Remedial and Special Education RSS feed -- OnlineFirst Articles

Universal Screening of Reading in Late Elementary School: R-CBM Versus CBM Maze

Graney, S. B., Martinez, R. S., Missall, K. N., Aricak, O. T. — Wed, 23 Sep 2009 10:46:39 PDT

Two curriculum-based measurement tools are commonly used to assess progress in reading in elementary school: R-CBM and CBM maze. R-CBM is used in practice more frequently than CBM maze is, although CBM maze is more time efficient to administer than R-CBM is. The technical adequacy of each of these measures has been reported in the literature; however, a comparative analysis of their technical adequacy has not been published. The purpose of this study was to evaluate the technical adequacy of R-CBM and CBM maze to inform their use in a universal screening program of reading in fourth and fifth grades. Results suggest evidence of short- and long-term alternate forms reliability, criterion validity, and predictive validity for both R-CBM and CBM maze, supporting the possibility that the two measures are comparable for use in universal screening at those grade levels.

Picture Exchange Communication System With Individuals With Developmental Disabilities: A Meta-Analysis of Single Subject Studies

Hart, S. L., Banda, D. R. — Wed, 26 Aug 2009 10:53:21 PDT

Picture Exchange Communication System (PECS) is a picture-based communication strategy used to teach communication skills to persons with developmental disabilities including autism. This article systematically reviews 13 published single-subject studies to examine the effectiveness of PECS, the effects of PECS on speech and problem behaviors, generalization beyond training conditions, and social validity of the intervention. The authors also calculated percentage of nonoverlapping data points for all participants to quantify, compare, and analyze results. Results indicate that PECS yielded increases in functional communication in all but 1 participant. Additionally, PECS decreased problem behaviors and increased speech in some individuals. A theoretical framework, analyses of methodologies, and implications for researchers and practitioners are discussed.

Risk Reduction Education: Voices From the Field

Lamorey, S. — Fri, 31 Jul 2009 12:25:35 PDT

Teens with disabilities need information about risk topics such as addiction, abuse, sex, and delinquency to make healthy choices as they participate in mainstream society. This article presents questionnaire-based information provided by special educators in secondary schools about their efforts, limitations, and needs in providing risk reduction education to their students. In a qualitative analysis of teacher feedback, implications for parents, principals, and district administrators are discussed.

An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators

Dobbins, N., Higgins, K., Pierce, T., Tandy, R. D., Tincani, M. — Mon, 20 Jul 2009 16:20:41 PDT

An adapted version of the Teacher/Staff Skillstreaming Checklist was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers enrolled in university-based degree programs over a 6-month period. A total of 237 participants completed the questionnaire. Results indicate that general and special education teachers receive a limited amount of direct and incidental social skills instruction in their preservice and/or in-service training programs. The general and special education teachers reported receiving more instruction in particular areas of social skills within their in-service training. Special education teachers who teach in self-contained settings did not receive more social skills instruction than did resource room teachers in preservice or in-service training programs. However, special education teachers who teach in resource rooms did receive more social skills instruction than did general education teachers, but only in their preservice training programs.

An Exploration of the Alienation Experienced by African American Parents From Their Children's Educational Environment

Brandon, R. R., Higgins, K., Pierce, T., Tandy, R., Sileo, N. — Fri, 10 Jul 2009 10:38:33 PDT

Current research suggests that parents are a key component to the school success of their children. However, in today’s world, parents often work long hours, have more than one job, and participate in multiple responsibilities that may limit their participation. Because of the variety of factors that impinge on parents, educators often criticize them for their nonparticipation or limited participation in the school environment. The purpose of this study was to determine the degree of alienation, if any, that African American parents feel toward public education. A modified version of the Barriers to School Involvement Survey was administered to 421 African American parents. The questionnaire was factored into five problem categories for analysis (e.g., personal concerns, work, lack of interest, logistics, teacher/parent relationships). Although significance was found among the five problem categories and across the six research questions (e.g., problem categories, employment status, economics, special education vs. general education, family composition, and parent education levels), the findings indicate that parents did not view the five problem categories as a concern impacting their school involvement.

