bluuebunny/crossref_metadata_2025 huggingface dataset:
Trends and Issues in Special Education in Botswana
Authors: Abosi Okechukwu C.
Published: June 2008

The development of educational facilities for children with special educational needs has become a universal priority. The United Nations Educational, Scientific and Cultural Organization (1996) received information from 52 member states as to legislation pertaining to special needs education. Forty-eight countries (92.3% of the member states involved in the study) enacted legislation pertaining to special needs education, whereas the remaining four countries (7.7%) have active proposals. Globally, Botswana is not isolated or indifferent with respect to making provision for children with special needs. On March 7, 1994, the Botswana National Assembly approved the Revised National Policy on Education, which in part stated that the government is committed to the education of all children, including those with disabilities. Prior to this, education of people with disabilities had been left mainly in the hands of nongovernmental organizations. In 1984, a special education unit charged with the responsibility of coordinating special education affairs was established in the Ministry of Education. Later in 1994, it was elevated to a division. The Botswanian government has progressively shown interest in the welfare of people with disabilities. For example, special schools or resource centers have been built, taken over, or supported; a number of facilities, such as Teacher Training Curriculum, have been modified to include awareness courses in special education; specialist training facilities have been established at the university; an enlightenment program has been designed to help in attitudinal change; more personnel have been sent abroad for training in different specialized areas; public buildings are being modified to be sensitive to the needs of people with disabilities; and the policy of inclusive education is being vigorously pursued. Overall, development of special education and provision for people with disabilities are topmost priorities of the government of Botswana. Despite government commitment to special education development, numerous factors could delay quick delivery.
A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning
Authors: Wehmeyer Michael L. , Agran Martin , Hughes Carolyn
Published: June 2008

This article describes the findings of a national survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome. Respondents were secondary-level educators serving students with varying types and severity of disabling conditions. Findings indicated that a majority of respondents believed that instruction in self-determination was important, but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability. Implications for educational practice are discussed.
The Relation of a Statewide Alternate Assessment for Students with Severe Disabilities to Other Measures of Instructional Effectiveness
Authors: Turner Matthew D. , Baldwin Leigh , Kleinert Harold L. , Farmer Kearns Jacqueline
Published: June 2008

This article is based on a study that investigated the extent to which scores in Kentucky's statewide alternate assessment program for students with severe disabilities correlated with measures of program quality and overall school effectiveness. Across 36 schools, 60 students were observed in their classroom environments, and the resulting measures of overall program quality (i.e., observed indicators of best practices for students with moderate and severe disabilities) and Individualized Education Program (IEP) quality were correlated with the students' alternate assessment scores. Results indicated a significant relationship between overall program quality and the resulting Alternate Portfolio scores, but not between assessment scores and IEP quality. Finally, for these 60 students, Alternate Portfolio scores were positively related to the school's educational accountability index for all students and with the percentage improvement within each school's overall accountability index over the previous 2-year reporting cycle.
A Cross-National Study of Teachers' Attributional Patterns
Authors: Clark Margaret D. , Artiles Alfredo J.
Published: June 2008

This cross-national study examined patterns in teachers' attributional responses to outcomes of students with and without learning disabilities. Teachers from elementary schools in California (n = 97) and Guatemala City (n = 59) participated in the study. Using written vignettes, eight hypothetical male students were described, four identified as learning disabled (LD), and four as non-learning disabled (non-LD). Teachers were to assume each child had just taken a typical classroom test and failed. Vignettes provided three types of information: a statement of student ability (high or low), typical effort (high or low), and disability status (LD or non-LD). Three types of teacher responses were examined: evaluative feedback (reward or punishment), emotional reactions (anger and pity), and expectations of future failure. Cross-national patterns of significant difference in teacher responses on the basis of student ability and effort and responses to the students with and without learning disabilities were found. Attributional characteristics of U.S. and Guatemalan teachers' responses are discussed.
The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School
Authors: Gunn Barbara , Biglan Anthony , Smolkowski Keith , Ary Dennis
Published: June 2008

