bluuebunny/crossref_metadata_2025 huggingface dataset:
Attributions for Achievement Outcomes Among Behavioral Subgroups of Children with Learning Disabilities
Authors: Durrant Joan E.
Published: December 2008

The purpose of the present study was to investigate whether different behavioral subgroups of children with learning disabilities (LD) form different beliefs regarding the causes of their achievement-related successes and failures. The sample ( n = 75) was composed of five carefully matched groups of 15 children: (a) nondisabled, non-behavior-disordered, nonreferred; (b) nondisabled, non-behavior-disordered clinic-referred; (c) LD, non-behavior-disordered; (d) LD exhibiting externalizing behaviors; and (e) LD exhibiting both externalizing and internalizing behaviors. Results suggest that the achievement attributions of children with LD are heterogeneous and are related to presence and type of behavior disorder. It appears that not all children with LD develop maiadaptive beliefs. Findings are discussed in terms of implications for education and attribution retraining.
Overrepresentation of Minority Students in Special Education
Authors: Artiles Alfredo J. , Trent Stanley C.
Published: December 2008

Approximately 25 years ago, Lloyd Dunn (1968) and Evelyn Deno (1970) provided us with analyses regarding the problems and pitfalls of special education. One of the primary areas of focus was the overrepresentation of minority and low-income students in programs for students with mild mental retardation. Unfortunately, this problem continues to hover over us today and has extended to other special education categories. Based on our analysis of the problem then and now, we extend the recommendations provided by advocates, educators, researchers, and policymakers.
Who, How, and Where
Authors: Bateman Barbara D.
Published: December 2008

Special education is a product of the nature of human learning and the group orientation of regular education. It will survive or reemerge after the current assault and will continue to confront the chronic issues raised by Deno and Dunn. Professional divisions persist among special educators, and between us and regular educators. Debate continues over the population whom special education “ought” to serve. Individualization remains far more advocated than implemented. The right to an individualized placement decision based on the full continuum of alternative placements is at risk. To save the essential core of the discipline, special education must turn to data, child advocacy, and outcome-based instruction and turn away from slogans, program advocacy, and process-centered approaches.
The Pull of Societal Forces on Special Education
Authors: Gallagher James J.
Published: December 2008

Special educators are inclined to believe that what they think and do is having a major impact on the American educational enterprise. Actually, articles such as those by Dunn and by Deno seem to have been merely a part of a larger societal movement, rather than its driving force. One major outside force influencing special education today is the disproportion of minority students in some of the programs, which produces a consequent fear of charges of discrimination (this despite the fact that children must fail in the regular program, either academically or socially, before being assigned to special education). This is, in part, encouraging special educators to put their charges back into the regular classroom and to embrace the idea of inclusion. How inclusion fits into the concept of a differentiated curriculum is a major unsolved issue. In fact, special education has a huge responsibility—as of yet unmet—to provide a developmental and integrated curriculum for its major programs.
Comments from a Biased Viewpoint
Authors: Morse William C.
Published: December 2008

Public school special education services may follow or be at variance with professional advocates, as is illustrated relative to Dunn and Deno. The tendency to overgeneralize from one population to another, especially to the socially and emotionally maladjusted, is seldom warranted and violates the individualized mandate of special education. Underlying issues in inclusion are discussed: extruded education as flawed, special/regular education responsibilities, the nature of individual differences, the role of caring in special education, and help for the classroom teacher. Several hopeful signs are reviewed.
Special Education Reform in Light of Select State and Federal Court Decisions
Authors: Kubicek Frederick C.
Published: December 2008

In this study, I define and analyze three conflicting positions that constitute the Regular Education Initiative in light of 24 federal and state court decisions. These cases either have established legal precedents in the field of special education law or have raised issues that educators must consider when proposing changes within an educational setting that is itself subject to numerous legal constraints. I conclude that compared to its counterparts, the “Little Change Model” complies with more of these standards (e.g., due process, limited funding, equal access, duplication of services, and quality of education). Of the two remaining positions, the “Extreme Change Model,” which includes the concept known as “full inclusion,” appears to be the least compliant.
Education Services for Youth with Disabilities in A State-Operated Juvenile Correctional System
Authors: Leone Peter E.
Published: December 2008

