bluuebunny/crossref_metadata_2025 huggingface dataset:
The Utility, Acceptability, and Practicality of Functional Behavioral Assessment for Students with High-Incidence Problem Behaviors
Authors: Reid Robert , Ron Nelson J.
Published: May 2008

The 1997 Individuals with Disabilities Education Act Amendments require the use of functional behavioral assessment (FBA) and positive behavioral interventions and supports for students with disabilities who are the subject of formal disciplinary actions. FBA has been represented by different terms and associated procedures such as functional analysis, functional assessment, brief functional assessment, and descriptive analysis. However, much of the FBA research has focused on children with severe developmental disorders in clinical settings. In this article, we review the available FBA research conducted with students with high-incidence behavior problems in school settings to examine its utility (i.e., effectiveness), acceptability (i.e., social validity), and practicality (i.e., whether FBA can be conducted by direct service providers in a timely manner). The findings and directions for future research are discussed.
Preparing Special Education Research Articles in APA Style
Authors: Algozzine Bob , Spooner Fred , Karvonen Meagan
Published: May 2008

This article addresses key considerations in preparing special education research articles for submission to professional journals in which the preferred style guide is the Publication Manual of the American Psychological Association. The guidelines provided in this resource are drawn from a body of special education research literature, from editors and authors experienced in professional and technical writing in special education, and from accepted authorities on special education publication practices. Conscientious use of this information will facilitate expression of ideas that are expected and accepted in a broad, established editorial tradition.
Examining the Reading Difficulty of Secondary Students with Learning Disabilities
Authors: Sáenz Laura M. , Fuchs Lynn S.
Published: May 2008

The purpose of this study was to identify the skill areas in which secondary students with learning disabilities exhibit differential reading performance on narrative versus expository text. For this study, 111 high school students in special and remedial education classes were administered two narrative and two expository passages, with the order of presentation counterbalanced across subjects. Results indicated that students had more difficulty with expository text than with narrative text in terms of reading fluency and comprehension, However, effects for comprehension were mediated by the type of question asked. Implications for the reading instruction of secondary students with learning disabilities are discussed.
Teacher Perceptions of the Trustworthiness, Usability, and Accessibility of Information From Different Sources
Authors: Landrum Timothy J. , Cook Bryan G. , Tankersley Melody , Fitzgerald Shawn
Published: May 2008

This study examined practicing teachers' assessments of the trustworthiness, usability, and accessibility of intervention information obtained from four sources: other teachers or colleagues, workshops and inservice presentations, college courses, and professional journals. We found significant differences along each dimension, with teachers generally rating their colleagues and workshops or inservices not only as more accessible sources of information but as providing more trustworthy and usable information as well. We found no significant differences between groups of teachers affiliated with general versus special education and no differences in ratings as a function of years of teaching experience. This article discusses the implications of these findings for practice and for further research, as well as the importance of this line of inquiry to the ongoing debate about bridging the gap between research and practice.
A Review of Self-Determination Literature
Authors: Malian Ida , Nevin Ann
Published: May 2008

A review of the published literature on self-determination and self-advocacy was conducted to determine implications for practitioners who are interested in implementing various curricula. Articles on self-determination and self-advocacy published between 1992 and 1999 were reviewed. None of these articles were directly related to student-led Individualized Education Programs. Results of the research studies documenting the impact on developing curricula for self-determination are described.
Perspectives on Self-Determination Across the Curriculum
Authors: Nevin Ann , Malian Ida , Williams Lorie
Published: May 2008

The collaborative campus-school district special education teacher preparation model at Arizona State University-West integrated the self-determination literature with the student-led Individualized Education Program (IEP) process and competency-based teacher education. Pre-post definitions of self-determination, evaluation of program impact in terms of self-reported ratings of confidence and competence related to Council for Exceptional Children core competencies for beginning special educators, and representative case studies of preservice teachers' data-based instruction programs linking self-determination, IEP goals, and state standards for students with disabilities are reported in this article.
Lessons Learned From Implementing the Steps to Self-Determination Curriculum
Authors: Field Sharon , Hoffman Alan
Published: May 2008

