bluuebunny/crossref_metadata_2025 huggingface dataset:
Pre-`Little Ice Age' glacier fluctuations in Garibaldi Provincial Park, Coast Mountains, British Columbia, Canada
Authors: Koch Johannes , Osborn Gerald D. , Clague John J.
Published: December 2007

Holocene glacier fluctuations prior to the `Little Ice Age' in Garibaldi Provincial Park in the British Columbia Coast Mountains were reconstructed from geomorphic mapping and radiocarbon ages on 37 samples of growth-position and detrital wood from glacier forefields. Glaciers in Garibaldi Park were smaller than at present in the early Holocene, although some evidence exists for minor, short-lived advances at this time. The first well-documented advance dates to 7700—7300 14C yr BP. Subsequent advances date to 6400—5100, 4300, 4100—2900 and 1600—1100 14C yr BP. Some glaciers approached their maximum Holocene limits several times during the past 10 000 years. Periods of advance in Garibaldi Park are broadly synchronous with advances elsewhere in the Canadian Cordillera, suggesting a common climatic cause. The Garibaldi Park glacier record is also broadly synchronous with the record of Holocene sunspot numbers, supporting previous research that suggests solar activity may be an important climate forcing mechanism.
A multiproxy peat record of Holocene mangrove palaeoecology from Twin Cays, Belize
Authors: Wooller Matthew J. , Morgan Rebecca , Fowell Sarah , Behling Hermann , Fogel Marilyn
Published: December 2007

The extent and function of coastal mangrove ecosystems are likely to be influenced by future changes in sea level. Multiple proxies of past mangrove ecosystems preserved in a 780 cm long peat core (TCC2) taken from Twin Cays, Belize, record palaeoecological changes since ~8000 cal. yr BP. The proxies included pollen and the stable-isotope (C, N and O) compositions of mangrove leaf fragments. Rhizophora mangle (red mangrove) has been dominant at this site on Twin Cays for over ~8000 years. Variations in δ13 C and δ15N suggest past changes in stand structure between dwarf, transition and tall R. mangle through the Holocene. Marked changes in the δ18O (up to ~4‰) of mangrove leaf fragments throughout TCC2 most likely record variations in the proportion of seawater versus precipitation taken up by past mangroves, reflecting the degree of inundation of the site with seawater resulting from changes in the rate of Holocene sea-level rise. Notably, a decline in peat accumulation rate at ~7200 cal. yr BP correlates with a decrease in the rate of rise in sea level. This was not accompanied by a marked change in the pollen assemblages. However, changes in assemblage composition began to occur ~6300 cal. yr BP, with an increase in Myrsine-type and Avicennia germinans (black mangrove) pollen. An increase in the δ18O between 6100 and 5300 cal. yr BP, which correlates with other records from Central America, indicates a significant increase in the rate of rise in sea level.
Quantifying human-induced eutrophication in Swiss mountain lakes since AD 1800 using diatoms
Authors: Bigler Christian , von Gunten Lucien , Lotter André F. , Hausmann Sonja , Blass Alex , Ohlendorf Christian , Sturm Michael
Published: December 2007

Sedimentary diatom assemblages from three lakes in the southeastern Swiss Alps were analysed at high temporal resolution since AD 1800. Altered land-use patterns, increasing population and exploitation through tourism are clearly reflected in annually laminated sediments of Lej da San Murezzan (Lake St Moritz) and Lej da Silvaplauna (Lake Silvaplana). Diatom assemblages originally dominated by Cyclotella taxa are replaced by taxa indicating higher total phosphorus (TP) concentrations, such as Asterionella formosa, Fragilaria crotonensis and Stephanodiscus parvus. In Lej da la Tscheppa, located well above the treeline in a catchment that was hardly exposed to human impact, Cyclotella comensis prevails throughout the entire sediment sequence. Quantitative estimates of past TP concentrations were inferred using a newly developed regional diatom-TP inference model based on 119 modern samples. In Lej da la Tscheppa diatoms imply stable, low TP concentrations (~10 µg/l), which can be considered as natural background concentration. Elevated TP levels are inferred for Lej da San Murezzan (max. 60 µg/l) since AD 1910 and for Lej da Silvaplauna (max. 40 µg/l) since AD 1950, corroborated by changes in sedimentary biogenic silica concentration and organic carbon content. Since ~AD 1970 improved waste water management led to a considerable reduction in TP loading in Lej da Silvaplauna and Lej da San Murezzan.
Episodic struvite deposits in a Northern Great Plains flyway lake: indicators of mid-Holocene drought?
Authors: Donovan Joseph J. , Grimm Eric C.
Published: December 2007