Facilitating the Identification of Autism Spectrum Disorders in School-Age Children

Wilkinson, L. A. — Wed, 01 Jul 2009 13:08:53 PDT

Recent special education trends suggest that students with autism spectrum disorders are underrepresented in our schools’ special education programs. The increased awareness and prevalence of autism, together with the clear benefits of early intervention and special education, have created an urgent need for school-based professionals to identify children who may have an autism spectrum disorder. Screening is an important first step for securing the appropriate educational services. The aim of this article is to provide school professionals with a review of five screening instruments that hold promise for identifying school-age children in need of a more in-depth diagnostic assessment.

Student IEP Participation and Academic Achievement Across Time

Barnard-Brak, L., Lechtenberger, D. — Wed, 01 Jul 2009 13:08:53 PDT

The Individuals with Disabilities Education Act mandates that students with disabilities be provided the necessary special education and related services that will allow them the benefit of a free and appropriate public education. Individualized Education Programs (IEPs) are the product of a team planning process that facilitates the coordination of such services for all students with disabilities in public schools who receive special education services. The purpose of the current study was to examine the association of student IEP participation with academic achievement across time. Although research has indicated the potential value of student participation in IEP meetings in developing self-determination skills, the relationship between student participation in IEP meetings and academic achievement has yet to be empirically examined. This article provides evidence that supports a positive association between student IEP participation and academic outcomes for students with disabilities at the elementary school level.

The Implementation of an Alternate Route to a Diploma in One State

Bouck, E. C., Wasburn-Moses, L. — Fri, 19 Jun 2009 13:28:25 PDT

Twenty-two states continue to require exit exams, despite ongoing controversy surrounding their use. In all, exit exams affect nearly two thirds of high school students in this country. Many states, however, offer some alternative route or routes to a diploma, by which at least some students may bypass the exam requirement. This study examines the implementation of the alternative route to a diploma adopted by one state. In all, 117 Indiana high school guidance counselors provided information about their schools’ exit exam waiver procedures for students with and without disabilities. Results indicated that although the routes appeared fairly compatible and there is relative consistency across schools, few students who continue to fail the exit exam apply for a waiver.

Special Education Teachers' Attitudes and Perceptions of Teamwork

Malone, D. M., Gallagher, P. A. — Tue, 16 Jun 2009 10:33:58 PDT

One hundred and eighty-four special education teachers serving school-based intervention teams completed the Attitudes About Teamwork Survey, the Team Characteristics Survey, and the Team Process Perception Survey. Respondents’ regard for the team process in planning and implementing supports for children with disabilities was generally favorable. Similarly, respondents’ perceptions of the performance characteristics of the teams on which they served were generally positive. Associations among items on the Attitudes About Teamwork Survey and the Team Characteristics Survey are reported. Finally, respondents provided input regarding teamwork benefits and limitations, how teamwork supports their efforts, and recommendations for improving the effectiveness of teamwork. Practical implications of the results and directions for further investigation in this area are discussed.

University Faculty Knowledge, Beliefs, and Practices in Providing Reasonable Accommodations to Students With Disabilities

Zhang, D., Landmark, L., Reber, A., Hsu, H., Kwok, O.-m., Benz, M. — Tue, 16 Jun 2009 10:33:58 PDT

University faculty members play an essential role in ensuring that students with disabilities receive a quality postsecondary education. Many factors influence the willingness of faculty to provide quality services. The purpose of this survey study was to identify these influential factors through a structural equation modeling model. Findings indicate that faculty personal beliefs have the most direct influence on provision of reasonable accommodations; knowledge of legal responsibilities and perceived institutional support directly influence personal beliefs. Suggestions for training programs and interventions are made to improve faculty personal beliefs and enhance their provision of accommodations and support to students with disabilities.

