bluuebunny/crossref_metadata_2025 huggingface dataset:
Determining a Preschool Handicapped Population
Authors: Zehrbach R. Reid
Published: January 2017

CIP, a comprehensive identification process for locating, screening, and evaluating young (3 to 5 year old) handicapped children, has been developed and evaluated on a population of over 700 children. Problems in implementing the approach are discussed to help others make appropriate plans for similar programs. The CIP process results in the identification of many more children with mild to moderate problems than identified through the traditional agency referral method. This is of particular importance to those concerned with developing programs designed to prevent and/or ameliorate the development of handicapping conditions.
Problems in Implementing Resource Programs in Rural Schools
Authors: Harris Walter J. , Mahar Carolyn
Published: January 2017

The resource program has been widely accepted as an effective way to provide special education services to mildly and moderately handicapped children in regular classrooms. The purpose of this article is to identify and discuss problems which impede the development and effectiveness of resource programs in rural schools. Lack of organizational readiness, system shock, interpersonal roadblocks, and the lack of trained personnel are the problem areas discussed. Suggestions for the resolution of these problems are proposed.
Educational Diagnosis with Instructional Use
Authors: Duffey James B. , Fedner Mark L.
Published: January 2017

American education, though haphazard at times, has proved successful for many children. However, a large population of students, especially those regarded as exceptional, has not been able to benefit from such instruction. Part of the problem has been the almost exclusive use of norm referenced testing as a diagnostic tool for instructional purposes. A different approach is needed, one that de-emphasizes standardized norm referenced testing in favor of a measurement that is truly instructionally diagnostic. The approach suggested is criterion referenced assessment. Implementation of this technology will be no overnight task. But successful implementation is within the educator's grasp. Accurate educational diagnosis and instruction based on such assessment is beneficial for diagnostician, teacher, student, and parent.
Computer Based Information Management for Professionals Serving Handicapped Learners
Authors: Lehrer Barry E. , Daiker James F.
Published: January 2017

The increased trend toward individualization of instruction, recent federal legislation requiring IEP planning, and the information explosion have promoted a greater interest in the use of computer based technologies for educational program development. This article discusses the basic design of Ohio's HELPS computer based information management system, the technical and nontechnical factors that were taken into consideration in its development, and the major results of its field testing in special education settings. Generic issues relating to the use of computer based information management systems for designing individualized education programs for handicapped and nonhandicapped learners are elaborated. Conclusions drawn from the development of Ohio's HELPS system are discussed in terms of implications for future research and development efforts.
The Changing Focus of Public Policy
Authors: Higgins Scottie , Barresi Josephine
Published: January 2017

The arena of public policy affecting exceptional children has grown steadily during the past decade. One phase of this activity culminated with the passage of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Since then policy relating to exceptional children has continued to develop but with a shift of focus and with the involvement of a wider variety of policy makers. These changes in the policy development process are described by the authors. Three types of policy are defined through representative examples of changes and state special education policy within the past three years.
Adaptive Behavior in the Definition of Mental Retardation
Authors: Huberty Thomas J. , Koller James R. , Ten Brink Terry D.
Published: January 2017

Results of a recent survey of state education agencies indicated that many states emphasize intelligence in the definition and diagnosis of mental retardation and deemphasize or exclude adaptive behavior. The rationale for a renewed emphasis on adaptive behavior and IQ in the identification and education of the mentally retarded is discussed. The establishment of uniform definitions of mental retardation, the inclusion of adaptive behavior and IQ in defining mental retardation, objective and standardized assessment of adaptive behavior, and the establishment of criteria for adaptive behavior, are encouraged for use in the diagnosis, classification, and education of the mentally retarded. Without these emphases, misdiagnosis, inappropriate placement, and improper treatment of the mentally retarded can occur.
Changing Attitudes toward Handicapped Persons: A Review and Analysis of Research
Authors: Donaldson Joy
Published: January 2017

