bluuebunny/crossref_metadata_2025 huggingface dataset:
Toward Inclusion of Special Education Students in General Education
Authors: Idol Lorna
Published: May 2008

The primary intent of this program evaluation was to determine the degree of inclusion of students with disabilities in general education classes in four elementary and four secondary schools; the similarities and differences in how special education services were offered; and the ways in which students with disabilities were supported in the least restrictive environment. Staff perceptions of special education services were examined by conducting personal interviews with a large majority of the classroom teachers, special education teachers, instructional assistants, and principals in each school. The findings include descriptions of how far along each school was with inclusion, the amount of time students spent in general education, the roles of the special education teachers, the rates of student referrals for special education consideration, the attitudes of all staff toward inclusion and toward collaboration, and the skills of the teachers related to the inclusion of special education students. The findings also include descriptions of the impact of inclusion on other students, the performance of all students on a statewide test, and the qualitative responses of educators toward inclusion. Overall, educators were positive about educating students with disabilities in general education settings. They were conservative about how to best do this, with many of them preferring to have the included students accompanied by a special education teacher or instructional assistant or continuing to have resource room services. Nearly everyone favored using instructional assistants to help all students, not just the students with disabilities. Most educators reported feeling positive about working collaboratively and felt they had administrative support to offer inclusive education programs.
Comparing Characteristics of High-Incidence Disability Groups
Authors: Sabornie Edward J. , Evans Chan , Cullinan Douglas
Published: May 2008

More than 2 decades ago, Hallahan and Kauffman and others suggested a cross-categorical approach to teaching students identified with high-incidence disabilities (i.e., emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities) because their behavioral and academic characteristics were seen to be more similar than different. Since that time, more than 150 articles and other works have discussed and compared the characteristics of students across these high-incidence disability categories. This descriptive review examined 34 studies comparing various characteristics of students with high-incidence disabilities. The results indicate that students with emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities do not differ markedly in social adjustment, but do display considerably different cognitive and behavioral profiles. Implications for instruction and placement are discussed.
Administrator Participation in Promoting Effective Problem-Solving Teams
Authors: Rafoth Mary Ann , Foriska Terry
Published: May 2008

Although the participation of administrators in problem-solving consultation teams is frequently mentioned in the literature as an important factor in the effectiveness of those teams, there has been little research into the impact of administrators on such teams. The impact of administrator participation on problem-solving consultation teams (including prereferral, teacher assistance, mainstream assistance, intervention assistance, and instructional support teams) is discussed, and a model of administrator impact is proposed. A literature review suggests that in determining the efficacy of collaborative problem-solving teams via enhanced student outcomes, the relationship between specific variables that contribute to an interactive model of principal—teacher influence, shared instructional leadership, and specific administrative support mechanisms should be examined. In particular, investigations into the the impact of an interactive teacher—principal influence model on principal characteristics and administrative supports and into the way those supports in turn affect school culture to influence successful collaborative problem-solving teams are of primary interest.
The Effectiveness of the Picture Exchange Communication System with Nonspeaking Adults
Authors: Stoner Julia B. , Beck Ann R. , Bock Stacey Jones , Hickey Katherine , Kosuwan Kullaya , Thompson James R.
Published: May 2008

Picture Exchange Communication System (PECS) training was implemented with 5 nonspeaking adults with mental retardation who were not currently using any type of functional communication system. A modified ABAB, single-subject design was used to assess the effectiveness of PECS in enhancing the functional communication skills of these individuals. Three individuals progressed through 4 PECS training phases relatively quickly and developed functional skills that they were able to display in home and community settings. Two other individuals demonstrated limited progress, and the PECS training did not meaningfully alter their level of communicative competence. Implications for teaching functional communication skills to nonspeaking adults are discussed, and recommendations for future research are provided.
Increasing Task Engagement Using Preference or Choice-Making
Authors: Morgan Paul L.
Published: May 2008