This article describes a system of supports for implementing the Steps to Self-Determination curriculum and discusses findings from studies on the curriculum, all of which used a pre-post design with Steps as the intervention. Findings from outreach efforts to support implementation of Steps include teachers who are self-determined are better able to promote self-determination for their students, self-determination needs to be supported at all levels in the school organization, self-determination knowledge and skills can be infused successfully in a variety of subject areas, there are many ways to involve parents in self-determination instruction, support for positive relationships is central to self-determination, and achievement of valued goals is an important element of self-determination instruction. Practical strategies teachers have used to adapt or enhance the curriculum are presented.
Literature Circles
Authors: Blum H. Timothy , Lipsett Laura R. , Yocom Dorothy Jean
Published: May 2008

Students in one multiage middle school inclusive classroom engaged in literature circles while reading various short stories and novels during the course of one school semester. The use of literature circles was meant to encourage students to improve their abilities to analyze literature selections as well as their self-determination in selecting literature to read and discussing their ideas. Students assessed their reading abilities before and after being introduced to literature circles. An analysis of variance between the means of pre- and postsurveys indicated that students with special needs believed literature circles helped them read, analyze, and discuss literature selections. The target group, students identified with special needs, showed a significant gain when their survey results were compared to the rest of the class. Procedures of the classroom study and emergent themes are described and interpreted in the context of an inclusive classroom.
Self-Determination in Action in the Classroom
Authors: Price Lynda A. , Wolensky Debbie , Mulligan Robert
Published: May 2008

This article addresses the ongoing need for parents, professionals, and individuals with disabilities to access the power of self-determination in their everyday lives. A practical definition for self-determination is provided, along with a description of key components. Self-determination is a series of developmental activities, attitudes, and beliefs that can be infused in a dynamic way within the environment of individuals with high-incidence disabilities. Specific examples are provided for implementing effective self-determination skills through the use of a case study, an action plan, and a list of best practices.
Administrative Support for Student-Led Individualized Education Programs
Authors: Barrie Wendy , Mcdonald Joan
Published: May 2008

In this article the authors explain what they did to make it possible for their staff to initiate and implement advocacy efforts on behalf of students with special needs. Step-by-step series of actions and decision points are described, to support the implementation of an innovative student-led Individualized Education Program process.
Reading Instruction in the Inclusion Classroom
Authors: Schmidt Raquel J. , Rozendal Mary S. , Greenman Gretchen G.
Published: May 2008

The identification of effective instructional practices for teaching reading in inclusive settings is crucial for ensuring the success of students with high-incidence disabilities integrated in general education classrooms. Poor reading ability is a strong predictor of school failure, and the majority of students with learning disabilities—the largest high-incidence disability group in schools— experience difficulty with reading. The purpose of this inquiry was to review the literature to identify pedagogically sound and empirically grounded reading approaches that can be used with general and special education students to meet the diverse needs of students in an inclusive classroom setting. Research indicates that poor readers display metacognitive strategy deficiencies that play a large role in their comprehension problems. This review presents specific strategies that support the reading development of both general and special education students and identifies instructional conditions that contribute to successful literacy learning in inclusive settings.
Scale for Assessing Emotional Disturbance
Authors: Epstein Michael H. , Nordness Philip D. , Cullinan Douglas , Hertzog Melody
Published: May 2008

Two studies on young children are reported, addressing the psychometric characteristics of the Scale for Assessing Emotional Disturbance (SAED), a standardized, norm-referenced instrument based on the federal definition of emotional disturbance (ED). The main purpose of the SAED is to assist in identifying children with emotional disturbance by operationally defining ED as stated in the Individuals with Disabilities Education Act Amendments of 1997. The first study investigated the long-term test—retest reliability of the SAED over a 7-month period. The second study examined the convergent validity of the SAED by comparing it with several subscales of the Systematic Screening for Behavior Disorders, a multigate screening system to identify children at risk of behavior problems. The results indicate that the SAED is a reliable and valid instrument for identifying young children who may qualify for the federal definition of ED.
Minority Representation in Special Education
Authors: Zhang Dalun , Katsiyannis Antonis
Published: May 2008

Overrepresentation of minority students in special education has been a concern for more than 3 decades. Such overrepresentation has triggered a number of legal challenges, educational reforms, and legislative actions. However, a question still remains in the field: Have there been any recent changes or improvements? We addressed this question by analyzing data published by the federal government. Racial representation along with regional variations and state poverty rates were examined. The results indicated that American Indian/Alaskan Native and African American students were overrepresented in high-incidence disabilities (i.e., emotional and behavioral disorders, learning disabilities, and mental retardation); that significant regional variations existed in minority representation, but that these variations were not correlated with state poverty rates; and that racial representation in certain disability categories was negatively correlated with state poverty rates for certain racial groups.
Positive Educational Results for All Students
Authors: Thurlow Martha L.
Published: May 2008

