriculum and all assessment measures.
Promoting Self-Determination in Early Elementary School
Authors: Palmer Susan B. , Wehmeyer Michael L.
Published: May 2008

Problem solving and goal setting are important components of self-determination that young people learn over time. This study describes and validates a model of teaching in early elementary grades that teachers can use to infuse these activities into existing curricula and programs. Can young children set goals for learning using the Self-Determined Learning Model of Instruction, and can teachers implement this model in a variety of subjects and settings with students having diverse learning needs? Our results show that even the youngest students (ages 5—6) were able to set goals and use the model to achieve. Teachers used the model effectively to support the investigation of student interests, the facilitation of choices, and the goal setting and attainment of young children.
Assistive Technology Specialists
Authors: Lahm Elizabeth A.
Published: May 2008

The 1997 Amendments to the Individuals with Disabilities Education Act mandate that assistive technology be considered for each student receiving special education services. Without knowledge of assistive technology, service providers will have difficulty meeting that mandate. It may not be reasonable to expect all special educators to have enough expertise in this area to meet the mandate for all of their students. An assistive technology specialist can bring to a district the expertise needed to comply with this mandate. This article presents the knowledge and skills determined by the Council for Exceptional Children to be necessary for assistive technology specialists. These competencies provide guidelines for districts as they seek to employ a specialist and guide individuals interested in serving as specialists in their professional development.
Technology Integration Through Collaborative Cohorts
Authors: Smith Sean J. , Robinson Suzanne
Published: May 2008

Although technology is increasingly being considered an instructional tool for students with disabilities, effective integration of technology into the preK—12 classroom for students with disabilities has been limited. The purpose of this article is to provide an overview of a technology cohort model that seeks to enhance teacher use of technology through a collaborative learning model. By creating an environment where teacher educators, preservice teacher education students, and preK—12 teachers can learn together, changes can occur in how technology is effectively applied to the instruction of students with disabilities.
Prenatal Drug Exposure
Authors: Watson Silvana M.R. , Westby Carol E.
Published: May 2008

In this descriptive study, a group of 34 school-age children who had been prenatally and environmentally exposed to drugs or alcohol were identified. Qualitative information from interviews and observations was organized and analyzed in matrices to determine the predominant characteristics of this population and educators' beliefs and attitudes about working with these students. Interviews and anecdotal records written in the children's files suggested that teachers perceived these students as distractible, lazy, stubborn, and impulsive. Some educators knew the children were drug exposed, and others did not. Educators' attitudes and selected interventions were related to their knowledge regarding the possible basis for the children's difficulties. Those who were aware that the children had been prenatally exposed to drugs or alcohol seemed to be willing to adjust their expectations and to modify the learning environment to attend to their students' needs. These educators did not punish their students for being off task; instead, they verbally, physically, or visually prompted their students to stay on task. These findings have direct implications for personnel preparation. Lack of knowledge of children's deficits can lead educators to choose inappropriate interventions. The need for training is clear if professionals and caregivers want to make a difference in the lives of these students.
The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities
Authors: Calhoon Mary Beth , Fuchs Lynn S.
Published: May 2008

The purpose of this study was to examine the effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of secondary students with disabilities. Ten classes with 92 students in Grades 9 through 12 participated. All students were significantly below grade level and received mathematics instruction in self-contained resource rooms. Classrooms were randomly assigned to PALS/CBM or the classroom mathematics program (control). PALS/CBM was implemented twice weekly and CBM was conducted weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than control students, but no significant difference was found on concepts/application math skills. On questionnaires, teachers and students indicated that they (a) liked using PALS, (b) felt PALS was helpful in increasing mathematics skills, (c) thought CBM graphs increased motivation to work hard in math, and (d) would like to participate in PALS/CBM again. Results are discussed with respect to research and practice.
Perspective: Schools That “Beat the Odds”
Authors: Denton Carolyn A. , Foorman Barbara R. , Mathes Patricia G.
Published: May 2008

Despite advances in our understanding of the prevention of reading difficulties through quality instruction and early intervention (Snow, Burns, & Griffin, 1998), large numbers of students in our schools continue to experience reading difficulties. Many are referred for special education because of these problems. However, some schools are surprisingly successful in teaching the great majority of their students to read, despite conditions of poverty and other obstacles to success. This article describes the characteristics of five elementary schools that have been consistently successful in teaching children to read. Although the schools have widely diverse approaches to reading instruction, they share many characteristics. These common themes are summarized.
Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance
Authors: Mooney Paul , Epstein Michael H. , Reid Robert , Nelson J. Ron
Published: May 2008

Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED. Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002. Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single-subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the areas of self-management and peer tutoring. Limitations of the analysis and future research directions are examined.
A New World Order
Authors: Price Lynda , Patton James R.
Published: May 2008

This article explores new connections between the current literature base on adult developmental theory and the field of learning disabilities. The authors use these new relationships to gain insights into outcomes for people with learning disabilities when they are no longer children and the causes of these outcomes. An emphasis is placed on the relationships between current theory and practice in self-determination and adult development. Future directions for research are suggested, as well as ideas for innovative paradigms to be considered by professionals in the fields of special education, vocational education, general education, and adult learning.
The Americans with Disabilities Act and Adults with Learning Disabilities as Employees
Authors: Price Lynda , Gerber Paul J. , Mulligan Robert
Published: May 2008

Adults with learning disabilities, ages 19 to 32, were queried to examine their employment experiences at job entry and in job advancement vis-à-vis the Americans with Disabilities Act (ADA). They were questioned regarding job acquisition; experiences on the job; job advancement; self-disclosure; and employer experiences, attitudes, and beliefs. The interviews indicate that provisions of Title I of the ADA currently are being under-utilized by individuals with learning disabilities in the workplace. Self-disclosure about disability was rare, and, surprisingly, reasonable accommodations were used infrequently. These findings raise a number of important questions for consideration by the field of learning disabilities.
Incorporating Adult Community Services in Students' Transition Planning
Authors: Mellard Daryl F. , Lancaster Paula E.
Published: May 2008

Despite the 15-year focus on transition planning, students with learning disabilities (LD) continue to experience less positive postschool outcomes than their peers without disabilities. Outcome data indicate that experiencing successful transitions from public schooling into the adult world seems to be a complex and elusive process. The 1997 amendments to the Individuals with Disabilities Act promote the development of interagency linkages between school personnel and community agencies in an effort to mobilize all available resources. In many cases, however, these linkages are not being made. This article provides information on available community agencies, the resources they offer, and ways school personnel might work with these agencies in an effort to enhance successful transitions for individuals with LD.
The Sustained Use of Research-Based Instructional Practice
Authors: Baker Scott , Gersten Russell , Dimino Joseph A. , Griffiths Rhonda
Published: May 2008

This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school. General education teachers participating in research studies implemented PALS twice a week to the full class, including students both with and without disabilities. The authors examined whether teachers maintained their use of PALS after the research studies ended. They also studied how PALS was used in each classroom and assessed teachers' perceptions of its utility, their understanding of its underlying principles, and their reasons for continuing use. The continued use and fidelity of implementation remained extremely high several years after the original research projects ended. Factors influencing continued use include the high quality of professional development and support provided during the research project, the solid alignment of PALS with district and state mandates, the autonomy in teaching math that PALS allowed teachers on the days they were not using PALS, and the fact that the computer-based system for monitoring student progress allowed teachers to easily see improvement in their students' math proficiency.
Built to Last
Authors: Slavin Robert E.
Published: May 2008

This article describes Success for All, a comprehensive reform program for elementary schools, with a focus on strategies the program uses to increase the chances that the program will remain in use over extended periods. Key elements held to increase the program's longevity include the provision of full-time facilitators to maintain program quality; well-structured materials; a schoolwide vote to take on the program; national and local support networks; and ongoing research and development. Using these strategies, Success for All schools have maintained the program for many years, and more than 80% of schools that have ever used the program continue to do so.
Differentiating Standards-Based Education for Students with Diverse Needs
Authors: Hoover John J. , Patton James R.
Published: May 2008

The need to differentiate or adapt curriculum and instruction to meet special needs continues to challenge educators of students with high-incidence disabilities. The current emphasis on teaching and assessing standards requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom.
Social—Behavioral Skills of Elementary Students with Physical Disabilities Included in General Education Classrooms
Authors: Coster Wendy J. , Haltiwanger Jane T.
Published: May 2008