Frequent reprimands, low expectations, and infrequent praise characterize the daily school experiences of many students who display problem behaviors. This review evaluates preference and choice-making as possible interventions for improving these school experiences. Findings from 15 studies suggest that preference and choice-making may improve both academic performance and behavior. However, an underlying behavioral mechanism may more parsimoniously account for the effects attributed to each intervention. Moreover, the effects attributed to choice-making appear to vary with the type of methodological procedure used to control for preference. Teachers employing preference assessments when using choice-making are more likely to improve a student's task engagement than those relying on choice-making alone.
Effects of the Self-Directed IEP on Student Participation in Planning Meetings
Authors: Arndt Sandra A. , Konrad Moira , Test David W.
Published: May 2008

Although federal special education legislation and the self-determination movement have promoted and increased students' attendance at their Individualized Education Program (IEP) meetings, students' active involvement in the IEP process remains limited. This study used the Self-Directed IEP with five students identified with a variety of disabilities to increase participation in their IEP meetings. The results indicated a functional relationship between the implementation of the Self-Directed IEP and increased student participation in IEP meetings. Furthermore, students were able to generalize their newly acquired skills to their real IEP meetings.
Qualitative and Quantitative Examination of Four Low-Performing Kindergarten English Learners
Authors: Richards Catherine , Leafstedt Jill M. , Gerber Michael M.
Published: May 2008

The purpose of this study was to provide an in-depth investigation of the four lowest performing students in one kindergarten classroom. The students were provided with 10 weeks of explicit, intensive intervention in phonological awareness skills. Three types of data were collected during the intervention: fluency measures; strategy use to perform phonological awareness tasks; and students' number of responses during instruction. The combination of these data allowed both qualitative and quantitative examination of the characteristics of low-performing students. Low-performing students who were responsive to the intensive instruction differed on each of the aforementioned variables from students who were not responsive.
Cognitive—Behavioral Interventions, Dropout, and Youth With Disabilities
Authors: Cobb Brian , Sample Pat L. , Alwell Morgen , Johns Nikole R.
Published: May 2008

The relationship between cognitive—behavioral interventions and therapies on the one hand and school dropout outcomes and violent verbal or physical aggression on the other hand for secondary-age youth with disabilities was explored in a systematic review. A total of 16 studies intervening with 791 youth with behavioral disorders, attention-deficit/hyperactivity disorder, and learning disabilities were reviewed. The findings of this review strongly support the efficacy of the use of cognitive—behavioral interventions across educational environments, disability types, age groups, and gender in the reduction of dropout and correlates of dropout. A series of more detailed implications for practice are suggested, as well as directions to the reader to locate more detailed descriptions of how these interventions might be implemented in their secondary education environments.
School Completers and Noncompleters With Learning Disabilities
Authors: Bear George G. , Kortering Larry J. , Braziel Patricia
Published: May 2008

Although academic and behavioral problems place many students with learning disabilities (LD) at risk for not completing high school, we know very little about the differences between children with LD who complete school and those who fail to do so. In this study of 76 male youth (45 school completers and 31 noncompleters), standardized measures were used to examine academic achievement and intellectual ability, and self-report measures were used to examine global self-worth, satisfaction about reading and behavior, and relations with teachers. Although we predicted that noncompleters would score lower than completers on most of these measures, no significant differences were found. Implications of these results are discussed.
Effective Instruction
Authors: Bost Loujeania Williams , Riccomini Paul J.
Published: May 2008

Although researchers have clearly connected dropping out of school to prolonged low achievement, to date, effective teaching practices are largely absent from the milieu of interventions and programs that are employed by schools to address dropout prevention. As such, effective instructional design and delivery as a focus for keeping students with disabilities in school appears to be an inconspicuous strategy for dropout prevention. We provide an overview of dropout prevention efforts by researchers and federal, state, and local educators; a rationale for connecting effective teaching principles to the challenge of graduating students with disabilities; and a brief overview of 10 effective teaching principles and how they relate to academic success that leads to school completion. Practical strategies that teachers can use to make their instruction more effective are also included.
Facilitating Transitions Between and Within Academic Tasks
Authors: Lee David L.
Published: May 2008