This article discusses a study that experimentally evaluated the effects of supplemental instruction in reading for students in kindergarten through Grade 3. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a measure of oral reading fluency, 256 students in kindergarten through second grade (158 Hispanic, 98 non-Hispanic) were screened. Students were then randomly assigned to receive or not receive supplemental reading instruction focused on phonological awareness and decoding skills. Reading skill was assessed in the fall of the first year of participation and again in the spring of Years 1 and 2 (Times 2 and 3). Children who received the supplemental reading instruction performed significantly better on measures of word attack skills at Time 2 and on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension at Time 3. There were no differences in the effectiveness of instruction as a function of Hispanic students' level of English proficiency or as a function of student gender or grade.
Special Education in Singapore
Authors: Lim Levan , Sang Seok Nam
Published: June 2008

This article describes the development and current status of special education in Singapore. Topics include a brief history of special education services, organization of service delivery, integration, teacher training, and achievements. Highlighted within these topics are significant developments over the past decade that have influenced special education services. We conclude by noting several challenges to improve the quality of special education services through integration opportunities, preservice teacher training, greater coordination among services, current educational and social initiatives and rhetoric, and societal vision.
A Follow-Up Study of the Peer Relationships of Children with Disabilities in an Inclusive School
Authors: Hall Laura J. , McGregor Jodie A.
Published: June 2008

This study provides a description of the peer relationships that developed between three male children with disabilities and their nondisabled peers in an inclusive setting. Multiple methods were employed during kindergarten/Grade 1, and again during upper elementary grades (10-13 years of age) for the same three children, including direct observation, sociometric nominations, and peer interviews. Results revealed that each of the three children with disabilities was selected as a playmate by male and female classmates during both time periods and that some play activities and social behaviors were similar to those of typical peers. The gender composition of playmates remained the same from entry to upper elementary grades for all three focal children, whereas typical peers demonstrated a strong preference for same-gender playmates. In addition, during upper elementary grades each of the children with disabilities received few total nominations on the sociometric measure, which represented a change in social status for two of the boys. Although peer relationship patterns varied, overall there were fewer reciprocal peer relationships during the upper elementary grades.
Enhancing Main Idea Comprehension for Students with Learning Problems
Authors: Jitendra Asha K. , Kay Hoppes Mary , Yan Ping Xin
Published: June 2008

This study investigated the effectiveness of a main idea strategy and self-monitoring instructional procedure for improving comprehension of textual material in students with high-incidence (e.g., learning and behavioral) disabilities. Thirty-three middle school students with disabilities were randomly assigned to experimental and control groups. Students in the experimental condition were trained to identify and generate main idea statements using main idea strategy instruction and a self-monitoring procedure. Results indicated that the instructional procedures led to increased reading comprehension of students in the experimental group on the training measure, which was maintained over time. On near and far transfer measures, the experimental group statistically outperformed students in the control group on posttest and delayed posttest items requiring selection responses. Students in the experimental group maintained strategy usage 6 weeks later on selection type responses on the near transfer measure but, not on the far transfer measure. Implications for practice are discussed.
Identifying Indicators of Written Expression Proficiency for Middle School Students
Authors: Espin Christine , Shin Jongho , Deno Stanley L. , Skare Stacy , Robinson Steven , Benner Barb
Published: June 2008

In this study we examined the reliability and validity of various growth indicators in written expression for middle school students. In addition, we examined the effects of type and duration of writing on the validity and reliability of the growth indicators. Students ( N = 112) in Grades 7 and 8 composed two story writing and two descriptive writing pieces. For each sample, students wrote for 3 and 5 minutes. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. No differences were found related to type or duration of writing.
Students with Disabilities in Large-Scale Assessments
Authors: Thurlow Martha L. , House Allison L. , Scott Dorene L. , Ysseldyke James E.
Published: June 2008

State policies on the participation of students with disabilities in district or state assessments, and the accommodations available in those assessments, continue to change rapidly. Examination of participation and accommodation policies of all states revealed that in most states the Individualized Education Program team is central in decision making. Testing accommodations are commonly allowed, though some are allowed only under certain conditions, and there is considerable variability from one state to the next. States generally offer more accommodations on criterion-referenced tests than norm-referenced tests. Issues raised by state policies and how the policies are translated into practice are discussed.
Technical Adequacy of the Maze Task for Curriculum-Based Measurement of Reading Growth
Authors: Shin Jongho , Deno Stanley L. , Espin Christine
Published: June 2008