Standards-based reform has swept the nation, carrying with it many promises, including obtaining a more accurate picture of education overall and when comparing schools and districts, providing benefits for students with disabilities who take part in state and district assessments, decreasing the number of inappropriate referrals to special education, and promoting high expectations for many students who have not before been held to high standards. These potential benefits for students with disabilities are supported by federal laws (e.g., Title I, IDEA) that require access to the general education curriculum and the participation of students with disabilities in state and district assessments. Attaining the goals of standards-based education for students with disabilities, however, remains a challenge in three ways: reaching agreement that content and performance standards should apply to all students, including students with disabilities; determining how to extend existing assessment systems to students who may need accommodations or other modifications; and translating assessment results into instructional changes and interventions. The author proposes several ways to address each of these challenges so that students with disabilities achieve positive educational results as part of current standards-based reforms.
Education Reform, High-Stakes Assessment, and Students with Disabilities
Authors: Defur Sharon H.
Published: May 2008

Over the past decade, the state of Virginia has been at the forefront of education reform efforts to implement new standards coupled with high-stakes assessments. The Virginia accountability system creates standards for individual students, schools, and school districts. Students with disabilities have been fully included in the Virginia education reform efforts. Participation by students with disabilities in the high-stakes assessment program has been relatively active, and these students have shown small but encouraging improvements in the mastery of state standards. A survey of Virginia special education administrators revealed general support for the inclusion of students with disabilities in the standards movement, but the results also provide cautions regarding the unintended consequences for these students.
School Choice and the Pressure to Perform
Authors: Howe Kenneth R. , Welner Kevin G.
Published: May 2008

Major principles underlying school choice—such as market competition and parental autonomy—are in serious tension with the principles underlying inclusion from both philosophical and legal perspectives. In this article, the authors explicate this tension and then examine the empirical evidence indicating that exclusion of students with special needs, particularly by schools that market themselves on the basis of test scores, has been a result of the implementation of school choice. The authors suggest that school choice has turned back the clock by once again encouraging public schools to exclude students with special needs on the ground that educating such students is beyond the scope of their mission.
“Testing While Black”
Authors: Townsend Brenda L.
Published: May 2008

School reform movements sweeping across U.S. schools have made claims of accountability for all students' learning. The Bush administration has proposed reform strategies so that “no child is left behind” (Department of Education, p. 1). Fueled by the poor test performance of inner-city students, those proposals have given rise to an overreliance on high-stakes testing as a vehicle for accountability. Given the persistent overrepresentation of African Americans in special education classes, conversations about school reform must include African American learners' needs. School reform proposals predicated on high-stakes testing will ensure that the very child who gets left behind will be African American. This article focuses on the impact of standards-based school reform practices on African American learners, especially those in special and remedial classes. First, a rationale is presented for standards-based school reform that is culturally responsive and not premised on high-stakes, high-pressure assessments. Subsequent to that discussion, current school reform practices will be explored relative to the psychosocial development of African American learners. The focus is on high-stakes testing and African American learners' development of racial identity, self-concept, and achievement orientation. Finally, recommendations are identified for school reform that focus on accountability while promoting cultural responsiveness to African American learners.
Self-Determination
Authors: Thoma Colleen A. , Nathanson Rebecca , Baker Steven R. , Tamura Ronald
Published: May 2008

Self-determination is now widely recognized in the literature as a best-practice procedure in the education of students with disabilities, particularly regarding facilitating students' transition from high school to adult life. But what do teachers know about how to facilitate student self-determination? In this study, special educators and university professors were surveyed to determine what teachers know about self-determination, what the primary source of their information about self-determination is, what strategies related to facilitating student self-determination teachers have heard of and/or used to facilitate student self-determination, and how important the core competencies of self-determination are in teachers' own lives. In addition, university professors were asked what methods and strategies they teach in their courses that are related to facilitating student self-determination. Implications for teacher education, research, and dissemination are discussed in this article.
The Effect of a Read Aloud Accommodation on Test Scores of Students With and Without a Learning Disability in Reading
Authors: Meloy Linda L. , Deville Craig , Frisbie David A.
Published: May 2008