Teacher Time Use in Special Education

Vannest, K. J., Hagan-Burke, S. — Thu, 02 Apr 2009 13:25:57 PDT

How special education teachers spend their time is largely unknown. Yet conceptually, "time" is one of the most tangible and salient variables of the effective instruction literature, Carroll's model of school learning and many economic models of performance measures. This currently unknown use of teacher time has clear and important implications for special education research and practice that include teacher quality, the professional roles of educator's, accountability and student achievement. 36 special education teachers representing 4 variations of instructional arrangements recorded 2200 hours of data in the spring of 2006. Special educators reported their time use via a web-based monitoring system while continuous and interval direct observation data were simultaneously collected. Data provide a snapshot view of teacher time use and reflect the percentages of a school day spent in academic instruction, non-academic instruction, instructional support, consultation/collaboration, assessment, planning/preparation, discipline, supervision, paperwork, and other responsibilities throughout the year.

Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis

Scruggs, T. E., Mastropieri, M. A., Berkeley, S., Graetz, J. E. — Fri, 27 Feb 2009 10:53:14 PST

The authors describe findings from a research synthesis on content area instruction for students with disabilities. Seventy studies were identified from a comprehensive literature search, examined, and coded for a number of variables, including weighted standardized mean-difference effect sizes. More than 2,400 students were participants in these investigations. Studies included interventions involving content areas, such as science, social studies, and English, and employed a number of different interventions, including study aids, classroom learning strategies, spatial and graphic organizers, mnemonic strategies, hands-on activities, classroom peers, and computer-assisted instruction. The overall effect size was 1.00, indicating an overall large effect across studies. Implications for future research and practice are described.

Effects of the "I Can Use Effort" Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation With Third- and Fourth-Grade Students With Disabilities

Neale, M. H., Test, D. W. — Fri, 13 Feb 2009 10:23:00 PST

The purpose of this study was to evaluate the effects of the I Can Use Effort strategy on the quality of student verbal contributions and IEP participation of third and fourth grade students with high-incidence disabilities. Using a multiple probe across participants design, results indicated a functional relationship between the I Can Use Effort strategy and the quality of students’ verbal contributions related to the IEP process and students’ learning strengths and preferences. The 5 lesson intervention improved all 4 students’ ability to express their learning preferences and contribute information in an IEP meeting. In addition, measures of social validity demonstrated the social significance and appropriateness of the intervention’s goals and procedures.

Attributions for Problem Behavior as Described by Turkish Teachers of Special Education

Erbas, D., Turan, Y., Aslan, Y. G., Dunlap, G. — Thu, 12 Feb 2009 10:19:03 PST

The purpose of this survey study was to determine Turkish teachers’ attributions of problem behaviors. The participants’ (special education teachers) attributions of problem behaviors varied with some teachers showing agreement with a behavioral perspective while others attributed the occurrence of problem behaviors to other factors (e.g., poor parenting, God, the child’s disability). Teachers’ educational area of specialty and training on behavioral interventions were associated with their beliefs about problem behaviors. Results are discussed in the context of current literature and directions for future researches are suggested.

What Does It Take to Become a High-Performing Special Education Planning District? A Study of Indiana's Special Education Delivery Service System

Edmonds, B. C., Spradlin, T. — Tue, 10 Feb 2009 12:38:27 PST

As the NCLB deadline for having all students proficient in reading and math approaches, schools are becoming increasingly anxious to promote success on high stakes tests for their students with disabilities. Embedded in a larger study of the potential effect of governance structures on the achievement of students with disabilities, this study examines how Indiana’s high-performing special education planning districts are able to promote achievement on the part of students with disabilities. Four themes are found in high-performing districts: ownership of student performance, teacher self-efficacy, child centeredness, and belongingness of special education staff.

The Continuum of "Troubling" to "Troubled" Behavior: Exploratory Case Studies of African American Students in Programs for Emotional Disturbance

Hart, J. E., Cramer, E. D., Harry, B., Klingner, J. K., Sturges, K. M. — Tue, 10 Feb 2009 12:38:27 PST

This article discusses the construction of the "emotional disturbance" (ED) category in the cases of four African American elementary students. These cases represent a sub-set of data from a three-year ethnographic study of the special education process in a large, culturally/linguistically diverse school district. Based on interviews, observations, and examination of students’ records, the data revealed three inappropriate, yet significant, contributors to the children’s classification as ED: inadequate instruction/behavior management prior to referral, exclusion of contextual classroom information from the decision-making process, and subjective/arbitrary evaluation processes. Presented is a cross-case thematic analysis of these complex and problematic processes and their outcomes. The authors call for a reconsideration of "ED" to reflect a behavioral continuum rather than the current categorical formulation, a more holistic view acknowledging the contribution of school contexts in the evaluation of children’s difficulties, and research focusing on effective, preventive practices for all children with troubling behavior.

Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure

Flores, M. M. — Mon, 09 Feb 2009 11:53:37 PST

This study investigated the effects of the concrete–representational–abstract (CRA) instructional sequence on the subtraction performance of students identified as at-risk for mathematics failure. Although the CRA sequence has been demonstrated as effective for teaching a variety of mathematical skills and processes its effects when used to teach subtraction with regrouping have not been studied. This study examined the effects of CRA instruction on elementary students’ fluency in computing subtraction problems with regrouping in the tens place as well as regrouping in both the tens and hundreds places. The study also investigated the effects of CRA instruction on students’ maintenance of regrouping skills. A multiple probe across students with embedded changing behaviors design was employed. A functional relation between CRA instruction and subtraction with regrouping was demonstrated across all students. The results and their implications are discussed further.

Teachers and Challenging Behavior: Knowledge, Views, and Practices

Westling, D. L. — Tue, 03 Feb 2009 14:52:57 PST

Seventy teachers (38 special education and 32 general education teachers) completed a questionnaire using Likert-type scales to describe several traits and conditions about themselves and students with challenging behavior. Results indicated that most teachers did not use many effective strategies or receive sufficient support, and viewed challenging behavior as having an adverse effect on them and their students. Still most believed most challenging behavior was learned and could be improved. Although they felt they had learned about how to deal with "most" challenging behavior through experience, most did not perceive their professional preparation to be adequate. Regression analysis demonstrated that inservice and preservice preparation were predictive of confidence and the number of strategies used for addressing challenging behavior.

Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

Lane, K. L., Pierson, M. R., Stang, K. K., Carter, E. W. — Tue, 03 Feb 2009 14:52:56 PST

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers’ expectations of student behavior to examine the extent to which school characteristics (e.g., poverty, mobility, enrollment, school level) predicted teacher expectations. Our results corroborated findings of earlier studies indicating that teachers consistently placed greater emphasis on cooperation and self-control skills relative to assertion skills. Contrary to our expectations, we found that the level of school risk did not predict the importance teachers place on cooperation, assertion, and self-control skills. Some prominent differences, however, were found across elementary, middle, and high school levels, highlighting the importance of intentional communication and deliberate planning to help at-risk students transition across grade levels. We discuss limitations and future directions.

Predicting Performance on State Achievement Tests Using Curriculum-Based Measurement in Reading: A Multilevel Meta-Analysis

Yeo, S. — Thu, 29 Jan 2009 10:53:42 PST

The purpose of this synthesis was to examine the relationship between Curriculum-Based Measurement (CBM) and statewide achievement tests in reading. A multilevel meta-analysis was used to calculate the correlation coefficient of the population for 27 studies that met the inclusion criteria. Results showed an overall large correlation coefficient of .689, which was heterogeneous among studies. Study sample size, proportion of English language learners, proportion of students with disabilities, and difference in time from when CBM and statewide achievement tests were administered were statistically significant components affecting the relationship between CBM and state achievement tests. Limitations, educational implications, and directions for future research are presented.

Factors Mediating the Relationship Between Social Skills and Academic Grades in a Sample of Students Diagnosed With Learning Disabilities or Emotional Disturbance

Milsom, A., Glanville, J. L. — Tue, 27 Jan 2009 10:44:03 PST

Research has found students with high incidence disabilities to be at risk for academic difficulties and school dropout. Using data from the NLTS2 database, relationships between social skills and grades were examined for students who were diagnosed with learning disabilities or emotional disturbance. Results revealed significant direct and indirect effects of social skills on grades. The specific roles of different types of social skills are examined in relation to grades as are the mediating roles of relationships with students and teachers as well as school enjoyment. Implications for research and practice are presented.