A series of 34 layers of struvite (hydrous Mg-ammonium-phosphate) were deposited in laminated sediments of Kettle Lake, North Dakota, in the Northern Great Plains, USA. Sedimentologic, mineralogic and nitrogen isotopic evidence suggest that struvite was deposited during nutrient-enriched eutrophication events within a Mg-rich lacustrine environment. The struvite layers are dispersed between 4650 and 8700 cal. yr BP, with particularly high frequency between 8068 and 8700 cal. yr BP. The youngest struvite layer dates to 2734 cal. yr BP. Key features of the struvite-forming events were (a) relatively low water stage and consequent elevated water salinity associated with the dry mid Holocene, (b) disappearance of most lakes and wetlands in the region, and (c) focused, but brief, visitations by large populations of migratory waterfowl. The lack of more frequent occurrence of struvite is ascribed to the rarity with which this combination of conditions was achieved, in combination with difficulty of preservation for this salt. 15N isotopes in struvite (mean 7.51‰) are heavy relative to 15N in sediment and also extremely uniform over time. The isotopes are interpreted to reflect a waterfowl waste source without extensive NH4 volatilizaton. The timing of the struvite events does not closely correspond to century-scale mid-Holocene drought cycles inferred from oscillating aragonite concentrations, although there is a weak preferred occurrence in the humid phase of these cycles. Thus the struvite events are ephemeral prairie features of this generally arid period but tend not to occur at precisely the most arid intervals.
Palaeoecological evidence for anthropogenic acidification of a kettle-hole peatland in northern Poland
Authors: Lamentowicz Mariusz , Tobolski Kazimierz , Mitchell Edward A.D.
Published: December 2007

The Holocene developmental history of a small kettle-hole peatland in northern Poland was studied using radiocarbon dating and analyses of pollen, plant macrofossils and testate amoebae with the aim of sorting out the influences of climate change, autogenic succession and human impact. The mire followed the classical succession from lake to a Sphagnum-dominated peatland, but peat accumulation only started about 3000 cal. BP. A rapid shift to wetter conditions, lower pH and higher peat accumulation rate took place about 110—150 years before present, when the vegetation shifted to a Sphagnum-dominated poor fen with some bog plants. While the first shift to a peat-accumulating system was most likely driven by climate, the second one was probably caused by forest clearance around the mire. This shift towards a Sphagnum-dominated vegetation mirrors both in pattern and timing the changes observed in similar situations in North America and New Zealand. While human activities have overall caused the loss of vast expanses of peatlands worldwide in recent centuries, locally they may have also allowed the development of communities that are now ironically considered to have a high conservation value. However, in the case of the site studied the likely anthropogenic shift to bog vegetation was at the expense of a species-rich poor fen, which today has even higher conservation value than ombrotrophic bogs. Thus this study also illustrates the value of palaeoecology for peatland management and biodiversity conservation.
Reconstructing the Mediaeval low stands of Mono Lake, Sierra Nevada, California, USA
Authors: Graham Nicholas E. , Hughes Malcolm K.
Published: December 2007

Palaeosimulations of Mono Lake covering the past 2 kyr have been conducted using a water balance model forced with tree-ring derived inflow estimates. The results show two low stands, during the ninth to tenth and twelfth to thirteenth centuries, that agree well in timing and magnitude with those described by Stine (1987, 1990, 1994) on the basis of geomorphic evidence and relict trees and shrubs exposed on Mono Lake's artificially exposed shorelands. The lake simulation provides independent corroboration of the timing and magnitude of Stine's drought-induced low stands and supports the accuracy of tree-ring-derived estimates of Mediaeval precipitation and runoff reductions in the central Sierra Nevada. Specifically, we estimate that during the two Mediaeval droughts, centennial average precipitation and river runoff in the central Sierra Nevada reached as low as 75% of the twentieth century values, with multidecade averages as low as 60—65%. In both magnitude and duration, these droughts far exceed anything experienced in the region during modern times. An analysis of the spatial patterns of reconstructed drought indices shows that the particular `two drought' Mono Lake low stand signal was focused over central and southern California, indicating the dominant role of boreal winter precipitation deficits. In this respect, the `Great Sierra Nevada droughts' were somewhat distinct from the more general Great Basin/far western Plains pattern of Mediaeval aridity over the western USA.
Diatoms as upwelling and river discharge indicators along the Portuguese margin: instrumental data linked to proxy information
Authors: Gil I.M. , Abrantes F. , Hebbeln D.
Published: December 2007