Transitions are critical times for both teachers and students. Efficient between-task and within-task transitions can greatly improve academic learning time. The purpose of this article was to review one intervention, high-probability (high- p) task sequences, as a method to promote more effective transitions. High- p sequences involve presenting a student with a series of brief requests with a history of compliance immediately prior to a request to complete a task that generally results in noncompliance. The results of this review indicate that high- p sequences are an effective method to make academic transitions more efficient. Ideas for application and future research are discussed.
From Epistemology to Democracy
Authors: Danforth Scot
Published: May 2008

For three decades, special education researchers have sought a solid epistemological foundation for their disability research. Following the lead of the philosophical tradition of American pragmatism, this article sets aside the search for epistemological foundations to conduct research of practical utility and democratic purpose. This article proposes a practical and democratic reorientation of special education research based on an antifoundational concept of truth, an antirepresentational view of language, and a wager on liberal democracy.
Self-Determination Interventions
Authors: Eisenman Laura T.
Published: May 2008

This brief synthesis of theory, research, and practice examines the role of self-determination as a factor in school completion and considers the importance of teaching self-determination skills for all youth. Self-determination interventions can help students to develop the internal motivational architecture they need to achieve success in school and as young adults. Furthermore, educators can help students to apply self-determination strategies to personally meaningful goals, which further strengthens their engagement in school and likelihood of school completion.
Paraprofessional Turnover and Retention in Inclusive Programs
Authors: Ghere Gail , York-Barr Jennifer
Published: May 2008

In recent years, education policies have focused on raising the standards for paraprofessional qualifications, supervision, and development. Given the increasingly problematic rates of paraprofessional turnover, focusing on the retention of effective paraprofessionals is of equal importance. In an effort to understand the reasons for and costs of turnover and to identify strategies that increase the likelihood of retention, 53 district and school employees from six schools in three school districts were interviewed. The findings indicated that the costs of turnover are felt at every level within a school district: central office, school, team, and student. Also suggested were strategies for increasing retention, including ensuring a threshold wage, focusing on job matching early in the employment process, providing ongoing support and direction, and developing a team culture in which paraprofessionals feel valued.
Video Modeling Interventions for Individuals with Autism
Authors: Delano Monica E.
Published: May 2008

Video modeling interventions involve a child watching videotapes of positive examples of adults, peers, or him- or herself engaging in a behavior that is being taught. The purpose of this review was to examine empirical studies in which video modeling interventions were applied to individuals with autism. Nineteen studies published between 1985 and 2005 met the inclusion criteria for this review. The findings suggest that video modeling interventions are effective in teaching a variety of skills to children with autism. Descriptive summaries are provided for each study. Directions for future research and implications for practitioners are provided.
Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics
Authors: Calvin Gagnon Joseph , Maccin Paula
Published: May 2008

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d) preparation to use and frequency of use of effective instructional strategies; and (e) factors contributing to the use of effective instructional strategies. The number of methods courses taken by teachers uniquely and significantly contributed to the number of effective instructional approaches that both general and special educators reported using. Significantly more special educators than general educators reported the use of specific, empirically validated instructional practices. Additional results, implications, and suggestions for future research are provided.
Effects of Training in Universal Design for Learning on Lesson Plan Development
Authors: Spooner Fred , Baker Joshua N. , Harris Amber A. , Ahlgrim-Delzell Lynn , Browder Diane M.
Published: May 2008

The effects of training in Universal Design for Learning (UDL) on lesson plan development of special and general educators in a college classroom environment were investigated. A true experimental group design with a control group was used for this study. A one-hour teacher training session introduced UDL to the experimental group; the control group received the intervention later. A three-factor analysis of variance with repeated measures was completed for each of the dependent variables (i.e., UDL lesson plan). Differences were found between pretest and posttest measures for both treatment groups for special education and general education teachers. The results suggest that a simple introduction to UDL can help teachers to design a lesson plan accessible for all students.
Meta-Analysis of Disability Simulation Research
Authors: Flower Ashley , Burns Matthew K. , Bottsford-Miller Nicole A.
Published: May 2008