Many youths in juvenile correctional facilities who are eligible for special education services do not receive them. Youths who do receive services often do not receive them in a timely manner, and the quality of services is often substandard when compared to public school programs. The research reported here was collected as part of the “discovery” phase of a lawsuit brought against a state system of juvenile services. The case study focused on procedural and substantive aspects of special education services for students with disabilities. In addition to describing specific practices, the research examined the “infrastructure” supporting appropriate educational services in juvenile corrections. Findings suggest that some students with disabilities received education, but few received related services. There were lengthy delays in obtaining students' records from prior school programs, and no system of referral existed for students suspected of having disabilities. Students enrolled in special education programs, as well as those with potential mental health problems and mental retardation, received a disproportionate number of disciplinary actions and spent a disproportionate amount of time in confinement. Implications are discussed.
Multicultural Content in Special Education Introductory Textbooks
Authors: Foster Herbert L. , Iannaccone Carmen J.
Published: December 2008

In September 1987, the National Council for Accreditation of Teacher Education and the Council for Exceptional Children approved standards and guidelines mandating that teacher education programs in special education provide multicultural education throughout their curricula. These standards and guidelines were revised in February 1991, and Guideline B2.14 became the new multicultural guideline. This article describes a content analysis of 16 recent special education/human exceptionality survey textbooks that was designed to determine the extent to which multicultural information and content were included. A list of multicultural indicators was formulated using ERIC descriptors. Data were categorized according to general location in the textbooks, foundational categories, and pertinent multicultural issues. Results indicated that all 16 texts included some multicultural information and content. Five of the 16 textbooks contained a considerably greater amount of information and content. The findings are discussed within the context of special education teacher education.
Communication and Language Intervention: Why a Constructivist Approach is Insufficient
Authors: Warren Steven F. , Yoder Paul J.
Published: December 2008

The purpose of this article is to present the basis for a broad-based cross-paradigmatic approach to language intervention. Factors that have shaped the field over the past 40 years are briefly discussed to provide a context for considering the present state of practice and research. Three widely used language intervention approaches are described and critiqued to demonstrate the limitations of any single approach. The main challenges facing the language intervention field and a rationale for taking a broad-based cross-paradigmatic perspective are then discussed.
Implications of Constructivism for Teaching Math to Students with Moderate to Mild Disabilities
Authors: Mercer Cecil D. , Jordan LuAnn , Miller Susan P.
Published: December 2008

This article defines constructivism and examines the theory in terms of the view of the learner, the content, teacher-student interactions, motivation, and assessment. The standards generated by the National Council of Teachers of Mathematics are reviewed in terms of their sensitivity to students with moderate to mild disabilities. Constructivistic teaching principles are abstracted from the constructivism and learning strategy literature and research. Nineteen instructional components are identified and discussed in terms of teacher behaviors, teacher modeling of explicit strategies, teacher-student interactions, instructional content, and learning factors. An analysis of these components reveals that most constructivists adopt an exogenous constructivistic approach to teaching math to students with moderate to mild disabilities. Finally, obstacles to applying research-based constructivistic components in classrooms are identified.
The Construction of Scientific Knowledge by Students with Mild Disabilities
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: December 2008

Recent experimental research has lent partial support to constructivist views of science learning for students with mild disabilities. This article describes the findings of this research as well as the results of ongoing, qualitative research on science learning of students with mild disabilities. Both lines of research converge on general acceptance of the view of students with mild disabilities as learners who are capable of constructing scientific knowledge, and who benefit from doing so. However, all research to date has underlined the importance of carefully structured and sequenced, teacher-led presentations, as well as systematic and effective classroom and behavior management. Further, although students with disabilities have been successfully included in inquiry-oriented mainstream science classrooms, there is reason to believe that special education settings may be more facilitative of scientific knowledge construction for some students with disabilities. Implications for further research are discussed.
Social Constructivist Theory and Principles of Inclusion: Challenges for Early Childhood Special Education
Authors: Mallory Bruce L. , New Rebecca S.
Published: December 2008

Current theoretical and practical conceptualizations in the field of early childhood special education are limited in their attention to the sociocultural context in which development occurs. This article argues for a paradigmatic shift away from the individualistic models of development and learning to a social constructivist model that stems from views of learning and development first articulated by Vygotsky and since expanded upon by Rogoff and others. Such a shift is supportive of the current press for more inclusive classroom practices through an emphasis on the sociocultural context, the role of social activity—including instruction—in learning, and the contributions of learners to their own development. Principles for inclusive early childhood practice are explicated based on the concepts of classrooms as communities, learning as socially mediated, curriculum as contextually relevant and problem based, and assessment as authentic and personally meaningful.
Ideologies, Practices, and their Implications for Special Education
Authors: Dixon Robert , Carnine Douglas
Published: December 2008