High-resolution diatom and phytolith quantitative and assemblage analyses have been conducted on two box-cores from the Tagus pro-delta (SW Portuguese Margin) in order to compare these common palaeoceanographic proxies to instrumental data describing the upwelling regime and the freshwater input of the Tagus River. The western Portuguese margin is affected by seasonal coastal upwelling controlled by northerly winds and by strong freshwater input through the Tagus River, which is controlled by precipitation over the whole Iberian Peninsula. For both upwelling and freshwater input, instrumental data such as river flow and an upwelling index, are available for the last ~100 and 50 yr, respectively. Diatoms and phytoliths are used as proxies for salinity and productivity changes, resulting from river input and upwelling variability. Comparison of the proxy and instrumental records confirms that diatom abundance and, in particular, the genus Chaetoceros (Ehrenberg) traces the main periods of intense upwelling, whereas freshwater diatoms and phytoliths trace the major floodings of the Tagus River. The results confirm that, despite the dissolution affecting silica compounds in the water column and in the sediment, diatoms and phytoliths are an accurate recorder of upwelling events and river discharge in this area. Based on such verification, the proxies can be used to reconstruct palaeoenvironments on timescales reaching far beyond the range of instrumental data.
The Chironomidae of Gróthúsvatn, Sandoy, Faroe Islands: climatic and lake-phosphorus reconstructions, and the impact of human settlement
Authors: Gathorne-Hardy F.J. , Lawson I.T. , Church M.J. , Brooks S.J. , Buckland P.C. , Edwards K.J.
Published: December 2007

Chironomids were examined as part of a multiproxy palaeolimnological study of Gróthúsvatn, Sandoy, Faroe Islands. A total of 37 taxa was found in the top 1 m of the core. Chironomid-inferred total phosphorus and temperature reconstructions indicate that after landnám (the Norse settlement period) total phosphorus levels rose slightly, then peaked at a temperature minimum (interpreted as the `Little Ice Age'). Total phosphorus levels subsequently fell to only slightly above pre-settlement levels at the sediment surface. Little indication of increased erosion in the catchment after landnám was found, and it is likely that the impacts of human settlement on Gróthúsvatn and its catchment were slight. We therefore propose that the temperature decrease caused the increase in the lake's productivity.
Sources of fine-grained magnetic minerals in sediments: a problem revisited
Authors: Oldfield Frank
Published: December 2007

Progress in the discrimination of fine-grained magnetic minerals in sediments and sediment sources using measurements of magnetic susceptibility at two frequencies and of magnetic remanence generated by a combination of direct and alternating currents is summarized. The former measurements yield values for low field and frequency-dependent susceptibility (χlf and χfd, respectively). The latter generate an Anhysteretic Remanent Magnetisation (ARM) that, when normalized to the DC bias field, can be represented as the susceptibility of ARM (χARM). Using quotients derived from χlf, χfd and χ ARM to generate bi-logarithmic plots, it is possible to discriminate between assemblages dominated by magnetic minerals formed through pedogenesis and those arising from the presence of magnetotactic bacteria that use chains of magnetic particles to seek optimum environments in surface sediments. Sediments to which both types of magnetic mineral contribute occupy positions between the envelopes of values typical of soil-derived and magnetosome-derived assemblages. Fire also appears to give rise to a distinctive envelope of values indicative of smaller magnetic grain sizes, whilst the signature of extracellular magnetite is indicative of the finest grain sizes here recorded.
Assessing a Hybrid Format
Authors: Katz Susan M.
Published: December 2007

As college instructors endeavor to integrate technology into their classrooms, the crucial question is, “How does this integration affect learning?” This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.
Managing Resistance
Authors: Maag John W.
Published: December 2007

Managing resistance represents a major task for adults who work with children who display challenging behaviors. Some of these children are at risk for emotional and behavioral problems; others display academic difficulties such as those characteristic of learning disabilities.

Various interventions have been developed for reducing noncompliant or oppositional behaviors and for getting adults to use clear, direct, specific, and contingent commands. Although these efforts have been met with some success, managing resistance continues to be a major treatment issue. In this article, several factors that inhibit managing resistance effectively are discussed, and options for expanding adults' repertoires of skills are presented.
Involving Students in Assignment Evaluation
Authors: Rademacher Joyce A.
Published: December 2007

Assignment completion procedures that are based on sound instructional principles are important and necessary in order to enhance learning for diverse learners. The first part of this article explains the connection between planning, presenting, and evaluating assignments for students who demonstrate ineffective assignment completion strategies. The second part offers specific guidelines for how to teach students to check their own finished assignments according to a set of quality work criteria.
Boldly Going Where Angels Fear to Tread
Authors: Howells Karen D.
Published: December 2007

The stresses of meeting the educational needs of an increasingly diverse population of students has inspired some successful and some rather unsuccessful collaborations. In this article, a special education teacher who started a much needed collaboration program at a mid-sized parochial school in a suburb of a southern city reflects on her experiences, discussing several different types of service delivery models as well as some of the problems she encountered with each.
Using Juvenile Literature with Portrayals of Disabilities in Your Classroom
Authors: Prater Mary Anne
Published: December 2007