A commonly attempted approach to modifying attitudes regarding people with disabilities is to place people without disabilities in situations that are designed for them to experience what it is like to have a disability. This approach, called disability simulation, continues despite criticisms including a reported lack of effectiveness data and the potential for negative experiences among participants. The current study examined 41 studies dealing with disability simulation and included 10 studies in a meta-analysis. Results showed an overall median effect size of .04 and a weighted median effect size of .17. Moderator variable weighted effect sizes ranged from .00 to .35. Thus, the data did not suggest that disability simulation was an effective practice, but few negative effects were noted. Suggestions for practice and future research are included.
Using Assistive Technology to Teach Emotion Recognition to Students With Asperger Syndrome
Authors: Lacava Paul G. , Golan Ofer , Baron-Cohen Simon , Smith Myles Brenda
Published: May 2008

Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. The present pilot study explored the use of assistive technology to teach emotion recognition (ER) to eight children with ASC. Participants were between the ages of 8 and 11 years and had a diagnosis of Asperger syndrome (AS). ER testing was conducted using a computer at pre- and postintervention. The intervention consisted of 10 weeks of using the computer software Mind Reading: The Interactive Guide to Emotions™ in either home or school settings. The results indicated that after intervention, participants improved on face and voice ER for basic and complex emotions that were in the software, as well as for complex voice ER for emotions not included in Mind Reading. The implications of these findings are discussed.
Recommendations for Accommodations
Authors: Ketterlin-Geller Leanne R. , Alonzo Julie , Braun-Monegan Jenelle , Tindal Gerald
Published: May 2008

When accurately assigned and administered appropriately, testing accommodations help ameliorate the effects of personal characteristics that limit access to critical information and prevent a person from demonstrating his or her true abilities in the tested domain. Inaccurate assignment or misuse of accommodations may counteract the benefits of accommodations and introduce sources of measurement error. In this study, we investigated the consistency of accommodation assignments across 38 third-grade students' Individualized Education Programs (IEPs), teacher recommendations, and student performance data. We found inconsistencies between the accommodations listed on the IEP and the teachers' recommendations. Similar results were observed when comparing either IEP or teacher recommendations with students' performance. These inconsistencies are interpreted in light of federal mandates and best practices.
Truancy Offenders in the Juvenile Justice System
Authors: Dalun Zhang  , Katsiyannis Antonis , Barrett David E. , Willson Victor
Published: May 2008

Truancy has been identified as one of the top 10 educational problems in the United States and is considered an important predictor of later delinquent behavior. The purpose of this study was to track youth initially referred to the juvenile justice system because of truancy. Data were provided by the South Carolina Department of Juvenile Justice (SCDJJ). The sample was drawn from a cohort of 12,468 juveniles, all born in 1985. A longitudinal approach was taken to examine truancy offenders' interactions with the SCDJJ at their first and second referrals. Compared to non-truancy referrals, youth who are first referred for truancy are more likely to be European American and female and less likely to have a history of serious drug use. Furthermore, they are less likely to be referred for more serious crimes later in their youth and, if later incarcerated, experience shorter commitments. The results of the present study suggest that youth who are referred to the juvenile justice system for truancy represent a distinct group of juvenile offenders compared to youth who are referred for other offenses. Implications of these findings for policy and future research are addressed.
Computational Fluency Performance Profile of High School Students With Mathematics Disabilities
Authors: Calhoon Mary Beth , Emerson Robert Wall , Flores Margaret , Houchins David E.
Published: May 2008

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9—12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2—6) and skill area (whole numbers: addition, subtraction, multiplication, division; rational numbers: fractions, decimals) using the Mathematics Operations Test— Revised (MOT-R). The findings indicated that these high school students with MD were fluent only in computational skills at the second- and third-grade levels. Computational fluency was found with most whole number basic facts in addition, subtraction, multiplication, and division. Lack of computational fluency was demonstrated on many items dealing with subtraction of multiple digits or items requiring regrouping, most multiplication and division items, and rational number items involving fractions and decimals. The results are discussed in regard to instructional programs and curriculum organization for high school students with MD.
Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction
Authors: McCleery Jennifer A. , Tindal Gerald A.
Published: May 2008

Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.
General Educators' Attitudes Toward Students with Mild Disabilities and Their Use of Instructional Strategies
Authors: deBettencourt Laurie U.
Published: May 2008