Middle School Teams Increasing Access to General Education for Students With Significant Disabilities: Issues Encountered and Activities Observed Across Contexts

Matzen, K., Ryndak, D., Nakao, T. — Tue, 27 Jan 2009 10:44:02 PST

The experiences of three students with significant disabilities and their educational teams were studied during these students’ first year of receiving general education services. Interviews were conducted with general educators, special educators, and parents to identify issues encountered during the year. Also, classroom observations were conducted throughout the year in both self-contained and general education settings for each student, and time sampling data were collected on instruction, downtime, and problem behavior. Results indicated that the education teams encountered several issues related to providing general education access for students with significant disabilities relating to two primary areas: (a) philosophical differences about the purpose of providing access to general education for students with significant disabilities, and (b) efforts to collaboratively team and meet the educational needs of the students with significant disabilities. Observational results indicated that the students received more instruction, experienced less downtime, and engaged in fewer problem behaviors in general education settings.

Effects of Immediate Feedback Delivered by Peer Tutors on the Oral Presentation Skills of Adolescents With Learning Disabilities

Scheeler, M. C., Macluckie, M., Albright, K. — Thu, 11 Dec 2008 11:32:31 PST

High school graduation requirements are becoming increasingly demanding. In addition to meeting academic benchmarks, some school districts have added performance requirements such as oral presentations to their criteria for earning a high school diploma. This type of requirement may present an additional challenge for students with learning disabilities. Research was conducted to determine if a treatment package consisting of immediate feedback delivered via wireless technology by peer tutors was effective with improving oral presentation skills in four high school senior girls with learning disabilities. Results suggest that immediate feedback provided by peer tutors (compared with delayed feedback) was effective in decreasing undesirable target behaviors that interfered with performance, in all four participants. Each participant also rated the treatment as acceptable. Implications for practice are discussed.

Book Review: Learning to Teach Inclusively: Student Teachers' Classroom Inquiries, by Celia Oyler, Carina Allaf, Leslie Gore, Britt Hamre, Scott Howard, Jennifer Lee, and Barbara Wang

Nevin, A. — Tue, 09 Dec 2008 12:16:27 PST

[NOTE: Reviewer and editor recommended that no abstract be included for the book review.]

Middle School Boys' Perspectives on Social Relationships With Peers With Disabilities

Kalymon, K., Gettinger, M., Hanley-Maxwell, C. — Thu, 20 Nov 2008 14:23:13 PST

Factors that contribute to the development of positive peer relationships between middle-school students with and without disabilities are investigated. Eight typically developing, seventh-grade boys participate in semi-structured interviews to discern their perspectives of the personal benefits or challenges associated with having social relationships with classmates who have disabilities. Data coding reveal five themes that relate to the formation of positive peer relationships: (a) perceived similarity in interests and ability, (b) the role of the adolescent without disabilities in the relationship, (c) amount of time spent together, (d) peer reactions towards students with disabilities, and (e) adult behavior towards students with disabilities. A theory of congruence and mutuality in peer relationships emerges from the data analysis to explain middle school relationships between students with and without disabilities.

A Schoolwide Model for Service Delivery: Redefining Special Educators as Interventionists

Thu, 20 Nov 2008 14:23:14 PST

General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided.

Preservice Teacher Preparation for Inclusion: An Exploration of Higher Education Teacher-Training Institutions

Harvey, M. W., Yssel, N., Bauserman, A., Merbler, J. B. — Thu, 20 Nov 2008 14:23:13 PST

Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided.