Children's books that include portrayals of characters with disabilities can be a particularly effective means of teaching students about disabilities. In addition, classroom discussion of such books can be integrated with a unit on history, music, or other content area. In the present article, 46 frequently recommended children's books that portray characters with disabilities are described, along with ideas for specific classroom use.
Enabling All Students to Learn in the Laboratory of Democracy
Authors: O'Brien Joseph
Published: December 2007

Studies indicate that students with learning disabilities often receive little instruction in social studies. Social studies is not simply a vehicle for enhancing reading skills but encompasses concepts and skills that are critical to students' eventual participation in our society. This article addresses ways to foster higher level thinking, problem-solving, and group skills by working with issues of importance to students with learning disabilities and promoting their futures as active citizens.
Parents' View
Authors: Zinkil Susan S. , Gilbert Tammy S.
Published: December 2007

This article briefly examines inclusion—its historical foundation and its definitions. Several questions are provided that parents can ask themselves when determining if inclusion is appropriate for their child. These questions range from whether the goals of the Individualized Education Program can be achieved in a general education setting to how this setting would (or would not) benefit their child. Furthermore, guidelines are provided to assist parents of students with disabilities in determining the appropriateness of inclusion, helping parents in evaluating the support inclusion programs receive, the makeup of inclusion classes, the classroom climate, curriculum and grading, the provision of accommodations and behavioral plans, and how students are evaluated. These questions and considerations should assist parents of students with disabilities when contemplating an inclusion setting for their child.
Assistive Technology Assessment
Authors: Beigel Andrew R.
Published: December 2007

Assessing an individual for assistive technology (AT) use is an important part of the reauthorization of IDEA (1997) and an essential support in the path to greater independence and integration into society. Unfortunately, AT devices are frequently abandoned for many reasons. Sometimes AT selection is based on a mismatch between the individual's desires and/or needs. Sometimes the individual outgrows the capabilities of the device. To foster optimal AT use, this article presents guidelines that educators can follow to put the individual user of AT at the center of the assessment process.
Classroom and Curriculum Accommodations for Native American Students
Authors: Sparks Scott
Published: December 2007

This article explores ways to enhance the classroom and the curriculum to meet the learning and social needs of Native American students. By using a culture-specific approach, the teacher helps to improve academic performance, social understanding, and acceptance by peers. Achieving these outcomes is a primary focus of this article.
Using Literature to Teach Social Skills to Adolescents with LD
Authors: Anderson Peggy L.
Published: December 2007

Social skill deficits in students with learning disabilities have been frequently cited as a significant problem for this group of learners. Although most practitioners are aware of these difficulties, they may not be providing a systematic program of instruction to alleviate these deficits. The social skill literature strategy (SSLS) described in this article is an instructional approach that involves integrating social skill intervention into the literature curriculum. It is an intervention program that focuses on increasing social perception within the context of literature study. Although SSLS is a strategy that can be used to teach any type of literature, the following article describes how social skill intervention can be accomplished through the study of Shakespeare. This particular approach to social skill intervention promotes inclusive practices for secondary students with learning disabilities.
Strategic Instruction in Middle School Social Studies
Authors: Katims David S. , Harmon Janis M.
Published: December 2007

This article describes a cognitive strategy designed to enhance middle school students' comprehension of social studies texts and reports its implementation in social studies classrooms. The PEP road map instructional framework is intended to help social studies teachers scaffold the reading and writing experiences of at-risk students as they interact with social studies textbooks. Implementation by middle school students indicated an academically significant increase in reading comprehension for all students, improved metacognitive ability, attention to information contained in texts, and confidence in ability to grapple with ideas in authentic texts. Students can be taught to activate and refine their reading comprehension skills as they engage in meaningful encounters with conceptual ideas about social studies. Content-area teacher responses to the implementation of the strategy in their classrooms were encouraging.
Developing Behavioral Intervention Plans
Authors: Buck Glenn H. , Polloway Edward A. , Kirkpatrick Michael A. , Patton James R. , McConnell Fad Kathy
Published: December 2007

The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 Final Regulations have brought about a number of changes in policy concerning special education. In particular, IDEA now requires school personnel to develop a functional behavioral assessment and behavioral intervention plan for students with disabilities who experience significant behavioral problems in the schools. This article includes a brief discussion of the legal requirement for developing functional behavioral assessment and behavioral intervention plans (especially as they pertain to disciplinary actions). This discussion is followed by an outline of elements related to behavioral intervention planning with specific guidelines for school personnel who seek to put such plans into practice.
Modifying Science Activities and Materials to Enhance Instruction for Students with Learning and Behavioral Problems
Authors: Ormsbee Christine K. , Finson Kevin D.
Published: December 2007