In today's schools the demands of general educators to meet the diverse needs of their students have greatly increased. General educators need to have an increasingly large repertoire of instructional strategies to effectively meet their students' needs. In this study the frequency of several instructional strategies used by general educators at the middle school level (Grades 6, 7, and 8) was investigated. The frequency of the use of these instructional strategies by middle school teachers was compared to the amount of time they spent collaborating with special educators and also to the number of courses taken related to specialized techniques. This study also examined the attitudes general educators have toward the inclusion of students with mild disabilities. Findings indicated that the number of instructional strategies general educators use increases with the number of special education courses taken and the number of hours spent with special educators. In addition, some general educators may not have a positive attitude toward including students with disabilities in their classrooms. Discussion of these findings and implications for training are provided.
What's the Score and Game Plan on Teaming in Schools?
Authors: Welch Marshall , Brownell Kerrilee , Sheridan Susan M.
Published: May 2008

Articles on team teaching and school-based problem solving teams (SBPSTs) published in refereed journals from 1980 to 1997 were reviewed. The review was designed to (a) identify the types of published articles on team teaching and SBPSTs, (b) review articles on team teaching and SBPSTs published in refereed journals, (c) summarize the conclusions of published articles, (d) draw conclusions regarding the current research trends, and (e) present suggestions for continued research in teaming outcome research. This review begins with a characterization of team teaching and SBPSTs, followed by a description of the review process. Results indicate that most articles are anecdotal reports or technical guides for implementing both models. Results also suggest that research of both models lack experimental designs and generally report student-based outcomes. This review concludes with a discussion of the results and suggestions for continued research efforts.
Staying in School
Authors: Kortering Larry J. , Braziel Patricia M.
Published: May 2008

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.
The Impact of Inclusion on Students With and Without Disabilities and Their Educators
Authors: Salend Spencer J. , Garrick Duhaney Laurel M.
Published: May 2008

This article reviews the literature with respect to inclusion programs and students with and without disabilities and their teachers. The findings of the studies reviewed cited indicate that: (a) the impact of inclusion programs on the academic performance and social development of students with disabilities has been mixed; (b) the placement of students without disabilities in inclusion programs does not appear to interfere with their academic performance and has several social benefits for these students; and (c) teachers' responses to inclusion programs are complex, are shaped by multiple variables, and change over time. The implications of the findings for students and educators involved in inclusion programs as well as the limitations of the studies cited are discussed.
Parents of Youth with Disabilities
Authors: Lovitt Thomas C. , Cushing Suzanne
Published: May 2008

Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.
Satisfaction and Desire for Change in Educational Placement for Children with Down Syndrome
Authors: Freeman Stephanny F.N. , Alkin Marvin C. , Kasari Connie L.
Published: May 2008

This study surveyed 291 parents of children with Down syndrome about their satisfaction with their child's current educational program, as well as their desire and reasons for considering change. Perceptions were compared across age, current educational placement, ethnicity, and mother's educational level. Parents of younger children, children currently enrolled in both early intervention and general education, and mothers with an education beyond a bachelor's degree were more satisfied with their children's current programs. Parents of children in general education were least likely to want a program change. Wanting change centered on seven themes: the approach of a school transition point, the desire for greater inclusion, placement in a neighborhood school, the need for additional services and support, influences of peers, parents' financial resources, and ongoing information acquisition/decision-making issues.
Students' Participation in Transition-Related Actions
Authors: Lehmann Jean P. , Bassett Diane S. , Sands Deanna J.
Published: May 2008

The purpose of this qualitative study was to explore high school students' participation in transition-related activities. Findings indicated that teachers, students, and mothers did not perceive formal transition-related processes as occurring at school or home. Both teachers and mothers agreed that better communication was needed as well as administrative support to implement an effective transition process in which students can become involved. Conclusions drawn from the study are that (a) transition is more of a promise than a reality for many due to limited resources and confusion about roles; (b) transition meetings are an important venue for linking students' involvement to the transition process; and (c) although teachers and mothers desire student involvement, achieving this involvement will require changes in everyone's roles.
Attitudes of Principals and Special Education Teachers Toward the Inclusion of Students with Mild Disabilities
Authors: Cook Bryan G. , Semmel Melvyn I. , Gerber Michael M.
Published: May 2008