The purpose of the present study was to examine the technical adequacy of curriculum-based measurement (CBM) for assessing student growth over time. Participants were 43 second graders whose reading performance was measured monthly over 1 school year with the maze task. Technical characteristics of the CBM maze task were examined in terms of reliability, sensitivity, and validity for assessing student growth. Results showed that the maze task had good alternate-form reliability, with a mean coefficient of .81 and 1- to 3-month intervals between testing. The maze task also sensitively reflected improvement of student performance over a school year and revealed interindividual differences in growth rates. Finally, growth rates estimated on repeated maze scores were positively related to later reading performance on a standardized reading test; in addition, although a significant difference was not found, general education students appeared to develop reading proficiency faster than remedial education students. Results support the use of the maze task as a reliable, sensitive, and valid data collection procedure for assessing reading growth.
The Retreat From Inquiry and Knowledge in Special Education
Authors: Sasso Gary M.
Published: June 2008

Postmodern and cultural relativist doctrines have long been a part of the humanities, social sciences, and natural sciences. However, relatively little critical attention has been paid to postmodern intellectual currents in special education. This article describes postmodern and cultural relativist ideas in some of their forms, provides examples of how the adoption of these doctrines are dangerous and destructive to students with special needs, and explores possible resolutions.
Classroom Behavior of Elementary School-Age Boys with Fragile X Syndrome
Authors: Symons Frank J. , Clark Renee D. , Roberts Jennifer P. , Bailey Donald B.
Published: June 2008

Despite reports suggesting numerous academic and social behavior deficits in boys with fragile X syndrome (FXS), little information is available concerning their actual classroom academic and social behavior. In this study, direct observational data were collected on the behavior of 26 elementary school-age boys with FXS during classroom academic activities in primarily self-contained special education classrooms. Results indicated moderate levels of academic engagement during periods of academic instruction, comparable to that of their classroom peers. Classroom engagement was not related to intrasubject variables such as severity of delay, autism status, or medication usage. A general measure of classroom quality and instruction was significantly correlated with engagement. Relatively low levels of stereotypic or self-injurious behavior were observed. These findings are discussed in relation to the existing engagement literature for school-age individuals with disabilities and issues concerning syndrome specific behaviors.
A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities
Authors: Cook Bryan G.
Published: June 2008

This investigation examined whether teachers' attitudes toward their included students with disabilities differed as a function of the disability's severity. Seventy inclusive classroom teachers nominated three students to prompts corresponding with the attitudes of attachment, concern, indifference, and rejection. Chi-square analyses supported predictions, based on a theory of instructional tolerance and a model of differential expectations, that students with severe or obvious disabilities are significantly overrepresented among teachers' nominations in the indifference category, whereas students with mild or hidden disabilities are significantly overrepresented among teachers' nominations in the rejection category. Results were interpreted to indicate that teachers tend to form different attitudes and expectations for their included students with disabilities depending on the severity or obviousness of students' disabilities. It is suggested that both included students with obvious and hidden disabilities are at risk for receiving inappropriate educational interactions—but for different reasons. Distinct recommendations for improving teachers' attitudes toward included students with hidden and obvious disabilities are offered.
A Methodological Analysis of Research on Locus of Control and Learning Disabilities
Authors: Mamlin Nancy , Harris Karen R. , Case Lisa P.
Published: June 2008

Descriptions and discussions of students with learning disabilities (LD) commonly state that these students have an external locus of control. A methodological analysis of 22 comparative and descriptive studies of locus of control among students with LD conducted between 1982 and 1999 is presented in this article. Serious concerns and deficiencies regarding participant selection and description present in numerous studies are discussed. Serious concerns are also noted regarding the use and nature of the locus-of-control measures as well as the relationships between the data and conclusions drawn by some authors. On the basis of the available data using locus-of-control measures, it appears inaccurate to state that students with LD have an external locus of control. Recommendations for future research are noted; the complex nature of factors affecting motivation and self-evaluations among students with LD has only begun to be explored.
Translating Research Into Practice
Authors: Foegen Anne , Espin Christine A. , Allinder Rose M. , Markell Marc A.
Published: June 2008

In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for presentation format (statistical or anecdotal), but an interaction between category and question orientation was noted. In general, participants' beliefs were more positive about the utility of CBM than about its validity. This difference was most pronounced for student-oriented questions. Across all question types, participants rated as least positive their beliefs about the validity of the number of words read in 1 minute as an indicator of reading comprehension. Implications for practice are discussed.
Identifying Growth Indicators for Low-Achieving Students in Middle School Mathematics
Authors: Foegen Anne , Deno Stanley L.
Published: June 2008