Research on the modification of attitudes toward disabled persons is reviewed in an attempt to delincate factors common to successful interventions, important factors in reducing negative or stereotypic attitudes toward handicapped persons appear to include consideration for the status of the handicapped person in relation to the nonhandicapped target population, allowance for sanctioned staring and other methods of discomfort reduction on the part of the nondisabled, and avoidance of inadvertent reinforcement of stereotypes. Several theoretical constructs are offered as explanations for successful interventions. These include a Lewinian model of attitude change, information processing and presenter credibility considerations, novel stimulus and discomfort reduction hypotheses, and the concept of empathic development. Practical applications of research implications are discussed, and suggestions for future research are given.
“Advocate” vs. “Professional Employee”: A Question of Priorities for Special Educators
Authors: Frith Greg H.
Published: January 2017

A difficult situation arises for special educators when they are asked to serve as active advocates for handicapped children, while simultaneously being employed by a public school system, institution of higher education, or state education agency charged with responsibility for implementing various aspects of Public Law 94-142, the Education for All Handicapped Children Act of 1975. Potential conflicts in roles are discussed. Numerous examples of “advocacy dilemmas” are presented, along with a variety of pertinent questions.
State Special Education Fiscal Policy: The Quest for Equity
Authors: McCarthy Eileen F. , Sage Daniel D.
Published: January 2017

Attempts to achieve equity in special education funding encounter significant problems and contingencies similar to those encountered in funding general education services. These factors include variations in population, in needs, in service delivery, in governance structure, in resources, and in system costs. With these six identified factors as a base, a field study was conducted in 1979 in New York State to solicit reactions from individuals who play a key role in policy process in regard to the relevance and exhaustiveness of suggested factors, the factors' relative importance, diversity among role groups as to perception of factors, and perceptions regarding New York State fiscal policies in addressing the factors. The most important concern voiced by policy influencers was over the actual amount of money available for financing special education.
Compliance Monitoring: A Dead or Critical Issue
Authors: Smith Jonathan , Tawney James W.
Published: January 2017

Public Law 94–142 (The 1975 Education for All Handicapped Children Act) contains a compliance monitoring mechanism to assure a free, appropriate education to handicapped children. Federal agencies monitor states, and states are required to monitor local agencies. Parent participation is suggested in the federal regulations but, as shown by analysis of state monitor plans, is little used. The status of such efforts is reported here, and issues are discussed related to compliance monitoring in the face of efforts to repeal or deregulate the law.
A Study of the Exploratory Behavior of Legally Blind and Sighted Preschoolers
Authors: Olson Myrna R.
Published: January 2017

This study investigated the exploratory behavior 0f 15 legally blind preschoolers as they compared to 15 sighted preschoolers (matched for age, sex, and socioeconomic status). Each child was videotaped interacting with a novel toy and a commercial toy for the purpose of looking for initiative-aggressiveness, interest, mode of examination, sensory utilization, assistance needed to solve each toy, and verbalizations during exploration and about the “solution” of each toy.
The Readability of P.L. 94–142 Parent Materials: Are Parents Truly Informed?
Authors: Roit Marsha L. , Pfohl William
Published: January 2017

P.L. 94–142 requires that parents become involved in the educational decision-making of their handicapped child. For parents to become involved, they need to be familiar with the various complexities of the law so they can make informed decisions about their child's education. State and local education agencies inform parents primarily through printed materials. This study surveyed materials used by the 50 states and evaluated their comprehensibility. A computer program, using four common readability formulas, analyzed selected passages for their readability. Other factors also analyzed included print size, use of examples, comprehensibility, and page density. Results indicated a range of reading levels from grades five through eight. These results are interpreted in the context of reading literacy. Issues involved in development of materials for parents and future analysis of these materials are discussed.
Large-Scale Learning Disability Identification: The Reprieve of a Concept
Authors: Wilson Lonny R.
Published: January 2017

The conceptual and operational definition of a learning disability has long been discussed, and the debate has been intensified by recent large-scale investigations. This article presents the results from a large sample of referral and learning disability children and interprets them as being consistent with the contention that learning disability is a viable concept that can be meaningfully used. The premature elimination of the concept in favor of more general constructs, such as low achievement, was rejected. Upon closer evaluation, the alternate concepts will lead to as many ambiguities, inconsistencies, and misapplications as does the concept of learning disabilities. Systematic and extensive empirical evaluation of various operational definitions, including very general ones such as low achievement, provides the only logical way to clarify the issues.
Facilitating Mainstreaming by Modifying the Mainstream
Authors: Stainback William , Stainback Susan , Courtnage Lee , Jaben Twila
Published: January 2017