We propose that the articles in this special issue support an emphasis upon specific instructional and assessment practices, as opposed to broad, vague, and often emotive educational ideologies. Often, well-researched, effective practices can be associated with any ideology, as can poor, rotelike practices. The value of a particular instructional or assessment practice is probably dependent upon, at the very least, context and learner characteristics, and empiricism remains the most reliable means for evaluating practices.
LEAST RESTRICTIVE ENVIRONMENT, INCLUSION, AND STUDENTS WITH DISABILITIES: A LEGAL ANALYSIS
Authors: Yell Mitchell L.
Published: December 2008

The Individuals with Disabilities Education Act (IDEA) and regulations implementing the law provide for a free, appropriate education in the least restrictive environment (LRE) for children with disabilities. However, neither the law nor the regulations delineate how school districts are to determine the least restrictive environment. This uncertainty has led to conflicts over interpretations of LRE; these conflicts have resulted in a number of court cases that have clarified the meaning of the mandate. The United States Courts of Appeals for the 3rd, 5th, 9th, and 11th circuits have issued rulings in cases concerning the LRE mandate. The results of this litigation show that IDEA does not compel the placement of students with disabilities in the regular education classroom, but, rather, fully supports the continuum of placements. The courts have held that students with disabilities should be educated in regular education settings, but only when such settings are appropriate to the students' educational and social needs. Additional criteria for determining the least restrictive environment for students with disabilities should include consideration of the needs of other students in the class in which the student is to be placed. Principles extrapolated from these cases offer guidance to special educators making decisions regarding LRE.
ELABORATIVE MAPS FOR ENHANCED LEARNING OF HISTORICAL INFORMATION: UNITING SPATIAL, VERBAL, AND IMAGINAL INFORMATION
Authors: Brigham Frederick J. , Scruggs Thomas E. , Mastropieri Margo A.
Published: December 2008

Map-like displays containing names of battles of the American Revolution and related battle information were presented to 72 middle school students with learning disabilities (LD). Students were randomly assigned to one of three map conditions that depicted information in a spatial organizational format but varied the symbols used to mark the map. Map symbols included (a) reconstructive elaborations of battle names and associated event information, (b) mnemonic keywords of battle names, and (c) realistic drawings of soldiers, buildings, and so forth. A 3 (organization) by 2 (recall) (location vs. event information) analysis of variance indicated that recall of locations was significantly greater than recall of event information in all conditions, mnemonic encoding resulted in greater recall of locations but not events, and elaborative encoding resulted in greater recall of event information relative to the mnemonic map but greater recall of locations and event information relative to the non-mnemonic map. Student reports of strategy use and implications for instruction of students with LD are discussed.
SPELLING INTERVENTIONS FOR STUDENTS WITH DISABILITIES: A REVIEW
Authors: Fulk Barbara Mushinski , Stormont-Spurgin Melissa
Published: December 2008

This article reviews published research on spelling interventions designed for students with learning disabilities (LD) who are poor spellers. Thirty-eight spelling studies, including single-subject and group designs, were located. Study interventions consisted of four types: instructional techniques, computer-assisted instruction, study strategies, and multisensory/modality training. These studies are discussed here with regard to subjects, methods, and findings. Conclusions and implications for spelling instruction and for future research are presented.
Parent and Professional Roles in Early Intervention
Authors: Eiserman William D. , Weber Claudia , McCoun Marilyn
Published: December 2008

This study longitudinally compares the costs and effects of two alternative forms of early intervention that differed with respect to the roles assumed by parents and professionals: a home parent training intervention and a clinic-based, low parent involvement intervention. Results of follow-up testing 42 months after the initiation of the interventions indicated that the home parent training group performed as well as the clinic-based group on measures of speech and language functioning, the primary area of delay for all subjects, as well as on measures of general development and family functioning. The comparable longitudinal effects of the two interventions examined in this study support the viability of programs that offer options to parents and the need for interventionists to be trained broadly enough to be able to assume a variety of roles and to provide a range of services.
Extended School Year Services
Authors: Olmi D. Joe , Walker David W. , Ruthven Avis J.
Published: December 2008

The central purpose of this study was to determine the impact of Armstrong v. Kline (1978) and other critical court cases on the provision of extended school year (ESY) services to children with disabilities within local education agencies (LEAs). LEAs from the 5th and 10th Federal Judicial Circuits responded to the Extended School Year Survey, providing information regarding local ESY programming. A prediction model was developed suggesting that LEA student enrollment and Federal Judicial Circuit membership accounted for the greatest amount of variance in the provision of ESY services at the local level. Additional information concerning eligibility criteria, disability categories most likely eligible for services, regression/recoupment, and percentage of children by disability category ruled eligible for ESY is presented.
Case Studies on Inclusion
Authors: Martin Edwin W.
Published: December 2008