Most science educators report a willingness to teach students with learning and behavioral differences; however, they often also indicate having limited information about how to make the science classroom more accessible. One avenue of support is the modification of science instructional materials in order to reduce barriers that may exist as a result of poor reading, organization, or work-completion skills. Some suggestions for instruction modifications are provided in this article. Also included is a sample science activity that was redesigned to support students with learning and behavioral concerns.
Creating Confident and Competent Readers
Authors: Casteel Carolyn P. , Isom Bess A. , Jordan Kathleen F.
Published: December 2007

This article presents a practical plan for improving reading comprehension and reader self-efficacy through transactional strategies instruction. Three phases of instruction are described and specific instructional strategies are provided. Suggestions for implementation and for evaluation of instruction effectiveness are also discussed. The information is applicable for teachers of learners in Grades 4 through12 and for resource teachers or clinicians working with learners having comprehension difficulties.
Repeated Storybook Reading as an Instructional Method
Authors: Bellon Monica L. , Ogletree Billy T.
Published: December 2007

Repeated storybook reading interventions use storybooks as a context for presenting instructional strategies to promote language and literacy. This article discusses repeated storybook reading using adult scaffolding and phonological awareness strategies to facilitate oral and written language in children with language delays. The discussion is framed around common questions posed by educators considering repeated storybook reading as an instructional method.
Children with LD as Emergent Readers
Authors: Kaderavek Joan N. , Justice Laura
Published: December 2007

This article provides an overview of how an emergent literacy perspective may serve as a framework for better understanding the reading and writing behaviors of preschool children and young elementary-age children with LD. For children who are at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including the sounds of language (phonological awareness), an awareness of print and book conventions (print awareness), narrative development, and early writing skills. Specific intervention techniques are given to help teachers provide rich, meaningful emergent literacy opportunities in the classroom.
School-wide Conflict Resolution and Peer Mediation Programs
Authors: Daunic Ann P. , Smith Stephen W. , Rowand Robinson T. , Miller M. David , Landry Kristine L.
Published: December 2007

Effective school-wide responses to disruptive, aggressive, and violent student behaviors are critical to ensuring teacher and student safety and to increasing constructive approaches to conflict. As such, many educators are implementing school-based prevention programs focused on conflict resolution and peer mediation (CR/PM). In this article, we share our experiences with a project designed to investigate the effectiveness of a school-wide conflict resolution curriculum and peer mediation program. After a brief theoretical framework for teaching conflict resolution, we describe the project and what facilitated successful implementation ; then we summarize how middle school students responded to the CR/PM program.
Cultural Patterns of South Asian and Southeast Asian Americans
Authors: Mathews Rachel
Published: December 2007

An overview of South Asian and Southeast Asian Americans is discussed to aid teachers in understanding some behaviors exhibited by students from these diverse backgrounds. Although there are some similarities in cultural practices among the vast Asian ethnic groups, Asians do not fall into one homogeneous group. The value of honoring the family is very strongly ingrained in South Asian and Southeast Asian children; therefore, discussing any personal problems with an outsider is regarded as a disgrace to the family. Implications for teaching based on cultural practices are outlined.
Instructional Grouping for Reading for Students with LD
Authors: Vaughn Sharon , Hughes Marie Tejero , Moody Sally Watson , Elbaum Batya
Published: December 2007

Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities. After discussion of each grouping format, implications for practice are highlighted with particular emphasis on instructional practices that promote effective grouping to meet the needs of all students during reading in general education classrooms.
The Write Way
Authors: Marchisan Marti L. , Alber Sheila R.
Published: December 2007

Producing effective and interesting written expression is an overwhelming task for many students, especially those with disabilities who have had a history of failure. The process approach to teaching writing has been demonstrated to be an effective strategy for increasing the overall quality of students' written expression. However, students with learning disabilities may need additional support and guidance from their teachers and peers to learn to produce quality compositions and stories. This article presents practical and specific strategies for helping students with writing difficulties become successful in each of the following stages of the writing process: prewriting, writing, revising, and publishing.
Teachers' Reactions to African American Students' Movement Styles
Authors: Neal La Vonne I. , McCray Audrey Davis , Webb-Johnson Gwendolyn
Published: December 2007