Research has shown that mainstreaming for students with mild handicaps can be successful, if regular classroom teachers are able to modify or adapt their instruction to meet a wide range of students' needs. However, most teachers feel that it is difficult for them to do this within the current structure of regular education. In this article, the authors examine some of the underlying problems in the current organizational structure of the schools that hinder regular classroom teachers from being able to adapt their instruction to meet diverse student needs and suggest a framework for finding a solution.
Jose P. v. Ambach: Progress toward Compliance
Authors: Fafard Mary-Beth , Hanlon Robert E. , Bryson Elizabeth A.
Published: January 2017

Jose P. v. Ambach is a class action lawsuit involving the rights of handicapped students to be referred, evaluated, and placed in a timely fashion into appropriate educational programs and services in the New York City public schools. The role of this case as a vehicle in the restructuring of the delivery of special education services is discussed. The major issues, including timely evaluation and placement, due process procedures, accessibility of facilities, and systematic monitoring of the delivery of services, are analyzed in terms of the impact on the delivery of special education services. The current status of this ongoing litigation, the progress toward compliance, and some of the implications for special education are presented.
The Lora Case: Nonbiased Referral, Assessment, and Placement Procedures
Authors: Wood Frank H. , Johnson John L. , Jenkins Joseph R.
Published: January 2017

Lora v. Board of Education of the City of New York, a suit filed to correct abuses in the identification and placement of Black and Hispanic students in segregated special day schools for students disabled by emotional disturbance, was decided by a consent decree agreement contained in a court order issued in 1984 following a 9-year history of testimony, decisions, appeals, consent orders, and judgments. Monitoring of the final order continues until 1986. An unusual aspect of the process in Lora was the appointment by the court from nominees suggested by the parties to the suit of a special advisory panel of experts on special education programming to provide advice and technical assistance regarding nonbiased assessment and placement procedures. This article describes the history and resolution of the Lora litigation, and the standards and procedures intended to prevent future discriminatory practices or to detect them as soon as they occur put forward in the final order.
Social Support and Occupational Stress in Special Education
Authors: Fimian Michael J.
Published: January 2017

This article presents the results of a study examining the presence or absence of peer and administrative support in terms of the frequency and strength of stress reported by three state-wide samples of special education teachers (Ns = 365, 371, and 371). One ANOVA was conducted for each stress variable to determine significant differences, if any, between administrative and peer support recipients versus nonrecipients. Stress variables included the strength and frequency of Personal/Professional Stressors, Professional Distress, Discipline and Motivation, Emotional Manifestations, Biobehavioral Manifestations, Physiological-Fatigue Manifestations, and Total Stress. A majority of the group comparisons indicated stronger and more frequent stress levels for nonrecipients of supervisory support than for recipients. Also, a smaller number of group comparisons indicated stronger and more frequent stress levels for nonrecipients than for the recipients of peer support. Findings were generally consistent across all three samples.
Bridging the Gap: Student-Centered Strategies for Promoting the Transfer of Learning
Authors: Anderson-Inman Lynne
Published: January 2017

Critical to the success of any instructional intervention is the inclusion of strategies for promoting the application of learned skills in settings where they are required. For students receiving instruction in special education resource rooms, it is important that teachers recognize the need to plan for the transfer of targeted skills to other educational environments. Three data-based strategies for promoting the transfer of skills from special education resource rooms to regular classrooms are presented within the conceptual framework of transenvironmental programming. An argument is made for increased student involvement in the decision-making surrounding the adoption of each strategy and student-centered recommendations for implementation are provided.
Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching
Authors: Gersten Russell , Woodward John , Darch Craig
Published: January 2017

Direct instruction has come to have many different meanings, all of which are associated with some form of structured teaching. In this article, Direct Instruction refers primarily to the work done by Engelmann and his colleagues. Further, this article focuses on curriculum analysis, an aspect of Direct Instruction that is frequently neglected or obscured by an emphasis in the literature on classroom management and teacher performance. We discuss explicit strategies as they are used to teach higher cognitive skills, the importance of teacher training to an appropriate use of Direct Instruction curricula, and the supporting empirical research—from the mildly to the severely handicapped—for this highly successful approach to instruction.
Research on Teaching: Opening the Door to Special Education Classrooms
Authors: Morsink Catherine V. , Soar Robert S. , Soar Ruth M. , Thomas Roberta
Published: January 2017