Zigmond and Baker's observations of inclusion programs for students with learning disabilities confirm my worst fears: that these programs would offer less individualized instruction to children; that they would suffer from some of the same problems of organization, planning, and coordination that affect current pull-out programs; that related services would not be more frequently offered than they are at present; and that, most especially, the value of the programs would be determined primarily by teacher and administrator “feelings” combined with, in some instances, parent “feelings,” rather than by objective “outcome” measures. Using examples drawn from the case descriptions, I raise questions about the practice and the validity of inclusion as described and concerns about its widespread adoption without supportive outcome data.
Defining Special Education
Authors: McLaughlin Margaret J.
Published: December 2008

Efforts to link special education to mainstream education are integral to the new and emerging service delivery models for students with learning disabilities. Special education is defined in the context of educational restructuring. Two major structures must be addressed in this restructuring: First, there must be a set of goals that acknowledge the education of all learners and that serve to focus and direct what is taught in all classrooms. Second is the need to restructure the mainstream through changing policies and operations to create more collaborative work structures.
Creating Option-Rich Learning Environments
Authors: Wall Maureen E. , Dattilo John
Published: December 2008

Empowerment for people with disabilities occurs when professionals entrust them with the responsibility of informed decision making and active participation. The purpose of this article is to encourage special education professionals to create option-rich learning environments that facilitate the growth of individuals with disabilities toward self-determination. In this article, we discuss the centrality of self-determination, constraints to self-determination, and strategies to encourage individuals to become self-determined. When option-rich environments are created, human rights are respected, educational outcomes are successful, and participants and professionals can become more self-determined.
Cognitive Processing of Students with and without Hearing Loss
Authors: Das J. P. , Ojile Emmanuel
Published: December 2008

We examined the performance of students with and without hearing loss in tasks measuring three cognitive processes: planning, simultaneous processing, and successive processing. Students with prelingual hearing losses, 10 and 13 years of age, and hearing students comparable in age and grade were given a verbal and a nonverbal task from each of the three types of cognitive processes. Both qualitative and quantitative scores were analyzed. Results showed that the students with hearing loss had an advantage at age 10 in nonverbal simultaneous and successive tasks, but a disadvantage in the verbal tasks compared to the hearing students. However, at age 13, students with hearing loss performed poorly in both verbal and nonverbal tasks. In regard to planning tasks, the students with hearing loss not only scored lower compared to the hearing students but also appeared to be using inadequate strategies and investing less effort. Educational implications of these findings are discussed, as is the value of a longitudinal study in determining whether their planning difficulty was developmental or not.
PREDICTING THE ARREST STATUS OF ADOLESCENTS WITH DISABILITIES IN TRANSITION
Authors: Doren Bonnie , Bullis Michael , Benz Michael R.
Published: December 2008

The purposes of this study were to (a) explore predictors of arrest status with a sample of adolescents with disabilities while in school and (b) examine whether predictors of in-school arrest status would also predict arrest status 1 year out of school. Student and parent interviews were conducted while students were still in school and then 1 year after leaving school. Logistic regression analyses revealed an association between demonstrating lower personal/social-achievement skills and being arrested. In addition, gender and disability status each was associated with being arrested: Males with disabilities were more likely than females with disabilities to be arrested sometime in their school career and 1 year out of school; individuals identified with serious emotional disturbance (SED) or specific learning disabilities (SLD) were more likely to be arrested sometime in their school career and 1 year out of school than individuals with disabilities who were not identified as SED or SLD. Furthermore, being arrested at least once while in school was a powerful predictor of being arrested 1 year out of school. Finally, persons who were identified as SLD and who had dropped out of school were substantially more likely to be arrested 1 year out of school than persons with disabilities with only one of these characteristics.
EMBEDDING EXTRA STIMULI IN THE TASK DIRECTION: EFFECTS ON LEARNING OF STUDENTS WITH MODERATE MENTAL RETARDATION
Authors: Doyle Patricia Munson , Schuster John W. , Meyer Stacie
Published: December 2008