The purpose of this study was to explore the technical adequacy of potential indicators of growth in mathematics at the middle school level. Correlation and regression analyses were used to investigate the reliability and criterion validity of four measures in mathematics. One hundred students from a racially and socioeconomically diverse urban middle school completed 4 measures (1 involving basic facts and 3 involving estimation) twice in a 1-week period. Criterion measures included grades in school, standardized test scores, and teacher ratings. Results indicated the measures are reliable and possess acceptable levels of criterion validity; thus, they may prove to be useful as indicators of mathematics proficiency for middle school students.
Not All Students Learn to Read by Third Grade
Authors: McCray Audrey D. , Vaughn Sharon , Neal La Vonne I.
Published: June 2008

Twenty middle school students with reading-related learning disabilities were interviewed on two occasions to better understand their perceptions about (a) their reading ability, (b) procedures used to assist with reading instruction and the extent to which they were perceived as useful, (c) purposes for involvement in explicit reading instruction, and (d) reading instruction that might improve their reading ability. Findings revealed that despite considerable past challenges in learning to read, all of the students indicated willingness to learn to read and recognized the importance of reading to later successes in getting and keeping a job. Many stated that there was something wrong with them and that is why they had difficulty. Also, the students did not mind participating in what might be perceived as elementary or basic work in reading if it would lead to better reading skills for them. They expressed concern that they would be embarrassed if friends recognized that they were learning to read.
Sign Facilitation in Word Recognition
Authors: Wauters Loes N. , Knoors Harry E. T. , Vervloed Mathijs P. J. , Aarnoutse Cor A. J.
Published: June 2008

The purpose of this article was a dual one: first, to provide a comprehensive literature review, and second, to report one study to extend that literature. That study investigated whether signs from the Sign Language of the Netherlands would facilitate word recognition by deaf children. Participants were 6-to 10-year-old deaf children who attended a school for the deaf at which they received bilingual education. The mean hearing loss was 104 dB. Participants attended a training in which they were taught to match written words with pictures. Before and after training, they were tested in word recognition by means of a computer-based test. Results indicated a significant increase in accuracy of word recognition after training. If words were learned through speech, accompanied by the relevant sign, accuracy of word recognition increased to a greater extent than if words were learned solely through speech.
Supervising Paraprofessionals
Authors: French Nancy K.
Published: June 2008

This study examined the practices of special education teachers with responsibility for the supervision of paraprofessionals. Teachers reported little preservice or inservice preparation for supervising; "real-life experience" was the primary source of their supervision knowledge. Few teachers participated in selecting or hiring the paraprofessional they supervised, although more than half of the respondents indicated that they held primary responsibility for evaluating the performance of paraprofessionals. Teachers provided oral instructions to paraprofessionals rather than written plans. The oral instructions consisted of directions about guiding students' skills practice and suggestions for behavior management. Few teachers held regularly scheduled, sit-down meetings with paraprofessionals. Substantial overlap of tasks and duties was reported. However, paraprofessionals assumed primary responsibility for the personal care of students and for playground supervision. Teachers maintained primary responsibility for determining goals and objectives of the Individualized Education Program (IEP), informing parents, attending IEP meetings, and planning lessons. The remaining tasks, including many involving instruction, were equally shared. Findings demonstrated that teachers' supervision methods vary somewhat from recommended supervisory practices and support the call for supervisory training in preservice and inservice special education programs.
Employment and Utilization of Paraeducators in Inclusive Settings
Authors: Riggs Cathryn G. , Mueller Patricia H.
Published: June 2008

The study, undertaken in two New England states using quantitative and qualitative methodologies, investigated paraeducators' experiences in inclusive educational settings, including administrative policies, job responsibilities, training, retention, and relationships with members of the school community. Findings emphasized the need for more training for paraeducators and the importance of relationships within the educational community. We conclude with recommendations for policymakers, administrators, teachers, institutions of higher education, and paraeducators to create effective inclusive educational programs.
Is the Glass Half Full or Half Empty?
Authors: Mastropieri Margo A.
Published: June 2008

Help Wanted: Individuals who are enthusiastic, intelligent, energetic, and personable to work in challenging situations with challenging individuals. Extrinsic rewards minimal. Intrinsic rewards unlimited.
Converting Challenge to Success
Authors: Boyer Lynn , Lee Christine
Published: June 2008