Although much research has been done on the effectiveness of teaching for nonhandicapped students, relatively little analysis has been made of teacher effectiveness in special education. Most of the recommendations about what special education teachers should do to be effective are based on the following: inferences from basic research showing exceptional students learn more slowly, with greater difficulty, or in different ways from normal learners; conclusions from applied research showing that specific groups of exceptional students respond more favorably to particular “packages” of instructional methods and materials; and analysis of opinions about what teachers should do to be effective. In this article, the results of teacher effectiveness research in general education are summarized, the best practices in special education are hypothesized, and the discrepancies between prevailing and actual practices are discussed. Areas for further research are suggested based on discrepancies that exist between levels of current practice.
Learning Disabilities: The Social Construction of a Special Education Category
Authors: Sleeter Christine E.
Published: January 2017

This article reinterprets the history of learning disabilities, situating it in the context of the movement to reform education after Sputnik. After Sputnik, standards for reading achievement were raised and students were tested more rigorously and grouped for instruction based on achievement level. Students unable to keep up with raised standards were placed into one of five categories. Four of the categories were used primarily to explain the failures of lower class and minority children; learning disabilities was created to explain the failures of white middle class children in a way that gave them some protection from the stigma of failure. Events during the late 1960s and early 1970s prompted a shift in the use of a category of learning disabilities, and subsequently in the category's membership. Implications of this reinterpretation for today's education reform movement are suggested.
National Agenda for Educating Gifted Students: Statement of Priorities
Authors: Gallagher James J.
Published: January 2017

This article outlines a proposed national agenda for the education of gifted students. It addresses the issue of why we should care about the needs of gifted students and provides three major areas of unmet needs that cannot be cared for by local school initiatives. These areas are the educational needs of gifted underserved such as underachievers, young gifted, and gifted women; the need for a program quality support network, including research, demonstration, development, and leadership training, and collaborative efforts with other professionals, including such matters as curriculum development, technology, and definitions of intelligence.
Evaluation of the Adaptive Learning Environments Model
Authors: Fuchs Douglas , Fuchs Lynn S.
Published: January 2017

Perhaps the most multifaceted and visible ongoing program to integrate handicapped pupils and remedial and compensatory education students in general eduation is the Adaptive Learning Environments Model (ALEM). Despite frequent expression of support for the effectiveness of the ALEM, none has been based on an independent, systematic, and comprehensive review of empirical evidence. The purpose of this article is to present such a critique. An evaluation of empirical evidence published in journal articles and a book chapter through 1986 indicated insufficient cause to view the ALEM as a successful, large-scale, full-time mainstreaming program. Implications of this finding are discussed in terms of the desirability of a proposed merger between special and general education.
Formulating Optimal State Early Childhood Intervention Policies
Authors: Meisels Samuel J. , Harbin Gloria , Modigliani Kathy , Olson Kerry
Published: January 2017

This article presents the results of a survey of early childhood intervention policies in all 50 states and the District of Columbia, regarding handicapping conditions served, overseeing agencies, intervention services, funding sources, interagency contracts, state regulations, training and certification, and supply and demand of professionals. The study as a whole shows extensive variation among the states with respect to policy; funding, lead agency administration, and interagency cooperation were less than optimal. Moreover, the survey documented a dramatic national shortage of trained early childhood personnel. Implications are discussed in terms of the provisions of P.L. 99–457, the Education of the Handicapped Amendments of 1986.
Team-Assisted Individualization with Handicapped Adjudicated Youth
Authors: Salend Spencer J. , Washin Barbara
Published: January 2017

The effects of Team-Assisted Individualization (TAI) on the academic, behavioral, and social skills of three classes of handicapped adjudicated youth were examined using a reversal design. TAI resulted in an increase in the classes' on-task and cooperative behaviors. Although students improved their math performance, a clear functional relationship between math performance and TAI was not established. Data on sociometric ratings indicated that TAI increased the students' liking of their classmates, and student satisfaction data showed that the students preferred TAI to working independently.
Effects of Early Intervention on Hearing Impaired Children
Authors: Musselman Carol Reich , Wilson Anne Keeton , Lindsay Peter H.
Published: January 2017