This investigation examined the acquisition of target and nontarget stimuli by 4 students with moderate mental retardation. Students were taught to name photographs of foods (target stimuli) using a progressive time delay procedure. In addition, the grocery departments where foods could be found in a local supermarket (nontarget stimuli) were presented as part of the discriminative stimulus. A multiple probe design across photographs and replicated across students was used to assess experimental control of both target and nontarget stimuli. The results indicated that (a) progressive time delay was effective in teaching 12 target photographs to 3 students and 6 photographs to 1 student, (b) presentation of the nontarget grocery department as part of the discriminative stimulus was effective in increasing the percentages of correct responding to these stimuli across all students, and (c) some generalization in the percentage of correct responding to the target and nontarget stimuli occurred in the natural supermarket setting.
COGNITIVE PROCESSES AND IQ IN READING DISABILITY
Authors: Kirby John R. , Booth Carol A. , Das J. P.
Published: December 2008

Four groups of children were compared with respect to their performance on a number of cognitive process measures, selected on the basis of the PASS (Planning, Attention, Simultaneous, and Successive) cognitive processing model. The groups included two groups of children with reading disabilities, one of average nonverbal IQ and one of above-average nonverbal IQ who were compared to a chronological age control group and a reading age control group. Results confirmed the hypotheses that (a) the average-IQ children with reading disabilities differed from their chronological age controls mainly in the area of successive processing, and (b) the average-IQ children with reading disabilities did not differ consistently from their reading age controls on variables theoretically related to reading disability (successive processing and attention). The status of the third hypothesis, (c) that the high-IQ children with reading disabilities would not differ consistently from the average-IQ children with reading disabilities on variables theoretically related to reading disability (successive processing and attention), was less clear. These results point to the critical role of successive processing in reading achievement and to the need for remediation to address successive processing.
Augmentative and Alternative Communication Impact on Families: Trends and Future Directions
Authors: Parette Howard P. , Angelo Dianne H.
Published: December 2008

Family issues must be considered prior to the prescription of augmentative and alternative communication (AAC) for children with disabilities. A review of the literature is provided regarding three emerging trends related to AAC impact, including the prescription of appropriate AAC devices, implementation of AAC across multiple contexts, and maintenance of AAC use and anticipation of transition needs. The review suggests that failure to consider family issues may contribute to increased family stress and failure of children and families to use these devices. Future directions in AAC service delivery are summarized.
Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform
Authors: Minke Kathleen M. , Bear George G. , Deemer Sandra A. , Griffin Shaunna M.
Published: December 2008

Teachers completed a survey of attitudes toward several basic assumptions regarding inclusion of children with mild disabilities; perceptions of self-efficacy, competence, and teaching satisfaction; and judgments of the appropriateness of classroom adaptations. Respondents included 185 regular education teachers in traditional classrooms, and 71 regular education and 64 special education teachers who co-taught children in inclusive classrooms. Special education teachers held the most positive views of inclusion, as well as the highest perceptions of self-efficacy, competency, and satisfaction. Regular education teachers in the inclusive classrooms tended to report views similar to those of their special education counterparts. Regular classroom teachers in traditional classrooms held the least positive perceptions in these areas and viewed classroom adaptations as less feasible and less frequently used than did teachers in those classrooms in which the “protected resource” of two teachers was provided. Teachers in all three groups indicated a need for additional resources in order to appropriately serve children with disabilities.
Supports and Resources Associated with Inclusive Schooling: Perceptions of Elementary School Teachers about Need and Availability
Authors: Werts Margaret Gessler , Wolery Mark , Snyder Erin D. , Caldwell Nicola K. , Salisbury Christine L.
Published: December 2008

A mail survey of elementary education teachers was conducted to identify their perceptions of the necessity and availability of various resources and supports for including students with disabilities in their classrooms. Of the 2,100 questionnaires mailed to kindergarten through Grade 6 teachers, 1,430 (68.1%) were returned in usable form with at least 64% from each grade level and at least 65% returned from each geographic region of the United States. Based on the respondents' ratings, they were divided into three groups: teachers with no students who had disabilities, teachers with students whom they rated as lower in areas of disability, and teachers with students whom they rated as higher in areas of disability. The results indicated that (a) the three groups of teachers did not differ in the level of reported availability of resources/supports, (b) both groups of teachers with children who had disabilities reported greater need for than availability of most resources and supports, (c) larger percentages of teachers with students rated as high in disability areas reported needing the resources/supports than the teachers with students who were rated as lower in disability areas, and (d) greater discrepancies between the levels of need and availability occurred for the teachers with high- and low-rated students. The implications of these findings for inclusive schooling are discussed.
Mathematical Word-Problem-Solving Instruction for Students with Mild Disabilities and Students at Risk for Math Failure
Authors: Jitendra Asha , Xin Yan Ping
Published: December 2008