A new teacher in a self-contained classroom for six kindergarten students with autism and autistic-like behaviors describes the challenges of beginning a new program in her school, planning instruction with the new state instructional standards in mind, being scrutinized by parents and advocates, and coordinating documentation of progress and development of Individualized Education Programs (IEPs). Her challenges become successes through the support of an induction program that includes a mentor who also teaches young children with autism, insightful administrators, and school district resources. Components of an induction program that meets the needs of new special educators are included.
Making Time
Authors: MacDonald Victoria , Speece Deborah L.
Published: June 2008

We describe the challenges faced by the first author during her first year teaching children identified as emotionally disturbed. In addition to academic diversity and behavioral challenges of the children, there were also issues related to working with a team of special educators and being the newcomer. These issues included instructional time, behavioral management, and decision-making. Implications for children and teacher education are discussed.
Teaching Students with Learning Disabilities
Authors: Busch Todd W. , Pederson Kari , Espin Christine A. , Weissenburger Jacalyn W.
Published: June 2008

We report the perceptions of a first-year teacher of students with learning disabilities. The teacher describes her first-year challenges and successes; presents her views on assessment, accountability, and inclusion; and makes recommendations for new teachers entering the field. In addition, she suggests steps that teacher educators, school administrators, and experienced teachers can take to ensure the success of first-year teachers. We conclude with observations on teacher retention, first-year teaching experiences, and teacher-education programs.
Thirty-One Students
Authors: Carter Karen Butcher , Scruggs Thomas E.
Published: June 2008

In this article, the experiences of a first-year teacher of students with mild mental retardation are described from the perspective of that teacher. The authors reflect on these experiences and discuss them with respect to the enormous burdens that can be placed on new teachers in difficult situations. Implications are discussed for teacher education, interpersonal relationships, and the role of special education in public schools.
Preparation, Practice, and Program Reform
Authors: Lovingfoss Diana , Eddy Molloy Dawn , Harris Karen R. , Graham Steve
Published: June 2008

The revision of the University of Maryland Special Education Department 5-year undergraduate teacher preparation program is described. For 20 years this 5-year program has had a categorical disability focus, preparing special educators to work with students across a wide range of ages and grades. A recent program graduate's reflections on her first year of teaching illuminate key issues addressed in revising our program to focus on multicategorical special education teacher preparation across a more refined age/grade base. Key issues include collaboration and coordination between general and special education, development of professional communities, and preparation of teachers to be change agents involved in school stewardship. Feedback from professionals in the field, research on school reform and best practices, and review of professional standards also informed our shift to multicategorical preparation. Key program components include: selective admissions, 3 years of intensive field placements and internship integrated with university coursework, selection of a multicategorical age-based specialization, and opportunity to earn graduate credit while completing the undergraduate program.
"It's one of them ... I don't know"
Authors: Miller Linda L. , Felton Rebecca H.
Published: June 2008

— A case study of D. W., a student with deficits in phonemic awareness, rapid naming, and word finding, is reported. D. W.'s response to instruction during elementary, middle, and high school is described, and the implications for the educational and research communities are discussed.
The Indomitable Dinosaur Builder
Authors: Wise Barbara W.
Published: June 2008

K. C. is an 11-year-old girl who had a deficit in phonological awareness without difficulties in naming speed. After 18 months of linguistically sound, phonologically grounded therapy, she progressed from being a nonreader to being an at least grade-level reader midway through her fourth-grade year. Her therapy started after she had experienced 3 years of failure in school, despite 1 year of pull-out remedial reading support and 4 months of after-school remedial help. An extremely important component of her therapy was the dedication of her mother, who served as her coach, guided by me, the therapist-author. K. C. and her mother practiced daily for 30 to 60 minutes, using techniques learned in our weekly 1-hour sessions. They also both learned how to attend to positive behavior and how to teach with positive hinting. Seven months after completing her therapy, K. C. has maintained her gains and has gained another grade level in reading as she readies herself for entering fifth grade.
"I like to take my own sweet time"
Authors: Deeney Theresa , Wolf Maryanne , Goldberg O'Rourke Alyssa
Published: June 2008