In this study, the authors examined strengths and limitations in the social—behavioral skills of elementary students with physical disabilities included in general education classrooms. The sample consisted of 62 special education students with physical impairments (25 girls & 37 boys) attending kindergarten through Grade 6 in public schools. Students with cognitive or sensory impairments were excluded. Teachers and related services personnel rated these students' skills using Part III, Activity Performance, of the School Function Assessment. On 6 of the 7 scales, more than 40% of the students performed below the grade-expected level. Findings were similar for the exploratory composite scales examining initiative and social problem-solving. Low total scores reflected more frequent ratings of inconsistent performance on skill items rather than an inability to perform. Although these difficulties are subtle, they may limit effective school participation.
Moving Toward Inclusive Practices
Authors: Burstein Nancy , Sears Sue , Wilcoxen Anne , Cabello Beverly , Spagna Michael
Published: May 2008

In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote inclusive practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and parents. Findings from the study indicate that all sites moved toward inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators. Approaches in implementing inclusive practices differed, however, resulting in significant variability among schools in services provided to students with special needs. Implications in moving toward inclusive practices are discussed, including factors perceived as contributing to the change process, the configuration of services provided, and issues related to sustaining inclusive efforts. The data suggest the complexity of change and the diversity of programs that emerge from a common model of change. Balancing inclusion with specialized instruction for all students emerged as an important component of inclusive practices.
Five of the Most Frequently Allowed Testing Accommodations in State Policy
Authors: Bolt Sara E. , Thurlow Martha L.
Published: May 2008

In the past, students with disabilities were frequently excluded from statewide testing. With changes in federal laws, states are seeking ways to increase the participation of students with disabilities in testing. Many have developed lists of allowable accommodations to facilitate participation. Although there has been an increase in research on how accommodations can aid in the measurement of skills among students with disabilities, many questions remain unanswered. The degree to which accommodations may compromise the integrity of tests is not clear. As a result, accommodation decision making is difficult. A review of research on 5 frequently allowed test accommodations (dictated response, large print, Braille, extended time, and sign language interpreter for instructions) was conducted; 36 studies were identified. Results indicate mixed support and nonsupport for providing these accommodations to students with disabilities. Guidelines for effective accommodation decision making and administration are discussed, and recommendations for future research are given.
Empirical Analysis of Drill Ratio Research
Authors: Burns Matthew K.
Published: May 2008

Providing students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.
What Parents Tell Us About Paraeducators
Authors: Gessler Werts Margaret , Harris Shirley , Young Tillery Christina , Roark Rebecca
Published: May 2008

This study examined parent perceptions of the paraeducator's role. Observations of paraeducators and students with disabilities were conducted in inclusive classrooms. Some paraeducators worked as general classroom assistants, while others worked one-on-one with students with special needs. Each parent of a child with special needs was shown graphs reflecting the percentage of time their child's paraeducator was observed in various roles and interacting with students and adults. Parents were interviewed about their knowledge and perceptions of the paraeducator working in their child's classroom. Results indicated parents were pleased with their children's paraeducators. However, parents offered several recommendations for improving the use of paraeducators, including the need for more training and better communication between parents and school personnel. Responses of parents suggest paraeducators are perceived as “teachers” and should be professionally valued and present at Individualized Education Program meetings and parent conferences. Implications are discussed.
Fluency and Comprehension Gains as a Result of Repeated Reading
Authors: Therrien William J.
Published: May 2008

Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. Essential instructional components of repeated reading varied as a function of the type of repeated reading (i.e., whether effectiveness was evaluated reading the same passage or different passages). Implications for future research are also presented.
Validating an Alternate Assessment
Authors: Johnson Evelyn , Arnold Nancy
Published: May 2008

This study examined the validity of one state's alternate assessment portfolio system using the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education's Standards for Psychological and Educational Testing. The results indicate serious shortcomings in the evidence for content, response process, and structural validity. Options for improving the validity of the assessment system are provided, and the implications of our findings are discussed in the context of standards-based reform.
Collaborative Strategic Reading
Authors: Klingner Janette K. , Vaughn Sharon , Arguelles Maria Elena , Tejero Hughes Marie , Ahwee Leftwich Suzette
Published: May 2008

The present study extends 8 years of previous research using Collaborative Strategic Reading (CSR), a set of comprehension strategies designed to improve understanding of expository text. We examined teachers' yearlong implementation of CSR. Five intervention and five control teachers from five schools participated along with their students. Intervention teachers attended a CSR professional development workshop and were provided with ongoing follow-up support. Students in CSR classrooms improved significantly in reading comprehension when compared with students in control classrooms. Teacher case studies reveal that with the exception of one teacher, students' comprehension gains were associated with the quality of CSR implementation.