The public education system in the United States has overidentified African American children as targets for special education. In 1998, figures released by the U.S. Department of Education showed that African American students comprised 21% of all students in special education courses in the United States. Yet, African American students account for only 16.8% of the public school population. Research shows that overidentification is related to ethnicity, poverty, inappropriate assessment tools used by schools, and teacher misperceptions. This article describes teachers' perceptions of African American students' achievement and aggression based on their walking style. Additionally, suggestions are provided for teaching practices and student interactions that promote high student achievement in the classroom and beyond.
Creating Your Own Professional Portfolio
Authors: Salend Spencer J.
Published: December 2007

Many school districts are using professional portfolios as part of their hiring, retention, evaluation, and promotion process. This article provides educators with guidelines and resources for developing professional portfolios that reflect their experiences, training, and achievements as educators. Although the guidelines are presented in the context of educators entering the profession, they can be adapted by educators who have been teaching for several years.
Personal Profile Assessment Summary
Authors: Kelly Karen M. , Siegel Ellin B. , Allinder Rose M.
Published: December 2007

Multiple variables have combined to create a need for alternative assessment procedures for students with moderate and severe disabilities. These forces include the highly specialized needs of these students; the move toward inclusion, which necessitates changes in the composition and interaction of teams; and advances in assessment practices in this and related areas. In this article, we present a rationale and explanation of a particular type of alternative assessment, that of a personal profile assessment summary, which is a means of gathering, synthesizing, and conveying critical information about students with moderate and severe disabilities. This personal profile summary provides a brief but in-depth view of a child in terms of the abilities he or she is proud of, interests, challenges, optimal learning conditions, and family life. We conclude with a summary of information from a preliminary study on the use of personal profile summaries.
Enhancing the Note taking Skills of Students with Mild Disabilities
Authors: Boyle Joseph R.
Published: December 2007

Teachers can improve the note-taking skills of students with mild disabilities by either modifying their presentation during lectures or teaching students how to use note-taking techniques. This article begins with a vignette and then describes how teachers can modify their lectures and how they can teach note-taking techniques to students. The two note-taking techniques described are strategic note taking and guided notes.
What Is Asperger Syndrome?
Authors: Barnhill Gena P.
Published: December 2007

The prevalence of Asperger Syndrome appears to be increasing, yet many individuals are still not being diagnosed during their school years. It is imperative to disseminate knowledge regarding the characteristics of Asperger Syndrome to parents and educational, mental health, and medical professionals so that this condition can be recognized early, and appropriate interventions can be provided to assist individuals with Asperger Syndrome in coping successfully. This article focuses on the characteristics of this developmental disability.
Transition to Middle and High School
Authors: Adreon Diane , Stella Jennifer
Published: December 2007

The transition from elementary to secondary school is challenging for all students as a number of environmental, social, psychological, and physiological changes are imposed on them. These challenges often have a significant effect on typical students but may have an even more profound effect on students with Asperger Syndrome (AS) due to the nature of the disability. This article outlines the numerous difficulties that students with AS may encounter during the transition to middle and high school. In addition, a range of specific supports and strategies are offered in order to assist students with AS in making a successful transition.
Unified Discipline
Authors: White Richard , Algozzine Bob , Audette Robert , Marr Mary Beth , Ellis Edward D.
Published: December 2007

Teachers are concerned about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the increasing level of diversity common in America's schools. Proactive, school-wide approaches are considered best practice in addressing the challenge of maintaining discipline. Unified Discipline is a promising schoolwide intervention designed to support administrators, teachers, and other school personnel in meeting these needs by establishing unified attitudes, expectations, correction procedures, and team roles. This article explains how to implement Unified Discipline as a school-wide approach to managing problem behavior.
Helping Students with Learning Disabilities Make Sense of Word Problems
Authors: Gallagher Landi Mary Anne
Published: December 2007

The mathematics education of students with learning disabilities has emphasized computation skills at the expense of problem-solving skills. Fortunately, instructional practices exist that assist students with learning disabilities in solving word problems. These students have special difficulty with representational skills required for problem solving such as paraphrasing, visualizing, and hypothesizing. A 4-step strategy for teaching problem representation skills is presented. The cognitive skills required for each step are identified, and for each skill, a recommended activity and example are presented. The strategy, skills, activities, and examples presented are based on the research and are offered as suggestions for developing mathematics instruction that better meets the needs of students with learning disabilities.
What Matters Most in Inclusive Education
Authors: Voltz Deborah L. , Brazil Nettye , Ford Alison
Published: December 2007

Structuring learning environments to promote the inclusion of learners with disabilities is an important responsibility that educators in general and special education share. The physical placement of students with disabilities in general education classes is often overemphasized, while other aspects of developing inclusive environments are neglected. This article describes defining principles of inclusive education and provides important questions to ask in determining whether inclusive environments demonstrate these principles. This article also includes practical strategies for assisting educators in creating educational environments that manifest the defining principles of inclusion.
How Can I Help Students with Learning Disabilities in Algebra?
Authors: Witzel Brad , Smith Stephen W. , Brownell Mary T.
Published: December 2007