Three types of dyslexic readers exist, according to the Double-Deficit Hypothesis: those with (a) a single phonological deficit, (b) a single naming-speed deficit, or (c) a combination of deficits. Although there is considerable information about phonologically based reading disabilities, there is insufficient information about poor readers who have intact phonological skills but severe naming-speed problems. This case is the first in-depth study of a reading disabled student with a profound single naming-speed deficit. Through an analysis of the student's performance on a variety of educational and neuropsychological tasks, we explore how the single naming-speed pattern of disruption affects reading performance, and whether this performance is consistent with theoretical assumptions regarding the role of naming speed in reading. We also describe a theoretically based reading program (RAVE-O) designed to address deficits in processing speed and fluency. Through pre/posttest analysis, we discuss whether the reading performance of this reader changed after participation in the program.
Neurodevelopmental Outcome of ECMO Survivors at Five Years of Age
Authors: Langenbacher Deborah , Nield Toni , Poulsen Marie Kanne
Published: June 2008

This study examined areas of cognitive and motor functioning in survivors of neonatal extracorporeal membrane oxygenation (ECMO) at age 5. Fifty-two English-speaking ECMO survivors were seen for follow-up evaluations of cognitive, physical, and motor status, using the WPPSI-R, PPVT-R, PDMS, VABS, Achenbach CBCL, and physical examination. Children were assigned to groups of "normal," "at risk," and "delayed" on the basis of their functional outcome. Profile analyses were done on the verbal and performance intelligence quotients of the WPPSI-R and the developmental motor quotient subtests of the PDMS. A higher number of children than expected (10%) were diagnosed with mental retardation, while an additional 12% presented other disabilities. In addition, a pattern of specific vulnerabilities in cognitive and gross motor abilities was present for many children, including difficulties with fine motor and motor planning using paper and pencil. ECMO survivors are at greater risk than would be expected for academic difficulties and gross motor deficits, suggesting that many children may require special education services. Evaluation in second or third grade, when learning disabilities can be more easily identified, is indicated for ECMO survivors.
The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders
Authors: Sutherland Kevin S. , Wehby Joseph H.
Published: June 2008

This study examined the effect of a self-evaluation intervention using audiotaped samples of teachers' instructional behavior on the rates of praise in classrooms for students with emotional and behavioral disorders (EBD). It also examined the effect of the intervention on other teaching behaviors and determined whether implementation of the intervention is feasible for teachers of students with EBD. Results suggested that the intervention had positive short-term effects on teacher praise and correct academic responses by students. Post hoc analyses suggested that the mean ratio of praise to reprimands changed across phases for teachers in both the self-evaluation and no treatment groups. Implications for future research and study limitations are discussed.
Parents' Expectations About Future Outcomes of Children with MR in Kenya
Authors: Kagendo Mutua N. , Dimitrov Dimiter M.
Published: June 2008

This study defined and validated three constructs of parents' expectations about future outcomes for children with mental retardation in Kenya: adult responsibilities, community membership, and educational attainment. The purpose was to investigate changes in these constructs across child's gender and severity of mental retardation. Using a maximum-likelihood confirmatory factor analysis on a questionnaire developed for the purposes of this study, it was found that the hypothesized model of parents' expectations was adequate and fit with data. Gender differences in favor of boys were found for the parents' expectations about future adult responsibilities and educational attainment, but not about community membership. Overall, parents' expectations about future outcomes for children with severe mental retardation were much lower than those for children with mild or moderate mental retardation. However, there was also an interaction between the child's gender and level of mental retardation for the parents' expectations about the child's educational attainment.
Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes
Authors: Bottge Brian A. , Heinrichs Mary , Zara Dee Mehta  , Hung Ya-Hui
Published: June 2008

The purpose of this study was to examine the effectiveness of enhanced anchor instruction and traditional problem instruction in improving the problem-solving performance of 42 seventh-grade students with and without disabilities in general education classrooms. Qualitative research strategies embedded in a quasi-experimental, nonequivalent control-group design permitted investigators to describe and compare the problem-solving performances of individual students with disabilities in general education settings. Previous research has suggested that students with disabilities can solve math problems that are meaningful and motivating in remedial settings; however, few studies have examined whether those improvements can be achieved in general education classrooms. Results of this study indicated that the students without disabilities profited from contextualized instruction, but benefits for the students with disabilities were equivocal. Explanations for these findings are offered, and implications for instruction are described.
The Relationships Among Phonological Processing, Orthographic Processing, and Lexical Development in Children with Reading Disabilities
Authors: Compton Donald L.
Published: June 2008