Inclusive Teachers' Concern and Rejection Toward Their Students: Investigating the Validity of Ratings and Comparing Student Groups

Cook, B. G., Cameron, D. L. — Wed, 22 Oct 2008 10:04:46 PDT

This article reports two related studies. In the first study, concern and rejection ratings of 14 inclusive teachers toward 26 students with disabilities were correlated with teacher–student interactions. Partial correlations, controlling for severity of disability, indicated that instructional-academic interactions corresponded significantly with teachers’ concern ratings and noninstructional-behavioral interactions corresponded significantly with teachers’ rejection ratings. In the second study, the authors compared teachers’ concern and rejection ratings of students with learning disabilities (n = 77), cognitive disabilities (n = 44), attention-deficit disorder (n = 20), behavioral disorders (n = 19), and no disabilities (n = 1,153) in 65 inclusive classes using ANOVAs and Scheffe post hoc tests. Students in all disability categories received significantly higher concern ratings than nondisabled students, students with learning disabilities and behavioral disorders received significantly higher rejection ratings than nondisabled students, and students with behavioral disorders received significantly higher rejection ratings than students with cognitive disabilities.

Reading Success: Validation of a Specialized Literacy Program (1978-2007)

Idol, L. — Fri, 10 Oct 2008 12:19:06 PDT

Reading Success is an individualized teacher-guided literacy program proven for 663 students who experienced difficulty with reading. The students had learning disabilities, mild mental retardation, and behavior challenges; were at risk for school failure; or were transitioning from speaking Spanish to English and experiencing literacy problems. Pupil progress data, as measured by progress over time in various reading curricula, reflected student gains of a half year to more than 3 years per year of instruction. Monthly curricular progress data ranged from 0.03 to 6.80 months’ gain per month of instruction. Many students showed equivalent gains on standardized informal reading inventories, with some passing a statewide test for the first time. Thirty-five special education students returned to regular education programs. All students received the basic lesson, reflecting reading research-based practices. Some students received specialized interventions that focused on three critical reading behaviors (word reading accuracy, reading speed, reading comprehension) and written language (composition, mechanical skills).

Career Ambitions: A Comparison of Youth With and Without SLD

Kortering, L. J., Braziel, P. M., McClannon, T. W. — Thu, 09 Oct 2008 10:44:56 PDT

Participants with and without specific learning disabilities (SLD) provided responses as to background and school features, postschool plans, dream career, and most likely job after completing school. Findings suggest that participant groups are similar across most background and school features, with apparent differences for grade level and repeating of a grade (participants with SLD older and more likely to have repeated a grade), and gender (those with SLD more likely to be male). Participants without SLD reported a pattern of postschool plans that proved significantly different, including higher rates for postsecondary education, than did participants with SLD and a lower rate for direct employment and for being "unsure." Both groups were comparable in terms of reported "dream or ideal" job, but the pattern proved significantly different for "most likely" job. Implications for future research and practice are noted.

Diverse Approaches to Parent Advocacy During Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital

Trainor, A. A. — Thu, 09 Oct 2008 10:44:55 PDT

Home–school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources parents perceived necessary to their participation via five focus groups of participants from a range of socioeconomic, disability, and racial or ethnic backgrounds through 27 in-depth interviews. NVIVO7 was used to analyze data; categorical meaning and relational themes were coded recursively. Results indicated that intercultural and intracultural differences existed among parents. Advocacy on behalf of one student also required different capital resources than did advocacy for systems change. Discussion focuses on implications of parent advocacy on educational equity.

Book Review: Clinical Practice With People of Color: A Guide to Becoming Culturally Competent, by M. G. Constantine

DeSmet, J. L. — Tue, 07 Oct 2008 13:45:18 PDT

N/A

Relational Identities of Students, Families, and Educators: Shaping Educational Pathways

March, E., Gaffney, J. S. — Sun, 05 Oct 2008 11:19:59 PDT

This retrospective study sketched the educational pathways of two seniors attending an alternative high school in an attempt to discern how relational identities of students, families, and educators are defining forces of such pathways. Cumulative school records and special education files were triangulated with interviews of the students, their guardians, and school personnel, beginning with students’ entry into preschool. Events, decisions, and experiences that shaped students’ educational pathways were identified. The interpretive reading of the data revealed the interplay among students’, educators’, and families’ identities and how they sustained, diverted, and redirected the journeys of participating students. Educators are called to be facilitators in the interplays among the student, school, and family identities through the development of committed relationships in school environments. Educators are critical mediators who can help students build resilience against stressors, a sense of belonging, and responsibility for creating lived trajectories that are personally and socially fulfilling.