Students with learning disabilities in algebra classes face many difficulties. Among them are an inability to apply algorithmic knowledge to novel problems, poor arithmetic skills, and difficulty with the abstract content associated with higher-level mathematics. With this in mind, we explore some of the research on the algebra performance of students with disabilities and reasons for their difficulties. In addition, we discuss pedagogical practices that best serve students with learning disabilities in algebra.
Fun and Effective Ways to Build Your Students' Vocabulary
Authors: Foil Carolyn R. , Alber Sheila R.
Published: December 2007

Understanding vocabulary words and how they relate to other ideas and concepts is a critical subskill that influences reading comprehension. Students with deficient vocabularies are likely to have difficulty comprehending written material. This article provides teachers of middle and high school students with empirically validated strategies and recommended activities for vocabulary instruction. Specifically, we discuss teaching vocabulary through drama, semantic mapping, video technology, the Keyword Method, and active student responding activities.
A Contextually Based Approach for Treating Depression In School-Age Children
Authors: Maag John W.
Published: December 2007

Depression is a condition that affects between 2% and 21 % of school-age children. School personnel have begun taking an interest in identifying and treating students who experience symptoms of depression. Typical intervention strategies focus on teaching students social skills necessary to receive reinforcement from others and restructuring irrational beliefs associated with depression. Although these approaches have generated some success, they are time and labor intensive. In this article, an alternative conceptualization that focuses on manipulating context is presented, and then 10 strategies based on this approach are described.
Assessing Learning Processes
Authors: Carr Sonya C.
Published: December 2007

Teachers need alternative assessment techniques that they can use in the classroom to assess students' learning processes. Techniques described in this article provide teachers with tools to understand the mental processes students engage in as they read, write, and problem solve. Use of these techniques may also encourage students to become more active participants in their education. As they respond to teacher questions and probes, they are prompted to reflect on the strategies they use and learn more about themselves.
Questions Often Asked About Promoting Lifetime Literacy Efforts
Authors: Sanacore Joseph
Published: December 2007

Supporting lifetime literacy efforts is a "big-picture" perspective that not only helps children become proficient readers, but also nurtures their love of literacy. This instructional direction requires a strong commitment from teachers and administrators. This article outlines how educators can understand the importance of lifetime literacy efforts, provide appropriate resources for encouraging the love of reading, support strategies that motivate children to read for pleasure, promote the joy of reading across the curriculum, provide a balanced curriculum representing both lifetime literacy and skills instruction, foster lifelong literacy in students who struggle with literacy, and demonstrate awareness of obstacles to lifetime literacy efforts. Responding positively to these and other factors increases the chances that future generations of literacy learners will be able to read effectively and, as important, will engage in literacy as a lifelong activity.
Evaluating - Cooperative Teaching Teams
Authors: Salend Spencer J. , Gordon Jennifer , Lopez-Vona Kim
Published: December 2007

Many schools are using cooperative teaching arrangements as part of their efforts to implement inclusion programs. This article provides guidelines and strategies that can be employed to examine the experiences and perceptions of cooperative teaching teams, to validate successful collaborative practices, and to identify those practices in need of revision.
Promote Phonemic Awareness
Authors: Flett Angela , Conderman Greg
Published: December 2007

Phonemic awareness is the ability to hear and manipulate the individual sounds in spoken words (Chard & Dickson, 1999). Research has shown that phonemic awareness is a strong indicator of a child's future reading success. If a child lacks phonemic awareness, he or she may be at risk for future reading failure. The explicit teaching of phonemic awareness in the early grades can increase the ease with which students acquire the important skill of reading. It is not difficult to incorporate activities emphasizing oral language into the classroom each day through formal and informal experiences. The following activities help promote phonemic awareness in students.
About the Artist
Authors: Babkie Andrea M.
Published: December 2007

Anthony Reeves is a 12-year-old student at Egret Lake Elementary School in Palm Beach County, Florida. Anthony receives services through exceptional student education in the area of language impaired and specific learning disabilities. When not working on academic skills, Anthony enjoys participating in arts and crafts activities, sports, and helping younger children. He aspires one day to be either an artist or a gymnast. The following pictures are just a small sample of some of the fantastic artwork Anthony has created this year.
Crossing Content
Authors: Jackson Fay Balch
Published: December 2007

Students with learning disabilities in the elementary grades, middle school, and secondary school have used Read, Imagine, Decide, and Do (RIDD) since 1996. The strategy was first developed to assist students when dealing with math word problems and to aid students in reading directions. In the following article, the author describes the strategy and provides a framework for practitioners to use throughout the curriculum. Information is included from previous studies, and the first lesson is described in detail.
A Practitioner's Guide to Resources on Asperger Syndrome
Authors: Safran Joan S.
Published: December 2007