Attitudes of 49 principals and 64 special education teachers regarding the inclusion of students with mild disabilities were investigated. Results of a discriminant analysis indicated that principals and special educators were separated into groups with 76% accuracy according to their responses to items drawn from the Regular Education Initiative Teacher Survey (Semmel, Abernathy, Butera, & Lesar, 1991). items measuring attitudes toward the efficacy of included placements with consultative services, the academic outcomes associated with included placements, and the protection of resources devoted to students with mild disabilities correlated most highly with the discriminant function. Findings are discussed in relation to their implications for the implementation of inclusion reforms and the educational opportunities of students with mild disabilities.
Entrepreneurs of Meaning
Authors: Grove Kathleen A. , Fisher Douglas
Published: May 2008

This qualitative study analyzed the process of inclusive education experienced by parents of children with severe disabilities. Based on interviews with 20 parents, the study found that the process of inclusion extends beyond the parents' initial placement decision to their ongoing involvement at the school site. At the schools, parents actively participate in the work of inclusion. At the same time, the parents become entrepreneurs of meaning, shaping the definition and reality of inclusive education for their children.
Evaluation of a First-Year Inclusion Program
Authors: Tapasak Renée C. , Walther-Thomas Christine S.
Published: May 2008

This article summarizes the first-year evaluation of an inclusive education program at an urban elementary school. Sixty primary-level (Grades K-2) students and 50 intermediate-level students (Grades 3-5) were evaluated using individualized and teacher report measures. At the primary level, results showed significant increases in self-perceptions of cognitive competence for both students with disabilities and students without disabilities. Self-perceptions of physical competence were higher for the students with disabilities group. No significant differences were found in preferred playmates. At the intermediate level, students without disablities reported higher perceptions of their academic and social abilities than students with disabilities. Teacher ratings showed improved social skills for both primary and intermediate students with disabilities. Finally, report card ratings and teacher comments suggested different expectations for students with disabilities and their typical peers.
Task- Related Interactions Among Teachers and Exceptional, At-Risk, and Typical Learners in Inclusive Classrooms
Authors: Chow Valeria T. , Kasari Connie
Published: May 2008

Teacher-child interactions with exceptional, at-risk, and typical learners were observed in three inclusive classrooms. The purpose of this study was to examine both the frequency and type of teacher and student initiations and responses. Observations were conducted at the beginning, middle, and end of one entire school year and based on naturally occurring teacher-child interaction. Behaviors included teacher initiations, student initiations, and teacher responses to student initiations. Although the number of interactions between teachers and children did not change over the year, the type of interactions did change during the year in relation to child group membership. Teachers initiated more task-related interactions with exceptional children and gave them more negative feedback compared to at-risk and typical learners, but only at the beginning of the year. In the middle of the year, teachers gave significantly more negative responses to the task-related and off-task initiations of students at risk than to children with disabilities or typical learners. By the end of the year, there were no significant differences in the number or type of initiations to any of the children. Implications are discussed for the practice of including children with special needs in the general education classroom.
Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms
Authors: Farmer Thomas W. , Van Acker Richard M. , Pearl Ruth , Rodkin Philip C.
Published: May 2008

Peer-assessed problem behavior was examined in relation to peer group membership and social network centrality (social prominence) in 59 fourth-, fifth-, and sixth-grade classes. Differences among students with and without disabilities were explored. Peer assessments for Starts Fights, Gets in Trouble, and Disruptive were used to identify students with high levels of problem behavior. Students with high peer-assessed problem behavior tended to associate with peers who shared their behavioral features, and they were as socially prominent as students with low problem behavior. Most students with high peer-assessed problem behavior were students without disabilities, but students with disabilities were overrepresented at the highest levels of problem behavior. Within prominent problem behavior peer groups, students without disabilities tended to have higher prominence than students with disabilities. Implications for school services are discussed.
The Development and Validation of a Scale to Assess the Emotional and Behavioral Strengths of Children and Adolescents
Authors: Epstein Michael H.
Published: May 2008