The purpose of this study was to examine the effect of a read aloud testing accommodation on students with and without a learning disability in reading. A sample of 260 midwestern middle school students (24% with a learning disability in reading, and 76% without such a disability) were randomly assigned to two experimental conditions for testing with four tests of the Iowa Tests of Basic Skills. The test conditions were standard administration and reading the tests aloud to the students. Based on a two-way (2 x 2) analysis of variance, with test administration and student status as the two fixed factors, the students with learning disabilities in reading, as well as those without, exhibited statistically significant gains with the read aloud test administration. Interaction effects were not significant. Implications of these results for the read aloud accommodation are presented.
Differences in Job Satisfaction Between General Education and Special Education Teachers
Authors: Stempien Lori R. , Loeb Roger C.
Published: May 2008

The occupational field of special education has been particularly vulnerable to losing its well-trained professional staff. Academic preparation and training of these teachers is costly and time-consuming, and replacing them is difficult. The present study compared the satisfactions and dissatisfactions of teachers of emotionally/behaviorally impaired students in special education, teachers of students in general education, and teachers responsible for both groups of students. Teachers of students in special education programs were found to be the most dissatisfied. Specific stresses and frustrations, both from within and from outside the classroom, were found to be associated with the dissatisfaction. The difficulties were particularly common in younger, less experienced special education teachers. The implications of these findings are discussed, and recommendations aimed at improving job satisfaction for special education teachers are presented.
Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education
Authors: Agran Martin , Blanchard Caryl , Wehmeyer Michael , Hughes Carolyn
Published: May 2008

Although skill in problem solving is critical to success in school and the community, as well as to promoting student self-determination, problem solving remains a neglected curriculum area for students with developmental disabilities. Using the self-determined learning model, 4 students with mental retardation or developmental disabilities were taught problem-solving skills to achieve self-set goals. A multiple-baseline-across-participants design was used, and the instruction was provided in general education content classes. Target behaviors included increasing appropriate touching, increasing contributions to class discussion, and increasing direction following. Data revealed immediate and dramatic changes for all participants, with performance levels maintained at 100%. Anecdotal social validation data supported the findings. The implications of these findings in respect to promoting self-determination and inclusive practice are discussed.
A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation
Authors: Salend Spencer J. , Garrick Duhaney Laurel M. , Montgomery Winifred
Published: May 2008

Reasons for the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education are multifaceted and shaped by the cultural experiences of students and professionals. With this perspective in mind, this article presents a comprehensive approach to identifying and addressing issues of disproportionate representation. Specifically, a list of questions that can be used to examine the extent to which issues and factors of disproportionality exist in schools is presented as well as strategies to address the needs of students from culturally and linguistically diverse backgrounds.
School—University Partnerships in Special Education Field Experiences
Authors: Prater Mary Anne , Sileo Thomas W.
Published: May 2008

A national survey was conducted in which universities and colleges that provided special education teacher preparation programs described and evaluated their relationships with schools in terms of field experiences for preservice teachers. Surveys were mailed to randomly selected institutions of higher education (IHEs) that provided special education teacher preparation programs. Nearly three fourths (72.2%) of the IHEs reported having formal written partnerships with districts, schools, or teachers; however, such formal partnerships only partially influenced the identification and placement of preservice teachers in special education field experiences. Some IHEs used either university supervisors or cooperating/mentor teachers only, but not both, when evaluating the students' performance in field experiences. This phenomenon occurred, however, only in pre—student teaching field experiences. Less than half (41.4%) of the IHEs allowed teacher candidates to complete the student teaching requirement while employed as teachers. We summarize the reported elements of the formal and informal partnerships as well as the conditions under which on-the-job fieldwork was permitted.
The Nature of the People
Authors: Smith Garnett J. , Edelen-Smith Patricia J.
Published: May 2008