The purpose of this article is to identify and describe a selection of print and electronic resources that can help educators understand and support students with Asperger syndrome (AS). The most marked characteristic of this disorder is significant impairment in social interaction and relationships. Although children and youth with AS generally do not manifest noteworthy cognitive or language delays, their disability is significant. AS is beginning to affect special education practices in most of the United States, and increasing awareness in both the psychological and educational communities will undoubtedly result in greater numbers of children and youth being recognized. It is therefore critical that educators are provided with resources to help them acquire skills for working effectively with these students.
Comprehensive System of Assessment to Intervention Using Curriculum-Based Assessments
Authors: Burns Matthew K.
Published: December 2007

Curriculum-based measurement and Gickling's model of curriculum-based assessment have been proposed as approaches that more closely link assessment and intervention. Research has clearly supported the independent use of these two models in improving student learning, but some have argued for a more comprehensive approach that combines the different curriculum-based metrics. This article demonstrates procedures for implementing the two models concurrently in a comprehensive assessment and intervention system by discussing three case studies. The first is an example of reading difficulties in a general education setting, the second is a student experiencing mathematical difficulties in a general education curriculum, and the third is a student participating in special education for reading difficulties. Suggestions and cautions for practice are included.
Collaborative Partnerships Among Teachers of Students Who Are Gifted and Have Learning Disabilities
Authors: Kennedy Karen Y. , Higgins Kyle , Pierce Tom
Published: December 2007

Services for students who are gifted and have learning disabilities vary in type by school district. General education teachers rarely have the training to work with students who have multiple exceptionalities in the general ed- ucation classroom. Conversely, special educators typically are not trained to address the unique needs of students with gifts and talents. Because of this disparity in training, it is imperative that collaboration among general edu- cators, special educators, and teachers of students who are gifted occurs throughout the school year. This article suggests strategies and ideas to help build collaborative partnerships among all teachers who work with stu- dents who are gifted and have learning disabilities.
Maximize Paraprofessional Services for Students with Learning Disabilities
Authors: French Nancy K. , Lock Robin H.
Published: December 2007

Both special and general education teachers must work closely with paraprofessionals who support students with learning disabilities (LD) in general education classrooms. Knowing how to make the most of the paraprofessional resources at hand is not easy, however. As a special educator, you are really a program manager, and you are most likely to make the most of paraprofessional services when you are able to efficiently carry out certain executive functions (French, 1997). The suggestions that follow will help you be a more effective manager and will improve the way the paraprofessional works with your students.
Using Bibliotherapy to Teach Problem Solving
Authors: Forgan James W.
Published: December 2007

Students with high-incidence disabilities (e.g., specific learning disabilities, behavioral disorders, mild mental retardation) can benefit from using bibliotherapy by learning how to become proactive problem solvers. Often students with high-incidence disabilities are characterized as inefficient in recognizing and solving problems. By learning a problem-solving strategy and applying it to children's literature titles, students with disabilities can learn to become independent and effective problem solvers.
The Dialogue Page
Authors: Kozminsky Ely , Kozminsky Lea
Published: December 2007

In this article we demonstrate how to improve students' learning motivation by means of an attributional dialogue between teachers and students. The change in motivation is reflected in students' learning to attribute their achievements to their own educational efforts and to the use of appropriate learning strategies. The article exemplifies this procedure with dialogue pages of a typically achieving learner and a student with learning disabilities.
Teaching Strategies for Twice-Exceptional Students
Authors: Winebrenner Susan
Published: December 2007

For many years, parents and teachers have been perplexed about youngsters who have dramatic learning strengths in some areas and equally dramatic learning weaknesses in others. These students appear to defy accurate labeling: Are they gifted or learning disabled? Finally, the debate has stopped, and educators are now recognizing these students as “twice-exceptional.” Rather than trying to use evidence from their weak learning areas to prove they are not “truly gifted,” savvy teachers are now learning how to allow these students to experience the same opportunities available for gifted students when they are learning in their strength areas. When students are learning in their areas of weakness, teachers are learning to provide the same compensation strategies used by other students with learning disabilities. This article offers specific instruction to empower teachers to effectively teach twice-exceptional students.
Beyond the Boundaries of School
Authors: Higgins Kyle , Boone Randall
Published: December 2007

Even as the field of education refers to students who are gifted and talented as the movers and shakers of tomorrow, the issues of career selection, life after school, and life in the real world are seldom discerned as vital components in gifted education. This article discusses components of instruction for students who are gifted and moves instruction beyond the boundaries of school into the real world.