Strength-based assessment has received considerable attention from parents and professionals in child welfare, family services, education, mental health, and other social services. The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment was developed to provide parents and professionals with a standardized, norm-referenced, reliable, and valid instrument to measure strengths. Several pilot studies were conducted to establish the validity of the scale prior to the scale being normed on a nationally representative sample. The purpose of the present article is to report on these validity studies.
Sustaining Research-Based Practices in Reading
Authors: Klingner Janette K. , Vaughn Sharon , Tejero Hughes Marie , Arguelles Maria Elena
Published: May 2008

This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels. Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate.
Consumer Perspectives on the Collaborative Teaching Model
Authors: Gerber Paul J. , Popp Patricia A.
Published: May 2008

Collaborative teaching, or co-teaching, is a service delivery option frequently being selected to support students with learning disabilities (LD) in general education classrooms. Despite a wealth of literature on collaborative teaching, little empirical data exist about this model. Moreover, little is known about the consumers of collaborative classes, that is, students and their parents. This article reports the findings of research employing focus groups to study the perspectives of students with and without LD and their parents regarding collaborative teaching. Responses of students and parents reflect a high level of satisfaction with the model, with students' self-esteem and academic understanding increasing. Concerns include poor communication regarding the model to parents, the need to ensure alternative models when students do not make progress in co-taught classrooms, and lack of continuity of the model across grade levels.
The Constitutional and Statutory Obligations of Schools to Prevent Students with Disabilities From Dropping Out
Authors: Bakken Tim , Kortering Larry
Published: May 2008

Students with disabilities graduate from high schools at a rate that is half that of their general education peers. This low rate endures despite access to educational programs that should be tailored to students' unique needs. This situation raises concern about how to help more students stay in school until graduation. One avenue worth considering is whether schools have satisfied the various legal standards designed to ensure that students benefit from an appropriate education. This article considers these legal standards and suggests that, in some cases, schools may fall short of their obligations to these students. Specifically, schools may need to treat the decision to drop students from schools as a change in placement, afford these students various due process procedures, and regard dropout prevention as a related service.
Role of Transcranial Doppler in Optimizing Treatment of Cerebral Vasospasm in Subarachnoid Hemorrhage
Authors: Darwish Ribal S. , Ahn Edward , Amiridze Nana S.
Published: May 2008

This study was undertaken to evaluate the role of transcranial Doppler ultrasonography in arterial blood pressure management during hypervolemia/hypertension/ hemodilution therapy in patients with vasospasm from subarachnoid hemorrhage and correlate this data with neurologic outcome. The study included 18 adult patients, Hunt and Hess grades III-IV. Complete neurologic assessment was performed. Transcranial Doppler indices were calculated by standard formulas. On the basis of our results, resistance area product can be used to estimate the optimal arterial blood pressure in hypervolemia/hypertension/hemodilution therapy. An increase in the cerebral blood flow index was associated with better performance on neurologic examination. Estimated cerebral perfusion pressure from transcranial Doppler data analysis showed poor correlation with cerebral perfusion pressure derived from direct measurement of intracranial pressure in patients with cerebral vasospasm (ρ = 0.15; 95% CI, 0.11-0.39; P = .2590).
Social exclusion as conceptual and grammatical metaphor: a cross-genre study of British policy-making
Authors: Koller Veronika , Davidson Paul
Published: May 2008

This article analyses `social exclusion' as conceptual and grammatical metaphor, discussing the concept's ideological impact on British policy-making. It complements work in political theory by employing a cognitive critical view of discourse and metaphor. The study draws on five different genres and analyses them quantitatively and qualitatively, looking at lemmas and their grammatical functions, clusters and collocations, and metaphoric expressions. In the data, society is conceptualized as a bounded space with a normative centre and a problematic periphery, with movement towards the centre as the aim of policy-making. Conceptual and grammatical metaphor interact because society is metaphorized as a bounded space, while the collocation `social exclusion' represents an abstract agentless nominalization and is re-concretized through a conceptual metaphor that casts it as a malleable object. This interplay of different forms of metaphor frames the discourse of social exclusion and orients political thought and action towards the reproduction, rather than transformation, of inequality.
Agency, responsibility and silence in the construction of contemporary history in Chile and Spain
Authors: Oteíza Teresa , Pinto Derrin
Published: May 2008