A longitudinal study was conducted of 118 children with severe and profound hearing losses-Children were first tested when they were between 3 and 5 years and again in 3 or 4 years, using measures of receptive and expressive spoken language, receptive language in the child's primary educational modality, receptive and expressive mother-child communication, and social development. A multivariate design was used to investigate the effects of age of intervention, program intensity, and parent instruction on the children's linguistic and social development. Early intervention was associated with higher receptive language scores in the first, but not in the final year. Age of intervention was not related to any other language measure or the measure of social development. Consistent effects were not associated with program intensity or parent instruction.
Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests
Authors: Shriner James , Salvia John
Published: January 2017

The content match of two elementary mathematics curricula (Distar Arithmetic and Scott Foresman Mathematics) and two arithmetic tests (KeyMath and the Iowa Tests of Basic Skills) was examined for Grades I through 3. Correspondence was assessed for content (material and operation) as well as the types of learning that were required of the student (i.e., knowledge, computation, comprehension, application). Eighty-one of the 90 comparisons were significant at the .001 level. Thus, a consistent lack of content correspondence was found among curricula and tests at all levels.
Classroom and Playground Interaction of Students with and without Disabilities
Authors: Roberts Clare , Pratt Chris , Leach David
Published: January 2017

The classroom and playground behaviors of students with disabilities, in an integrated classroom, are frequently cited as reasons for rejection of these students by their regular-class peers. We compared the classroom and playground behavior of 95 students with mild disabilities with that of 95 students without disabilities, age and sex matched, and enrolled in the same classes. The children, age 8–13 years, attended state government elementary schools. Behaviors were observed using a time-sampling method with nine categories of behavior in each setting. The behavior of both groups of students was in many ways similar, regardless of the presence of disabilities.
Progress Monitoring with Objective Measures of Writing Performance for Students with Mild Disabilities
Authors: Parker Richard I. , Tindal Gerald , Hasbrouck Jan
Published: January 2017

To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6–8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must he used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing.
Federal Early Childhood Special Education Policy: A Model for the Improvement of Services for Children with Disabilities
Authors: Hebbeler Kathleen M. , Smith Barbara J. , Black Talbot L.
Published: January 2017

Services in early childhood special education for children with disabilities, birth through 5 years, and their families have expanded and improved substantially in the past 25 years. The federal government, through legislation, regulation, and a variety of incentives, has played an integral role in this progress. The authors review the evolution of federal education policy in early childhood and the accomplishments achieved, including the development of the Handicapped Children's Early Education Program, the Early Childhood Research Institutes, and Public Law 99-457, the Handicapped Infant and Toddler Program (Part H). This history can serve as a model for federal involvement in the improvement of services for other groups of individuals with special needs.
Instruction in Early Childhood Special Education: “Seeing through a Glass Darkly … Knowing in Part”
Authors: Wolery Mark
Published: January 2017

This article discusses what is not known about instruction of preschoolers with disabilities. Knowledge gaps exist in four areas: the content of the curriculum, the procedures used to individualize instruction, the instructional procedures designed to ensure acquisition, and the strategies used to ensure skill use or generalization. Barriers to generating such knowledge include the fragmentation that results from specialization, the inadequacy of the data base, and the lack of training in instruction and research design and analysis. Solutions include training programs for early childhood special educators in the analysis, application, and design of research in instruction and curriculum, as well as the publication of multiple replications and refinements of instructional strategies.
Perspectives on the Transition from Preschool to Kindergarten for Children with Disabilities and Their Families
Authors: Fowler Susan A. , Schwartz Ilene , Atwater Jane
Published: January 2017

This article addresses the transition of young children from preschool programs that provide special education services to kindergarten or alternative elementary school placements. The roles of the child, family, and service providers in transition preparation, planning, implementation, and evaluation are described. Successful transitions include assessments of children's skills in meeting the demands of kindergarten programs, teaching these skills to children, and actively encouraging parent participation in plans and programs. Barriers to successful transitions include lack of time and funding to coordinate both parent activities and between-school arrangements. A critical area for future research is the long-term evaluation of the procedures described as “best practice,” i>as well as the definition of what constitutes a successful transition.
Professional Skills, Concerns, and Perceived Importance of Work with Families in Early Intervention
Authors: Bailey Donald B. , Palsha Sharon A. , Simeonsson Rune J.
Published: January 2017