Since 1986, the National Network for Educational Renewal (NNER) has attempted to persuade 41 institutions of higher education (IHEs) in partnership with schools to build collaborative networks among education faculty in colleges, schools, and departments of education (CSDEs) and to put into practice a new order of things leading to improvement in schooling and the renewal of teacher education. In an effort to describe the level of participation of special education in the commitment to the NNER agenda, we conducted a survey of the 28 NNER member IHEs who had departments or units of special education within their CSDEs. The chairs of departments of special education or their equivalent were asked to rate how well the NNER agenda and the new order of things was being accepted and carried out at their institution. IHEs were surveyed in four areas: the degree to which special education faculty are viewed as true (parity) partners within and across elementary and secondary education departments; the degree to which elementary, secondary, and special education faculty have been willing to surrender specific ownership of courses and content in order to create an interdisciplinary teacher training program; the willingness of elementary, secondary, and special education faculty to create a shared training program that provides all preservice teachers with learning opportunities in both general and special education settings; and the degree to which CSDE faculty across departments are training preservice teachers to use an array of educational services and accommodations for students with disabilities who are participating in the general education curriculum and settings.
Partnerships for Dual Preparation in Elementary, Secondary, and Special Education Programs
Authors: Jenkins Amelia A. , Pateman Beth , Black Rhonda S.
Published: May 2008

In partnership with local schools, faculty members in the College of Education at the University of Hawaii at Manoa (UHM) began planning a field-based dual licensure program in special education and elementary education in 1993. The resulting program redefined the roles of university faculty members, school-level mentor teachers, and school administrators in teacher preparation and school renewal. The implementation of the elementary dual preparation program in 1996 helped forge new school—university partnerships that were vitally important in working through the issues that arose with the first 2-year cohort. In light of the resulting success of the elementary program and the need for qualified special educators at the secondary level, the program was expanded to allow secondary education majors to complete dual licensure in special education. The purposes of this article are to describe the rationale for implementing dual preparation partnership programs, the characteristics of the UHM dual preparation partnership programs in elementary and secondary education, the implementation and assessment of the first elementary dual preparation cohort, and the resulting modifications made to the UHM dual preparation programs.
Using the Nominal Group Technique for Homework Communication Decisions
Authors: Nelson Janet S. , Jayanthi Madhavi , Brittain Carmen S. , Epstein Michael H. , Bursuck William D.
Published: May 2008

The purpose of this exploratory study was to use a collaborative decision-making process, the Nominal Group Technique (NGT), to determine the effectiveness and feasibility of 44 strategies for communication between home and school about homework assigned to students with high-incidence disabilities included in general education classrooms. Nine participants (school administrators, family members, and general and special education teachers) were involved in this collaborative decision-making process. The participants identified 14 homework communication strategies as being the most feasible and effective. Implications for future research and for school practice are discussed. In particular, the use of the NGT is suggested as a vehicle for involving teachers, administrators, and families in determining the communication strategies most appropriate to specific school situations. Further, the NGT holds promise for decision making about other school issues as well.
Social Skills Interventions for Young Children with Disabilities
Authors: Vaughn Sharon , Kim Ae-Hwa , Morris Sloan Claire V. , Hughes Marie Tejero , Elbaum Batya , Sridhar Dheepa
Published: May 2008

This study synthesizes the findings of social skills interventions conducted with 3- to 5-year-old children with disabilities between 1975 and June of 1999. An extensive search of the professional literature yielded a total of 23 group-design intervention studies that met criteria for inclusion in the synthesis. The synthesis provides a description of the purpose, procedures, measures, and findings of each study as well as an analysis of effect size outcomes in relation to critical features of the primary studies. Positive outcomes were associated with a range of interventions, including modeling, play-related activities, rehearsal/practice, and/or prompting.
Risk Factors, Protective Factors, Vulnerability, and Resilience
Authors: Murray Christopher
Published: May 2008

Findings from numerous investigations of youth with high-incidence disabilities have indicated that these youth have poorer adult outcomes than do their peers without disabilities. Despite the consistency with which these findings have been observed, little is known about the specific factors that contribute to these poor outcomes, and even less is known about factors and processes that might improve them. Part of this limitation may be related to the lack of an organizing model or framework for thinking about the many factors and processes that can influence the outcomes of youth with disabilities. The purpose of this article is to examine how the related concepts of risk factors, protective factors, and resilience might inform our understanding of the postschool outcomes of youth with disabilities. These constructs are reviewed and their application to research focused on understanding and supporting the adult transitions of youth with high-incidence disabilities is explored. Based on this review, several recommendations are offered for future research and practice efforts aimed at understanding and supporting the life transitions of youth with high-incidence disabilities.
Children Placed at Risk for Learning and Behavioral Difficulties
Authors: O'Shaughnessy Tam E. , Lane Kathleen L. , Gresham Frank M. , Beebe-Frankenberger Margaret E.
Published: May 2008