The purpose of this study was to examine the relationship between phonological and orthographic processing skills in relation to the two lexical acquisition systems (i.e., word-specific knowledge and subword orthographic-phonological connections) in children with and without reading disabilities (RD). Performance on measures of phonemic awareness, orthographic processing, and print exposure in 16 fifth- and sixth-grade children with RD was compared to that of three control groups without RD (each with N = 16): a chronological-age matched group of children and two different groups of reading-age-matched children. One reading-age group was matched with the group of children with RD on pseudoword identification skills (considered a proxy for the robustness of subword orthographic-phonological connections in the lexicon); the other was matched on exception-word identification (used to approximate word-specific knowledge in the lexicon). Results were consistent with the hypothesis that children with RD add word-specific entries to their lexicons without a corresponding expansion of subword orthographic-phonological connections. Furthermore, this lexical asymmetry fully accounts for differences in phonemic awareness and orthographic processing skill differences between children with and without RD. Results indicate that phonological and orthographic processes may be less integrated in children with RD.
Exploring the Long- and Short-Term Planning Practices of Head Start Teachers for Children With and Without Disabilities
Authors: Venn Martha L. , McCollum Jeanette
Published: June 2008

This investigation explored the long- and short-term planning practices of 21 Head Start teachers from three Head Start grantee programs. A structured face-to-face interview protocol was used to gather information about (a) primary purposes for short-term and long-term planning, (b) sources of information the teachers used in their planning, (c) contextual factors influencing planning, and (d) differences in planning for children with disabilities. Descriptive analysis procedures were employed to analyze the data. The teachers engaged in several different levels of both long- and short-term planning. The calendar, the classroom environment, the schedule, and classroom activities appeared to be the primary foci of the teachers' planning decisions across all levels. The teachers primarily used personal files, curriculum books, and other teaching personnel as planning resources for their classrooms. Few differences were reported in the planning process or resources used when planning for children with disabilities. Practice issues emerging from this investigation included individualization, ownership, and cohesive and connected planning systems.
Computer-Based Video Instruction to Teach Persons with Moderate Intellectual Disabilities to Read Grocery Aisle Signs and Locate Items
Authors: Mechling Linda C. , Gast David L. , Langone John
Published: June 2008

The purpose of this study was to evaluate the use of computer-based video instruction to teach generalized reading of words found on grocery store aisle signs and the location of the corresponding grocery items within those aisles. A multiple probe design across three sets of words, replicated across four students with moderate intellectual disabilities, was used to evaluate the effectiveness of the computer-based video program. All training sessions occurred through simulation using the computer-based program with "life-like" video recordings of multiple examples of three grocery stores. All generalization probes, including generalized reading of target words in a novel grocery store, were assessed in actual grocery stores. Results indicated that the computer-based video program alone was successful in teaching generalized reading of aisle signs and the location of items and that students generalized responding to a novel grocery store. Results are discussed in terms of the advantages of computer-based video instruction.
Reading Instruction for Students with LD and EBD
Authors: Vaughn Sharon , Levy Shari , Coleman Maggie , Bos Candace S.
Published: June 2008

This article synthesizes previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD). A systematic search of all research conducted between 1975 and 2000 yielded a total of 16 studies (11 independent samples) that met all preestablished criteria. These studies yielded several findings: (a) There was substantial time allocated for reading instruction, though the time varied based on whether students were in special education or general education or both; (b) students were provided more individual and group instruction in special education; (c) the quality of reading instruction was low, overall, with excessive time allocated to waiting and limited time allocated to actual reading of text; and (d) independent seatwork and worksheets consumed large amounts of time allocated for reading. Only a small percentage of students with EBD were participants in the studies. The findings should be interpreted as generalizable primarily for students with learning disabilities. Overall concern about the quality of reading instruction was discussed, as well as future implications for professional development for teachers and instruction for students.
Proportion of LD Placements Associated with Low Socioeconomic Status
Authors: Blair Clancy , Scott Keith G.
Published: June 2008