Innovations brought about by Public Law 99-457 require early intervention personnel to expand their work practices to involve and support families in the provision of early intervention services. To support training needs in this area, and to understand possible barriers to change, this study examined the extent to which 142 early interventionists from two states felt competent in working with families, valued family roles, and were concerned about changing to family-centered practices. Relationships among these characteristics and experience, discipline, and job category were explored. In general, nurses and social workers scored higher than did educators and other health-care professionals on several dimensions of family-centered care. Many professionals expressed concerns about collaboration.
The Next Decade of Research on the Effectiveness of Early Intervention
Authors: Guralnick Michael J.
Published: January 2017

The effectiveness of early intervention programs for children with developmental disabilities and for children at biologic risk was reviewed and analyzed. A general pattern indicating important effects of early intervention programs was noted, with effect sizes averaging between one-half and three-quarters of a standard deviation. The ability of early intervention programs to minimize declines in development was identified as a significant outcome. The effects of specific program features—age of start and family involvement—were selected for more detailed examination, and the moderating influence of the levels of severity of children's disabilities was also analyzed. Future directions for improving the effectiveness of early intervention include, using the emerging knowledge of biobehavioral and child development research, as well as enhancing children's social competence.
Generalization of Social Skills through Self-Monitoring by Adults with Mild Mental Retardation
Authors: Misra Anjali
Published: January 2017

The effects of self-monitoring on generalization and maintenance of social skills were investigated. Participants were one female and two male adults with mild mental retardation. A multiple-baseline-across-subjects design with five phases was employed. After an initial baseline condition, the subjects were trained in individualized social skills. Following return to baseline, subjects were taught to self-monitor their behavior, in both training and natural settings. Finally, the use of the self-monitoring device was faded, and all intervention contingencies were withdrawn for the maintenance phase. Data were collected in the analogue and generalization settings throughout all phases of the study. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable.
Early Pregnancy and Academic Achievement of African-American Youth
Authors: Prater Loretta Pinkard
Published: January 2017

Competing demands of school and home can thrust adolescent mothers into stressful situations. Meeting the requirements to achieve academically can be a challenge, especially for students previously identified as “slow learners.” These students may conclude that academic achievement is an impossibility. How can special educators and service providers help? What environmental variables affect these young mothers' learning capabilities ? This study used a case study research approach to study 10 African-American adolescent mothers who were already at risk of dropping out of school programs. Successful strategies to keep these students in school include school-based clinics, teacher training, sex education, and school-community support.
The Pitfalls and Promises of Special Education Practice
Authors: Hilliard Asa G.
Published: January 2017

It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discusses a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.
Relationships among States' Fiscal and Demographic Data and the Implementation of P.L. 94–142
Authors: McLaughlin Margaret J. , Owings Maria F.
Published: January 2017

This study examined the relationships between state-level fiscal and demographic variables and identification rates and cumulative placement rates for certain categories of special education students in 1976, 1980, and 1983. The study explored the feasibility of using extant national data to study implementation of special education programs. Identification rates for students with learning disabilities and emotional disturbance were associated with level of state per-capita income and proportion of rural school-age population. States with higher per-capita income tended to have higher cumulative placement rates in special classes and all more restrictive settings.
“I've Counted Jon”: Transformational Experiences of Teachers Educating Students with Disabilities
Authors: Giangreco Michael F. , Dennis Ruth , Cloninger Chigee , Edelman Susan , Schattman Richard
Published: January 2017

The purpose of this study was to describe the experiences of general education teachers who have had a student with severe disabilities in their class. Interviews of 19 general education teachers, kindergarten through Grade 9, as well as questionnaires completed by 18 teachers, were analyzed using categorical coding procedures to identify themes related to the teachers' experiences. Results showed that despite teachers' initial negative reactions to the placement of a child with severe disabilities in their classrooms, 17 teachers described transforming experiences of a more positive nature and related many benefits to the students with disabilities, their classmates, and the teachers themselves. Respondents also characterized what support services they found helpful and not helpful.
Quality of Life as Context for Planning and Evaluation of Services for People with Disabilities
Authors: Dennis Ruth E. , Williams Wes , Giangreco Michael F. , Cloninger Chigee J.
Published: January 2017

