Remedial and Special Education current issue

Arithmetic Achievement in Children With Cerebral Palsy or Spina Bifida Meningomyelocele

Jenks, K. M., van Lieshout, E. C. D. M., de Moor, J. — Mon, 09 Nov 2009 10:15:11 PST

The aim of this study was to establish whether children with a physical disability resulting from central nervous system disorders (CNSd) show a level of arithmetic achievement lower than that of non-CNSd children and whether this is related to poor automaticity of number facts or reduced arithmetic instruction time. Twenty-two children with CNSd (M age = 10.7 years old) were compared with two groups of typically developing children: a same-aged group (n = 21) and a younger group (by 1 year) matched on arithmetic achievement (n = 23). Although their intelligence was in the average range, the arithmetic achievement level of the CNSd group lagged nearly 1.5 years behind their typically developing peers. There was no strong evidence that this was due to a specific automaticity deficit. However, the difference on an arithmetic achievement test between the CNSd group and same-aged control group was fully accounted for by the difference in hours of arithmetic instruction.

Engaging Mexican Immigrant Families in Language and Literacy Interventions: Three Case Studies

Kummerer, S. E., Lopez-Reyna, N. A. — Mon, 09 Nov 2009 10:15:11 PST

This article describes the experiences of three Mexican immigrant mothers and their young children who were participating in early intervention speech-language therapy. Mother interviews, children’s therapy files, observation field notes, and parent journals contributed to the construction of instrumental case studies. Highlighting the potential for collaborative relationships, the authors describe how mothers’ concerns, understandings, and participation changed across intervention and how the clinician and mothers developed shared goals and informed one another. The case studies portray mothers’ beliefs about language and literacy development, perceptions of their children’s abilities, and the mother—child relationship around speech-language therapy. Based on these beliefs and perceptions, avenues for the increased engagement of Mexican immigrant families in their children’s early language and literacy opportunities are suggested.

Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools

Carter, E., O'Rourke, L., Sisco, L. G., Pelsue, D. — Mon, 09 Nov 2009 10:15:11 PST

The authors queried 313 paraprofessionals working in 77 elementary, middle, and high schools about (a) the contexts within which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The authors found that paraprofessionals worked with a broad range of students in multiple types of classrooms within varied instructional contexts. Although most reported moderate levels of understanding across core knowledge standards, paraprofessionals articulated additional training needs in each area. In light of recent initiatives focused on increasing the quality of the special education workforce, recommendations for future research and improved practice in this area are provided.

Curriculum-Based Measures of Writing for High School Students

Diercks-Gransee, B., Weissenburger, J. W., Johnson, C. L., Christensen, P. — Mon, 09 Nov 2009 10:15:11 PST

The purpose of this study was to determine whether technically adequate curriculum-based measures of writing could be identified for use with high school students. The participants included 10th-grade general and special education students from two public school districts in Wisconsin. Students (n = 82) completed two narrative writing samples in response to story starters, and samples were scored for four alternative curriculum-based measures: incorrect word sequences (ICWS), correct punctuation marks (CPM), adverbs (ADV), and adjectives (ADJ). Results revealed moderately strong alternate-form reliability and criterion-related validity coefficients for ICWS. Although CPM was found to be reliable, the criterion-related validity evidence varied according to the type of criterion measure. Other findings indicated that ICWS and CPM cut scores may have utility for specific screening purposes. The curriculum-based measures of ADJ and ADV, however, were not found to have the technical adequacy needed for predictive purposes.

Improving Problem Solving of Elementary Students With Mild Disabilities

Glago, K., Mastropieri, M. A., Scruggs, T. E. — Mon, 09 Nov 2009 10:15:11 PST

Twenty-one 4th- and 5th-grade students with learning disabilities and emotional disabilities were assigned at random to a control condition or to an experimental condition in which they were taught, over a 9-week period, a five-step self-determination strategy for solving school- or home-related problems. Maintenance was assessed 3 weeks after the completion of the posttests. Results revealed that students in the experimental condition statistically outperformed students in the control condition in their abilities to learn a problem-solving strategy and to apply that strategy to scenarios. Experimental condition students also demonstrated their ability to generalize the use of that strategy to a classroom problem and retained their learning on a 3-week postintervention maintenance test. Results are discussed in terms of future research and implications for practice.

Book Review: Barton, L., & Armstrong, F. (Eds.). (2007). Policy, experience and change: Cross cultural reflections on inclusive education. Dordrecht, Netherlands: Springer

Walker, G. — Mon, 09 Nov 2009 10:15:11 PST

Conference Calendar

Mon, 09 Nov 2009 10:15:11 PST