This article reviews published research on mathematical word-problem-solving instruction involving students with mild disabilities and students at risk for math failure. The purpose of the review was to summarize 14 word-problem-solving intervention studies with regards to participants, procedures, and findings and provide implications for future research and classroom practice in teaching word-problem solving. Interventions gleaned from the review entailed representational techniques (e.g., diagramming), strategy-training procedures (e.g., cognitive and metacognitive), task variations (sequencing and word-problem context), and computer-assisted instruction. With the exception of one study, all studies reported positive effects of interventions on students' mathematical word-problem solving.
Regulating the Use of Behavioral Procedures in Schools
Authors: Morgan Robert L. , Loosli Travis S. , Striefel Sebastian
Published: December 2008

Researchers conducted a survey of standards developed by state departments of special education (SDSE) for the regulation of behavioral procedures. Specific attention was given to SDSE regulations of aversive behavioral procedures. Each state's standards (i.e., policies and/or guidelines) were analyzed according to 19 questions addressing types of behavioral procedures identified, monitoring of activities for using procedures, prohibited/restricted procedures, staff training requirements, and decision models employed for selecting procedures. Results indicated that most standards identified behavioral procedures. However, considerable variability was found across SDSE regarding which procedures were identified and how they were regulated. Results are compared with a similar survey of SDSE conducted 5 years ago and are discussed in terms of implications for regulation and use of behavioral procedures in schools.
Ecological Foundations of Early Intervention
Authors: Barnett David W. , Lentz Francis E. , Bauer Annie M. , Macmann Gregg , Stollar Stephanie , Ehrhardt Kristal E.
Published: December 2008

The purpose of this article was to present strategies for establishing meaningful and coherent goals for early intervention. First, from ecological theory, the natural and empirical bases of intervention design are reviewed, and the concept of fundamental units of analysis is explicatcd. Second, the idea of planned activities, which serve as natural units for intervention decisions, is presented. Third, aspects of sampling relevant for ecological interventions are discussed. Fourth, recommendations are made for using planned activities as a basis for sampling and intervention design. Being guided by planned activities may help resolve some controversial assessment questions and lead to stronger intervention plans, due to the emphasis on fundamental natural units of analysis.
Research on Inclusive Educational Programs, Practices, and Outcomes for Students with Severe Disabilities
Authors: Hunt Pam , Goetz Lori
Published: December 2008

Nineteen research investigations of inclusive educational programs, practices, and outcomes for students with severe disabilities are reviewed. The studies represent a broad diversity of questions, methodologies, and participants. The focus of each investigation fell into one of five categories: (a) parents' perceptions of the pursuit and impact of inclusive educational placement, (b) issues and practices in inclusive schools and classrooms, (c) the cost of inclusive educational placement, (d) educational achievement outcomes for students in inclusive classrooms, and (e) social relationships and friendships in inclusive settings. Six broad themes that emerged through triangulation across studies offer guidelines for research and practice in inclusive schools in the coming decade.
COMPETING NOTIONS OF SOCIAL JUSTICE AND CONTRADICTIONS IN SPECIAL EDUCATION REFORM
Authors: Christensen Carol A. , Dorn Sherman
Published: December 2008

In the past three decades, special education has been subjected to extensive critique and reform of practices. These critiques have been based on notions of social justice and equity. However, the field has suffered from inadequate attention to assumptions about social justice. Social justice is essentially a contested concept. Rather than representing a unitary and universally shared concept, social justice has variable meanings. Differing views of social justice can be seen to underlie apparent contradictions in continuing practice in response to pressures for reform. Reforms predicated on individual rights have been undermined by deep commitments to meritocratic practices in U.S. schools. Reforms based on more communitarian principles, however, ignore the need for structure and the tendency for communal values to marginalize people with disabilities. Special education reform today requires a different basis in a relational definition of the self, structures to support the qualities of relationships, and a belief in the mutability of social justice.
HOW EFFECTIVE IS INQUIRY LEARNING FOR STUDENTS WITH MILD DISABILITIES?
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Butcher Karen
Published: December 2008