Quality of life has become a dominant theme in planning and evaluating services for people with disabilities. This article reviews definitions of quality of life, explores the concept from the perspective of the optimal theory of personal well-being, and surveys the research on the concept and its implications for planning and evaluating services. This article explores the subjective nature of life quality, particularly for people with disabilities, and relates the concept to both cultural norms and universal human values and needs. Each person experiences life, and disability, in unique ways. Practitioners need to consider quality-of-life issues as a context in planning and evaluating quality services.
A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes
Authors: Bottge Brian A. , Hasselbring Ted S.
Published: January 2017

Two groups of adolescents with learning difficulties in mathematics were compared on their ability to generate solutions to a contextualized problem after being taught problem-solving skills under two conditions, one involving standard word problems, the other involving a contextualized problem on videodisc. All problems focused on adding and subtracting fractions in relation to money and linear measurement. Both groups of students improved their performance on solving word problems, but students in the contextualized problem group did significantly better on the contextualized problem posttest and were able to use their skills in two transfer tasks that followed instruction.
Interaction between Early Intervention Curricula and Student Characteristics
Authors: Cole Kevin N. , Dale Philip S. , Mills Paulette E. , Jenkins Joseph R.
Published: January 2017

This study examined the relative effects of two highly contrasting early intervention programs, Mediated Learning (ML) and Direct Instruction (DI), in a randomized design. Subjects were children (ages 3–7 years) with mild to moderate disabilities in cognitive, language, socioemotional, and motor development. No main effect differences between the two groups were found on a battery of cognitive, language, and motor measures. Aptitude-x-Treatment Interaction (ATI) analyses of pretest and posttest results indicated that, contrary to conventional wisdom, relatively higher performing students gained more from DI, whereas relatively lower performing students gained more from ML. Although ATIs were significant, the effect sizes were modest (3%-8% of variance) and do not yet warrant major changes in educational practices
Observations of Students with Learning Disabilities in General Education Classrooms
Authors: McIntosh Ruth , Vaughn Sharon , Schumm Jeanne Shay , Haager Diane , Lee Okhee
Published: January 2017

This study examined 60 general education teachers' classrooms, K-12, that included students with learning disabilities. The study examined how general education teachers' behaviors toward mainstreamed students with learning disabilities compared with their behavior toward students without disabilities, and the interactions between students, and between students and teacher. Observations using the Classroom Climate Scale indicated that few teacher behaviors and classroom practices were different for the two groups of students. However, differences were found in student behaviors. Overall, students with learning disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students.
Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction
Authors: Van Reusen Anthony K. , Bos Candace S.
Published: January 2017

Public Law 101–467, the Individuals with Disabilities Education Act of 1990, specifies that students with disabilities, especially secondary-level students, should have an opportunity to participate in IEP conferences. This study investigated the effectiveness of strategy instruction designed to foster students' active participation in IEP conferences. High school students with learning disabilities and their parents participated in either strategy instruction or an orientation lecture/discussion. Results indicate that strategy-instructed students identified more goals and communicated more effectively during their conferences than did the contrast students.
Strategies That Promote Social Relations among Elementary Students with and without Severe Disabilities in Inclusive Schools
Authors: Salisbury Christine L. , Gallucci Chrysan , Palombaro Mary M. , Peck Charles A.
Published: January 2017

Using qualitative research methods, we studied the strategies that general education classroom teachers use to promote the development of positive relationships between children with and without moderate to severe disabilities in inclusive classrooms. We used observations and interviews with teachers, specialists, and administrators in two inclusive schools as bases for identifying five strategies used by classroom teachers: active facilitation of social interactions, empowering children, building a sense of community in the classroom, modeling acceptance, and developing school organizational supports. These practices are discussed in terms of their congruence with broader goals and best practices within K-12 education.
Psychometric Analysis and Revision of the Opinions Relative to Mainstreaming Scale
Authors: Antonak Richard F. , Larrivee Barbara
Published: January 2017