This article focuses on how the dictatorships and subsequent transitions to democracy are portrayed in recent history textbooks used in secondary schools in Chile and Spain. These periods are considered crucial because they have dramatically impacted the social and political landscape and have shaped the course of historical events at the beginning of the twenty-first century. The textbooks adapted are particularly revealing since they reflect the official version of history that is being passed on to a new generation. We have chosen four textbooks as our corpus, two from Chile and two from Spain. As our analytical framework we use analyses of Transitivity and Appraisal (systemic functional linguistics) to determine how participants and processes are represented and evaluated in the texts. The way authors silence some social actors while giving prominence to others is a strategy for constructing causality and historical explanations in textbooks.
What is a `revolution'?: National commemoration, collective memory and managing authenticity in the representation of a political event
Authors: Tileagă Cristian
Published: May 2008

This article examines the production and management of an ideological representation of a specific political `event': the Romanian `revolution' of 1989. A critical discursive psychological approach to analyzing political discourse is used to examine commemorative addresses in the Romanian parliament. The analysis explores: (a) issues of agency, entitlement and working with regard to actual or possible alternatives; (b) a pattern of recurring categorical incumbency shifts; (c) managing the authenticity and the true nature of the `event' through invoking category-bound knowledge and predicates commonsensically attachable to the notion of `revolution'; and (d) formulating and orienting to the `events of 1989' as `revolution' and `foundational' moment in national history. It is argued that the main ideological function of drawing on such resources is that of framing/ reframing, controlling the various interpretations, public (re)formulations of the Romanian `revolution', disconnecting it from its controversial particulars and delegitimizing criticism. For a political `event' to acquire an `identity', it needs to be cast into a category with associated characteristics or features. The occasioned ideological and political significance of a political `event' lies also in its consequentiality in and for the social and ideological context in which it is invoked.
Ideological influence on BUILDING metaphors in Taiwanese presidential speeches
Authors: Lu Louis Wei-Lun , Ahrens Kathleen
Published: May 2008

This article studies the conceptual metaphor A COUNTRY IS A BUILDING in Taiwanese presidential speeches. Two culture-specific metaphor patterns are identified as being unusually productive in the corpora: retrospective BUILDING metaphors and RECONSTRUCTION metaphors. These clusters of BUILDING metaphors deviate from the BUILDING metaphors reported in previous literature at two levels. At the conceptual level, retrospective BUILDING metaphors include FORERUNNERS ARE BUILDERS and PAST HISTORY IS FOUNDATION, and RECONSTRUCTION metaphors involve COMMUNISTS ARE DESTROYERS and THE COMMUNIST TAKEOVER IS DESTRUCTION. At the ideological level, history puts such metaphor uses into perspective as rhetorical strategies employed by Kuomintang presidents to instill a Chinese ideology. The Democratic Progressive Party president, by contrast, tries to replace such metaphors with alternatives, which results in his overall low number of BUILDING metaphors. These different framing strategies reflect the manipulation of metaphors to appropriate ideological issues to each presidents' respective political advantage.
Developing The Great Eight Competencies with Leaderless Group Discussion
Authors: Costigan Robert D. , Donahue Lynn
Published: May 2008

The Great Eight competencies are work behaviors that promote employee effectiveness in 21st-century organizations. These competencies include enterprising and performing, adapting and coping, organizing and executing, creating and conceptualizing, analyzing and interpreting, interacting and presenting, supporting and cooperating, and leading and deciding. This article proposes an alternative pedagogy, leaderless group discussion, for developing the Great Eight competencies in business students. An example and a roadmap are also provided that show how leaderless group discussion can be employed in the college classroom. Leaderless group discussion is surprisingly efficient in that all of the Great Eight competencies can be developed within the student at the same time with one exercise. Recommendations to help make leaderless group discussion practical for the business classroom are discussed.