This investigation was intended to determine whether students with learning disabilities (LD) and mild mental retardation (MR) differed from normally achieving students with respect to inductive thinking on an inquiry learning task involving pendulum motion. Twenty normally achieving students, 18 students with LD, and 16 students with MR were provided individually with guided coaching, in a prespecified sequence of steps, intended to promote induction of the association between pendulum length and pendulum motion. After the initial guided activity, 75% of the normally achieving students and 50% of the students with LD, but none of the students with MR, provided the correct induction. Over one fourth of the students with LD, and nearly all of the students with MR, required all of the prescribed coaching levels, including direct explanation of the rule. Students with LD and MR were less likely to correctly answer transfer/application questions. Implications for teaching are provided.
SCHOOL PSYCHOLOGY PRACTICES IN EAST AND SOUTHERN AFRICA: SPECIAL EDUCATORS' PERSPECTIVES
Authors: Mpofu Elias , Zindi Fred , Oakland Thomas , Peresuh Munhuweyi
Published: December 2008

A semistructured questionnaire was used to collect data on the practice of school psychology in 12 East and Southern African countries: Botswana, Eriteria, Ethiopia, Kenya, Lesotho, Malawi, Namibia, Swaziland, Tanzania, Uganda, Zambia, and Zimbabwe. The survey sought to capture consumer perspectives as to the status of school psychology in reference to the following: regulations for school psychology practice, qualification of school psychologists, work settings, public awareness, utilization and need, and research on psychological test use and development. Respondents were 42 special education leaders working in universities ( n = 13), special education institutions ( n = 18), and schools with special education facilities ( n = 11). The need for school psychology services was endorsed in ali 12 countries. Although differences among countries were apparent, the special education experts reported that the availability, regulation, and utilization of school psychology services in the 12 countries to be generally low. Respondents in countries with some formal recognition and regulation of professional school psychology (Namibia, Zambia, Zimbabwe) tended to report greater public awareness and utilization of school psychologists and higher involvement in test development. Findings are discussed within the context of the potential for the development of school psychology services in sub-Saharan African countries.
Teacher, Student, and School Attributes as Predictors of Teachers' Responses to Inclusion
Authors: Soodak Leslie C. , Podell David M. , Lehman Laurie R.
Published: December 2008

General educators ( N = 188) were surveyed regarding their responses to including students with disabilities in their classrooms. Two dimensions of responses were identified: hostility/receptivity and anxiety/calmness. Results indicated that teacher attributes and beliefs, student characteristics, and school climate relate to both dimensions. Specifically, receptivity toward inclusion was associated with higher teacher efficacy, inclusion of students with physical rather than cognitive or behavior disorders, use of differentiated teaching practices, and teacher collaboration. Findings further suggest that with experience, teachers become more hostile toward inclusion. Lower anxiety was associated with the inclusion of students with learning or behavior disorders, high teacher efficacy, and small class size. Results demonstrate the complex nature of teachers' thinking about inclusion and suggest that teacher, student, and school factors need to be considered in the analysis of teachers' willingness to support this innovation.
Minority Students in Gifted and Special Education Programs
Authors: Daniels Vera I.
Published: December 2008

Inequities in education perpetuate disproportionality. Reform should stress the reexamination of policies and practices that produce these inequities. Variables affecting disproportionate minority representation in gifted and special education programs are addressed, including the definition of ethnicity, disability categories, and special education knowledge producers. Historical research synthesis providing an in-depth chronology of past reform efforts, current trends, proposed solutions, legislation and litigation, and statistical outcomes for various minority groups is stressed.
Transition Services—Systems Change for Youth with Disabilities?
Authors: Katsiyannis Antonis , deFur Sharon , Conderman Gregory
Published: December 2008

Respondents from 49 state education agencies completed a survey describing state-level implementation of transition services for youth with disabilities. All states used technical assistance and cross-disciplinary training as their primary systems change strategies, and the majority of these states viewed these strategies as effective. Relatively few states used additional state legislative mandates to promote transition services. This article discusses the role of the state education agency in implementing systems change in special education transition services.
Least Restrictive Environment
Authors: Thomas Stephen B. , Rapport Mary Jane K.
Published: December 2008

A clear understanding of judicial opinions is essential to individuals responsible for providing children with disabilities with an appropriate program within a least restrictive environment (LRE). To assist in achieving this understanding, the purpose of this paper was twofold: (a) to identify and delineate the LRE standards established within federal circuit courts and (b) to create an alternative, more comprehensive, standard that reflects the explicit mandates of the Individuals with Disabilities Education Act of 1990. In addition to a current overview of LRE court decisions and specific legal issues, the similarities and differences of four standards are discussed.
Students' Perceptions of Inclusion and Resource Room Settings
Authors: Vaughn Sharon , Klingner Janette K.
Published: December 2008