This article provides supporting evidence for the use of a revised version of the Opinions Relative to Mainstreaming (ORM) scale. Analyses of data produced by a test of the revised scale, the Opinions Relative to Integration of Students with Disabilities (ORI), indicated satisfactory item characteristics and adequate reliability and homogeneity. Initial support for ORI's construct validity was demonstrated by the results of regression analyses relating ORI scores to respondent sociodemographic and experiential data and scores on the Scale of Attitudes Toward Disabled Persons (SADP). The ORI should prove useful to researchers evaluating the attitudes of educators toward the integration of students with disabilities into general education classrooms.
A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category
Authors: MacMillan Donald L. , Siperstein Gary N. , Gresham Frank M.
Published: January 2017

This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.
Promoting Interactions among Preschoolers with and without Disabilities: Effects of a Buddy Skills- Training Program
Authors: English Kris , Goldstein Howard , Shafer Karin , Kaczmarek Louise
Published: January 2017

The promotion of friendship development for children with disabilities is now considered a primary educational goal. Peer-mediated interventions have been used successfully to increase social interaction between children with and without disabilities, although implementation has usually been restricted to play time. We investigated the effects of alternative strategies that included pairing four children with disabilities with several trained peers (“buddies”) during a variety of activities across the school day and teaching interaction skills to both children with and without disabilities. Interactions between children with and without disabilities increased significantly after peer training; supplemental dyadic training resulted in minimal increases in responsiveness on the part of children with disabilities. This intervention appears to be a useful approach for promoting peer interactions, a prerequisite for the development of friendships in integrated preschools.
When Students with Disabilities Participate in Cooperative Groups
Authors: Pomplun Mark
Published: January 2017

This study examined the overall performance as well as the amount and nature of participation by students with disabilities in cooperative groups. Regression and discriminant analyses were used to investigate the amount and nature of participation by students with disabilities in cooperative groups used in a state science assessment. The results indicated that most students with disabilities were in groups that functioned like groups with all general education students. However, groups with students with behavioral disorders or students with mental impairments did not interact like the other groups; there was less participation and listening by group members. The discussion stresses the nature of the group task in the generalization of these results.
Pathways to Family Empowerment: Effects of Family-Centered Delivery of Early Intervention Services
Authors: Thompson Lyke , Lobb Christian , Elling Richard , Herman Sandra , Jurkiewicz Ted , Hulleza Charito
Published: January 2017

This study explores how the method of delivery for early intervention services impacts perceptions of empowerment among families. Analysis of data collected from 270 randomly sampled families participating in the State of Michigan's Early On (Part H of the Individuals with Disabilities Education Act) program suggests two paths by which empowerment is effected. Along one path, implementation of program components via a family-centered framework appears to help increase empowerment. An alternative path models how family-centered delivery may help to build a family's support network. This is related to reduced stress and increased empowerment. Findings support programs emphasizing family-centered methods of service delivery.
Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms
Authors: Logan Kent R. , Malone D. Michael
Published: January 2017

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.
Who are We Assessing? Determining State-Wide Participation Rates for Students with Disabilities
Authors: Gronna Sarah S. , Jenkins Amelia A. , Chin-Chance Selvin A.
Published: January 2017

The purpose of this study was to examine the rate of participation of students with disabilities in a large-scale norm-referenced assessment. Hawaii uses the Stanford Achievement Test (Stanford 8) to assess 86% of public school students in grades 3, 6, 8, and 10. We found that roughly 66% of all students with disabilities were assessed in 1995. Fairly precise participation rates of students with disabilities in norm-referenced tests can be identified using state assessment and demographic databases, but there is difficulty identifying characteristics of those not assessed. Cross-sectional data are included for preliminary evaluation of mean reading score performance for high incidence categories (mild mental retardation, specific learning disabled, emotional impairment, and nondisabled groups) based on 1994 and 1995 data.
Reflections on a Research Career: Perspective on 35 Years of Research at the Juniper Gardens Children's Project
Authors: Greenwood Charles R.
Published: January 2017

The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Juniper Gardens Children's Project (JGCP) was awarded the Research Award in 1996, recognizing 35 years of research in special education and its seminal role in producing best practices, tools, and critical knowledge for educating students at risk with disabling conditions. This article by Charles Greenwood and colleagues at Juniper Gardens presents their thoughts about the motivating conditions, goals, works, and aspirations of JGCP.