The purpose of this article was to estimate the proportion of learning disabilities placements associated with variables that can be considered markers for low socioeconomic status. A linked birth record/school record data set for the state of Florida ( n = 159,129) was utilized to examine the occurrence of learning disabilities placements among a single cohort of children with varying levels of risk at birth. Children whose birth records indicated maternal education of less than 12 years, mother unmarried at birth, prenatal care initiation after the first trimester of pregnancy, or low birthweight were at increased risk for a learning disabilities placement by the age of 12 to 14 years. Children with any one of these factors were between 1.2 and 3.4 times more likely to have a learning disability placement by age 12 to 14 years than were children without any of these factors. Analyses indicated that the rate of learning disability placement among children from low-SES backgrounds is greater than would be expected given the rate of placement among children not experiencing low SES. The proportion of placements attributable to the increased risk associated with low SES indicators on the birth certificate was 30% among boys and 39% among girls. The finding of greater-than-expected rates of learning disabilities placement among children facing risks associated with low SES suggests that alternative approaches to prevention may be needed to reduce some proportion of placements.
An Exploratory Study of Schema-Based Word-Problem—Solving Instruction for Middle School Students with Learning Disabilities
Authors: Jitendra Asha , DiPipi Caroline M. , Perron-Jones Nora
Published: June 2008

This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of 4 middle school students with learning disabilities who were low-performing in mathematics. A multiple-probe-across-participants design included baseline, treatment, generalization, and maintenance. During treatment, students received schema strategy training in problem schemata (conceptual understanding) and problem solution (procedural understanding). Results indicated that the schema-based strategy was effective in substantially increasing the number of correctly solved multiplication and division word problems for all 4 participants. Maintenance of strategy effects was evident for 10, 51/2, and 21/2 weeks following the termination of instruction for Sara, Tony, and Percy, respectively. In addition, the effects of instruction generalized to novel word problems for all 4 participants.
An Oral Versus a Standard Administration of a Large-Scale Mathematics Test
Authors: Helwig Robert , Rozek-Tedesco Marick A. , Tindal Gerald
Published: June 2008

Students in Grades 4, 5, 7, and 8 ( N = 1,343) took part in a study to determine whether students with learning disabilities (LD) would benefit from having mathematics test items read aloud. Two 30-item alternate forms of a large-scale multiple-choice mathematics test were administered. One form was presented in standard format; the other was read aloud to students from a video monitor. Using linguistic features, 4 or 5 Difficult Reading items were selected from each form. The performance of students with LD on these items was compared to that of a randomly selected group of general education students. Analysis of variance showed mixed results. Elementary school students with LD tended to perform better when test items were read aloud; general education students at this level did not receive this benefit. No significant interactions were found at the middle school level. Results are discussed in relationship to previous studies.
The Role of Genetic Counseling in the Elective Termination of Pregnancies Involving Fetuses with Disabilities
Authors: Roberts Christy D. , Stough Laura M. , Parrish Linda H.
Published: June 2008

In this study, 69 women were surveyed who, as a result of prenatal screening, knew they were at risk for carrying a fetus with a disability. Results indicated that most women were referred by their physicians for genetic counseling either because of their age or because of an abnormal blood test. The majority of women indicated they would choose to terminate a pregnancy that tested positive for a disability, but the type of disability of the fetus, either Down syndrome or spina bifida, made no difference in the decision that women believed they would make. The women's intention to terminate a pregnancy appeared to be unrelated to their overall knowledge about disabilities but was negatively related to their knowledge of disability-related services. Although women reported that genetic counseling was helpful, they revealed that they were not given information about future-quality-of-life issues for individuals with disabilities nor provided with the positive as well as the negative aspects of giving birth to a child with disabilities.
Congruence Between Roles and Actions of Secondary Special Educators in Co-Taught and Special Education Settings
Authors: Weiss Margaret P. , Lloyd John Wills
Published: June 2008

We examined co-teaching in secondary classrooms by interviewing and observing special education teachers in co-taught and special education classrooms. Using qualitative methods and a grounded theory (constant—comparative) method of data analysis, we identified salient, recurrent patterns that suggested a description of co-teaching definitions, roles, and instructional actions and then compared this description to roles and actions in special education classrooms. We found that special educators take on various roles when co-teaching that are different from the roles that they reportedly assume when they are teaching in special education classrooms; the differences between these roles are influenced by personal definitions of co-teaching and perceived pressures from the classroom, administration, and professional community. During co-taught classes, special educators may simply provide support for students in the general education classroom, teach the same content in a separate classroom, teach a separate part of the content in the same classroom, or teach as a team with the general educator. In co-teaching situations, teachers engaged in actions that helped students get through assignments and instruction given to the entire class. In special education classrooms, however, special educators engaged in different strategic and explicit forms of these actions.