Findings from eight studies that have examined the perceptions of students with learning disabilities of their educational settings were synthesized. Interviews and surveys with 442 students with learning disabilities yielded five overall findings: (1) The majority of students with learning disabilities preferred to receive specialized instruction outside of the general education classroom for part of the school day; (2) students stated that they liked the resource room because the work is easier and fun and they get the help they need to do their work; (3) students indicated that they liked the inclusion classroom because it was better for making friends; (4) most students valued the support provided by the special education teacher in the general education classroom and did not know that he or she was the special education teacher; and (5) most students were unsure as to how they were placed in special education and who was responsible for the decision about whether they received special services in the general education classroom or the resource room.
Teacher Perceptions of Level System Effectiveness on the Behavior of Students with Emotional or Behavioral Disorders
Authors: Farrell Daniel T. , Smith Stephen W. , Brownell Mary T.
Published: December 2008

Students with emotional or behavioral disorders (EBD) present significant academic and behavior management challenges for educators. As such, educators are constantly seeking interventions that are effective in assisting students with EBD to manage their own behavior and achieve success in school. One behavioral management approach that educators frequently recommend is the level system. As a first step to better understand level systems, we conducted a large-scale survey to determine the extent of level system use, the characteristics of teacher and students who use level systems, level system characteristics and procedures, teacher perceptions of level system effectiveness, and teacher satisfaction with level systems. Analysis of data revealed extensive use of level systems, similarities and differences between level system users and nonusers, characteristics common to level systems, and inconsistencies in perceptions of effectiveness and satisfaction. Finally, we offer implications of our findings for educators and provide suggestions for further level system research.
A Meta-Analysis and Review of Sight Word Research and Its Implications for Teaching Functional Reading to Individuals with Moderate and Severe Disabilities
Authors: Browder Diane M. , Xin Yan Ping
Published: December 2008

We conducted a comprehensive review of sight word research with individuals with disabilities since 1980 with the aim of determining the overall effectiveness of sight word research and its specific impact on individuals with moderate and severe disabilities. The review also identified innovations in instructional strategies developed since prior reviews. A total of 48 studies was reviewed. Most studies were conducted with individuals with moderate mental retardation, and the overall mean IQ for research participants was 55; however, other disability groups and levels were represented. Most studies were conducted with elementary school students, but a wide age range was represented, including adults. A meta-analysis using the percentage of nonoverlapping data points (PND) revealed that sight word instruction has been highly effective across individuals for people with moderate and severe disabilities. New strategies have included giving instructive feedback for additional learning, applying constant time delay in group formats, and using more elaborate feedback procedures in a postresponse prompting format. These innovations also included teaching sight words in the context of the community and in general education classes using either heterogeneous groups or peer tutoring. A persistent limitation of sight word research is the failure to measure functional use, which requires both stimulus and response generalization. In the absence of this comprehension measure, sight word research may provide strong demonstrations of teaching students to name words, but falls short of demonstrating that students understand these words or apply them to their daily routines.
Individualized Education Programs in Resource and Inclusive Settings
Authors: Espin Christine A. , Deno Stanley L. , Albayrak-Kaymak Deniz
Published: December 2008

In this study, Individualized Education Programs (IEPs) for students in resource and inclusive settings were compared. Participants were 108 students with mild disabilities (50 in resource settings and 58 in inclusive settings) in Grades 1 through 6 with IEPs in reading. IEPs for students in resource programs had more service minutes, more long-range goals, and used more sources of information than IEPs for students in inclusive programs Furthermore, there was a better concordance between IEP components and student ability level in resource programs, and differences in IEPs by disability category were more pronounced in resource programs than in inclusive programs. Finally, the relation between the IEP level of service intensity and the number of minutes allocated to reading each day was greater for students in inclusive programs than for students in resource programs. Results are discussed in terms of the extent to which educational programs are “individualized” for students in resource and inclusive settings.
Predictors of Post-High School Employment for Youth Identified As Severely Emotionally Disturbed
Authors: Rylance Billie Jo
Published: December 2008

Using the National Longitudinal Transition Study database, this study explored predictors of postschool employment for 412 youth identified as severely emotionally disturbed (SED). This research focused on the relationship between postschool employment and (a) personal variables, (b) the receipt of counseling or therapy in school, and (c) the receipt of vocational training in school. A hierarchical regression analysis revealed that basic skills, competence, and graduation from high school increased individual chances of employment. Collectively, school variables including vocational education, counseling, and possession of a diploma also positively influenced postschool employment. The article concludes with implications for future research and educational practice.