Over the past 2 decades, a substantial knowledge base has accumulated about the fundamentals of young children's learning difficulties and behavioral problems. This information provides educators with powerful and practical information about how to identify children in need of intervention and how to ensure successful school experiences for all learners. In addition, a growing body of research is beginning to shed light on how to effectively incorporate empirically supported approaches into daily practices. This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.
Teacher Knowledge of Stimulant Medication and ADHD
Authors: Snider Vickie E. , Busch Tracey , Arrowood Linda
Published: May 2008

This study was designed to assess general and special education teachers' knowledge, opinions, and experience related to the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and its treatment with stimulant medication. A random sample of 200 general educators and 200 special educators from Wisconsin were surveyed. Results revealed that teachers had limited knowledge about ADHD and the use of psychostimulant medication. Teachers' opinions about the effect of stimulant medication on school-related behaviors were generally positive, although special education teachers were more positive than general educators. The survey confirmed previous research indicating that teachers were the school personnel who most frequently recommended an assessment for ADHD. The results are discussed in terms of their educational significance and implications for teacher preparation and continuing education.
Behavioral Intent of Power and Affiliation
Authors: Maag John W. , Kemp Suzanne E.
Published: May 2008

Functional analysis is determining the intent (or purpose) a behavior serves by manipulating relevant variables. There are two major functions of problem behavior: (a) to obtain something desirable, such as attention from others or tangible objects/ activities (positive reinforcement), and (b) to escape/avoid something aversive, such as a difficult task (negative reinforcement). However, two well-researched constructs from the social psychology literature—power/control and affiliation—may be valid outcomes for some students. The purpose of this article is to consider power/control and affiliation as valid functions for some students' maladaptive behaviors and describe how school-based manipulations for testing them may be performed.
Research Into Practice Through Professional Development
Authors: Little Mary E. , Houston Debby
Published: May 2008

Bridging scientifically based theoretical approaches to quality instructional methods within classrooms in schools continues to be a challenge. Given the increasing demand for accountability, the implementation and evaluation of scientifically based interventions and strategies are necessary. This article describes the conceptual framework and the specific implementation activities that the state of Florida has used to ensure that quality, scientifically based instructional practices are implemented within classrooms and schools in Florida through a reconceptualized professional development model. The specific model and procedures that are described have been implemented and validated through the collaboration among professionals within the research community, the state department of education, and local staff developers, administrators, and teachers.
Using Rewards to Teach Students with Disabilities
Authors: Witzel Bradley S. , Mercer Cecil D.
Published: May 2008

One of the most controversial issues in behavior management has been the use of rewards to motivate and teach students to follow classroom rules and routines and to complete academic assignments. This article presents and compares current research practices surrounding the use of rewards. A motivational model emerges from several research studies and meta-analyses, providing teachers with an opportunity to view the use of extrinsic rewards in the context of special needs learners to build intrinsic motivation. Teachers' use of praise as the focal point to multiple rewards and students' need for equity are also discussed.
Mathematics Interventions for Children with Special Educational Needs
Authors: Kroesbergen Evelyn H. , Van Luit Johannes E.H.
Published: May 2008

This article presents the results of a meta-analysis of 58 studies of mathematics interventions for elementary students with special needs. Interventions in three different domains were selected: preparatory mathematics, basic skills, and problem-solving strategies. The majority of the included studies described interventions in the domain of basic skills. In general, these interventions were also the most effective. Furthermore, a few specific characteristics were found to influence the outcomes of the studies. In addition to the duration of the intervention, the particular method of intervention proved important: Direct instruction and self-instruction were found to be more effective than mediated instruction. Interventions involving the use of computer-assisted instruction and peer tutoring showed smaller effects than interventions not including these supports.
Reading, Writing, and Publishing Digital Text
Authors: Boone Randall , Higgins Kyle
Published: May 2008

Digital text and the ideas that underlie digital publishing have critical implications for teaching and learning. The methods by which students, teachers, and researchers conduct their business of reading, writing, and conducting research is undergoing significant change through such media as the Internet, CD-ROMs, electronic books, electronic libraries, and other technology-based resources. These new digital platforms call for a fresh look at such issues as instructional strategies, accessibility, and copyright. Vignettes offer a positive scenario for educational use of digital text.
Enhancing Interdisciplinary Instruction in General and Special Education
Authors: Gardner J. Emmett , Wissick Cheryl A. , Schweder Windy , Smith Canter Loralee
Published: May 2008

This article discusses interdisciplinary thematic units in the context of special and general education curricula and focuses on ways technology can be used to enhance interdisciplinary thematic units. Examples of curriculum integration activities enhanced by technology are provided in the context of productivity tools, presentation and multimedia tools, contextual themed software, and Web-based activities.
An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes
Authors: Rieth Herbert J. , Bryant Diane P. , Kinzer Charles K. , Colburn Linda K. , Hur Suhng-June , Hartman Paula , Hye Sung Choi
Published: May 2008

This study employed classroom observations and teacher and student interviews to examine the impact of anchored instruction on student and teacher behaviors in two inclusive ninth-grade language arts classes. Specifically, the investigators examined the effect of anchored instruction on (a) the length (long or short) and level (factual or interpretive) of questions asked by, and responses to student questions by, the classroom teacher; (b) the length and level of questions asked by, and responses made by, ninth-grade students; and (c) student participation in classroom instructional activities. Overall, the results of this study supported the use of anchored instruction as a promising intervention for high school students with high-incidence disabilities. The results indicated that as teachers increased the level and length of their questions, students reciprocated by providing higher level and longer responses to questions and asked longer and higher level questions. Students were observed to be more actively involved in classroom instructional activities, and they increased their school attendance. The data collected in this study support the idea that technology combined with effective instruction can yield positive results for students and teachers. However, although the data are promising, they are preliminary. They underscore the importance of conducting additional research examining the impact of anchored instruction and its component parts on the academic outcomes attained by middle and high school students with high-incidence disabilities.
Appearances, Stigma, and Prevention
Authors: Kauffman James M.
Published: May 2008

In this article, the practical aspects of clothing are compared to effective practices in special education. Actual competence is more important than the appearance, or cloak, of competence. Speaking openly about disability will do more to reduce its stigma than will euphemisms. Cloaking disability not only increases stigma but also precludes prevention.
The Educational Plight of Foster Children in Schools and What Can Be Done About It
Authors: Emerson John , Lovitt Thomas
Published: May 2008

The purpose of this article is to increase awareness of teachers and other school personnel to the difficulties of many foster children. More specifically, we intend to alert them to the problems these youngsters have while they are in school and once they have left. Moreover, we intend to apprise educators of the fact that large numbers of foster children are receiving, or should be receiving, special services.
A Case of Educational Change
Authors: Mariage Troy V. , Garmon M. Arthur
Published: May 2008

This article introduces Project PREPARE, a 5-year project that sought to develop a collaborative site of practice and inquiry among two universities, the primary and elementary schools in a poor rural town, and the district that served these schools. Three types of collaboration were undertaken over the life of the project: (a) providing consultative and material support to changes initiated by the district, (b) creating new collaborative structures that could serve as sites for advancing teacher and student learning, and (c) providing conceptual leadership to help the district develop a long-range systemic change initiative. During the course of the project, there were steady improvements in student achievement in reading and mathematics on multiple measures, including state-mandated criterion-referenced tests and curriculum-based measures. The combined reading and math increases were greater in the project school during the study period than were 9 of the 10 closest comparison schools in the state, though the overall achievement levels remained lower than the state average in both subjects.
Availability of Special Education Teachers
Authors: Katsiyannis Antonis , Zhang Dalun , Conroy Maureen A.
Published: May 2008

A national shortage of fully certified special education teachers has been a persistent concern over the years. The purpose of this study was to examine teacher availability by analyzing data from the annual reports to Congress over a 10-year period. Findings indicate (a) that there is a nationwide shortage of teachers who are qualified to teach across all disabilities, including a particularly disproportionate shortage in the area of emotional and behavioral disorders, and (b) that there has been a dramatic decrease in the teacher shortage rate, beginning in the 1993—1994 year and continuing in subsequent years. Possible explanations for this decrease may be the expanded reliance on the proliferation of alternate or emergency certification, inclusionary practices, personnel preparation training grants, and noncategorical certification. In the short run, alternate or emergency certification routes may decrease the shortage of special education teachers; however, we caution against the use of these routes to teacher certification, if they become an institutionalized alternative to a comprehensive teacher education program.
Access to the General Curriculum of Middle School Students with Mental Retardation
Authors: Wehmeyer Michael L. , Lattin Dana L. , Lapp-Rincker Gina , Agran Martin
Published: May 2008

The IDEA requires participation and progress in the general curriculum by all students. However, there is limited knowledge about the degree to which students with mental retardation have such access. This study examined the degree to which middle school students with mental retardation have access to the general curriculum and the impact of the classroom setting and the student's level of ability on such access. Findings indicated that students with mental retardation were most likely to participate with the general curriculum in the general education classroom and were less likely to engage in activities linked to a standard if they had more severe disabilities. Many students were engaged in activities in the general curriculum, but there was room for improvement in providing curricular modifications to promote access.
Applications of Tutoring Systems in Specialized Subject Areas
Authors: Heron Timothy E. , Welsch Richard G. , Goddard Yvonne L.
Published: May 2008

Tutoring is an effective, quick, and easily implemented procedure to individualize instruction across dyads, small groups, or large groups. Most tutoring applications have occurred in school settings using classwide, cross-age, or one-to-one configurations, with traditional academic subjects (e.g., reading, math, spelling) serving as the targeted skills. Limited home-based applications have also been reported, with the focus remaining essentially within an academic context. This article reviews how tutoring systems have been applied across specialized subject areas (e.g., music, horticulture, health and safety, social interactions). The authors summarize research findings, provide an analysis of skills learned within each tutoring system, identify the respective methodologies, and report relevant findings. Implications and suggestions for future research efforts are given.
Reading Instruction Grouping for Students with Reading Difficulties
Authors: Vaughn Sharon , Linan-Thompson Sylvia , Kouzekanani Kamiar , Pedrotty Bryant Diane , Dickson Shirley , Blozis Shelley A.
Published: May 2008

The effects of three grouping formats—1:1 (one teacher with 1 student), 1:3 (one teacher with 3 students), and 1:10 (one teacher with 10 students)—on the reading outcomes of second-grade struggling readers was studied. Students in all groups were given the same supplemental reading intervention for the same number of sessions, thus holding intervention type and intensity constant and varying group size. Students made significant gains in phoneme segmentation, fluency, and comprehension following the intervention, and these gains were maintained at follow-up (4—5 weeks after intervention). Based on effect sizes, both 1:1 and 1:3 were highly effective intervention group sizes for supplemental reading instruction. Although the 1:1 grouping format yielded significantly higher scores for phoneme segmentation, fluency, and comprehension than the 1:10, it was not superior to the 1:3 on any outcome measure.
Self-Determination
Authors: Field Sharon , Sarver Mary D. , Shaw Stan F.
Published: May 2008

Self-determination should be a central organizing concept in postsecondary programs for all students with disabilities, including those with learning disabilities. The importance of self-determination is supported by numerous studies, including one by Sarver (2000), who found a significant relationship between the grade point averages of students with learning disabilities and their levels of self-determination. Interviews with students about postsecondary environments demonstrate that specific environmental factors and personality markers are important to postsecondary success. Characteristics of environments that support self-determination are discussed within the context of postsecondary education settings. These characteristics include self-determined role models, self-determination skill instruction, opportunities for choice, positive communication patterns and relationships, and availability of supports. Universal Design for Instruction, a new paradigm for college students with learning disabilities, fosters self-determination by offering students productive opportunities for learning.
Universal Design for Instruction
Authors: Scott Sally S. , Mcguire Joan M. , Shaw Stan F.
Published: May 2008

Postsecondary education has experienced rapid change in its student population. College students with learning disabilities (LD) represent a growing presence on college campuses across the country. Traditional means of meeting the learning needs of college students with LD through retrofitted changes and accommodations to classroom instruction have proven limited. Universal Design for Instruction (UDI) offers a new paradigm for approaching equal educational access. This article will describe UDI and discuss its implications for enhancing learning for students with learning disabilities and other diverse learners.
The Role of Mentoring in Promoting Use of Research-Based Practices in Reading
Authors: Vaughn Sharon , Coleman Maggie
Published: May 2008

This study explored two aspects of expanding the use of research-based practices in schools: (a) the extent to which mentor teachers could effectively teach a fellow teacher an instructional practice they had learned the previous year and (b) the extent to which the target practice would be implemented effectively by the partner after instruction from the mentor. Twelve teachers (11 third-grade, 1 second-grade) from two schools participated in this study. Six teachers who acquired the target strategy the previous year served as mentors. Mentors were asked to teach, coach, model, and provide feedback to their fellow teachers on the target practice. Results demonstrated that mentors and most of their partners implemented the target strategies effectively and that all teachers reported levels of satisfaction with the practice much higher than with traditional professional development.