Remedial and Special Education recent issues

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

An Examination of Co-Teaching: Perspectives and Efficacy Indicators

Hang, Q., Rabren, K. — Wed, 09 Sep 2009 13:11:19 PDT

Co-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. The purpose of this study was to identify teachers’ and students’ perspectives of co-teaching and the efficacy of this teaching approach. Forty-five co-teachers and 58 students with disabilities (N = 103), all of whom were new to co-taught classrooms during the 2004 through 2005 school year, participated in this study. Data were collected from surveys, observations, and records review. Significant differences in student academic and behavioral performances were found in comparisons between the year before co-teaching and the year of co-teaching. Students with disabilities and their teachers also reported positive perspectives about co-teaching. Based on these preliminary results, co-teaching appears to be an effective instructional delivery option for meeting the needs of students with disabilities in general education classrooms.

Literacy for Students With Severe Developmental Disabilities: What Should We Teach and What Should We Hope to Achieve?

Wed, 09 Sep 2009 13:11:19 PDT

The purpose of this article is to propose a conceptual foundation for early literacy instruction for students with severe developmental disabilities. The two primary outcomes in the conceptual model are (a) enhanced quality of life through shared literature and (b) increased independence as a reader. Guidelines are offered for promoting shared literature by increasing opportunities for accessing literature and teaching access skills to students. For increasing students’ independence as readers, recommendations are provided on teaching the components of reading outlined by the National Reading Panel. The proposed model will help develop guidance on the strategies for literacy instruction for students with severe developmental disabilities.

Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult With Traumatic Brain Injury to Read: A Case Study

Goddard, Y., Rinderknecht, L. — Wed, 09 Sep 2009 13:11:19 PDT

Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose of this study was to examine the effectiveness of basic reading strategies on reading skills for an adult with cognitive impairments caused by TBI while using formative assessment to inform instructional decision making. The findings suggest that persons with traumatic brain injury resulting in cognitive and memory impairments may have the potential to learn basic reading skills, even years after a TBI has occurred.

Differentiated Curriculum Enhancements in Inclusive Fifth-Grade Science Classes

Simpkins, P. M., Mastropieri, M. A., Scruggs, T. E. — Wed, 09 Sep 2009 13:11:19 PDT

Sixty-one normally achieving and at-risk fifth-grade students (of whom three had learning disabilities), in three classrooms, were taught two 5-week science units via experimental or control conditions in which treatment order and unit of instruction were counterbalanced. In the control condition, students received typical instruction, with teacher lecture and discussion, textbook reading, and worksheet exercise completion. In the experimental condition, students received differentiated curriculum enhancements, in which multitiered activities were undertaken by students in a classwide peer tutoring format. Analysis of gain score data revealed that students scored higher on production tests, but not identification tests, when in the experimental condition. Student and teacher reports indicated a high degree of satisfaction with experimental methods and materials.

School Attendance Patterns, Unmet Educational Needs, and Truancy: A Chronological Perspective

Spencer, A. M. — Wed, 09 Sep 2009 13:11:19 PDT

This study examines chronological patterns of attendance and academic performance of urban students who are identified as truants in Grade 8. A chronological review of 42 student records, from school entry through Grade 8, identified high frequencies of absenteeism and academic performance issues beginning at school entry and, in many cases, persisting throughout elementary and middle school years. Results suggest that ongoing analysis of attendance data within a school system could help to identify early patterns of absenteeism that lead to truancy in upper elementary and middle school grades. Additionally, the study indicates a need for socioemotional support, as well as early and appropriate referral and evaluation for children who are struggling in school, and it calls into question the practice of retention and social promotion as a response to absenteeism and poor school performance among elementary school children.

Processing Words Varying in Personal Familiarity (Based on Reading and Spelling) by Poor Readers and Age-Matched and Reading-Matched Controls

Corcos, E., Willows, D. M. — Tue, 14 Jul 2009 15:01:51 PDT

To evaluate whether performance differences between good and poor readers relate to reading-specific cognitive factors that result from engaging in reading activities and other experiential factors, the authors gave students in Grades 4 and 6 a perceptual identification test of words not only drawn from their personal lexicon but also varying in familiarity. During the experimental phase, on a video monitor for a duration of 60 ms, age-matched and reading-matched groups were each shown a set of pretested words varying in personal familiarity. After a 5-s delay, a "test" word was displayed, at which point participants were asked to decide whether the second word was the same as or different from the first. Measures of accuracy and reaction times for correct responses indicated that differences between reader groups still existed, despite attempts to minimize the contribution of experiential factors. Remedial interventions are discussed.

Calculating the Value of Graphing Calculators for Seventh-Grade Students With and Without Disabilities: A Pilot Study

Bouck, E. C. — Tue, 14 Jul 2009 15:01:51 PDT

This study explored the performance of seventh-grade students with and without disabilities, educated in inclusive mathematics classes, on a mathematics assessment aligned to state standards with graphing calculators as an accommodation. The study used random assignment of classes to condition with students nested in classes. Students did not use a graphing calculator on the preassessment but approximately half (52.5%) had access to a graphing calculator on the post-assessment. The results indicate that students with disabilities made gains from preassessment to post-assessment but students without disabilities performed statistically significantly better on the post-assessment than did students with disabilities, F(1, 35) = 4.322, p = .045. The results raise concern about the validity of calculators as assessment accommodations for students with disabilities.

Charter Schools and Students With Disabilities: How Far Have We Come?

Estes, M. B. — Tue, 14 Jul 2009 15:01:51 PDT

Fifteen years after the first charter school legislation was passed, the number of charter schools opening in the United States each year continues to grow. In 2000, research was conducted to examine the extent and quality of service to students with disabilities in Texas's charter schools. Descriptive statistics and structured interviews were used to identify areas of strength and weakness in special education service provision. This article describes a replication of that study, reviews the initial findings, and presents data that shed light on changes that have occurred in the interim.

Benefits of and Barriers to Elementary Student-Led Individualized Education Programs

Danneker, J. E., Bottge, B. A. — Tue, 14 Jul 2009 15:01:51 PDT

An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in this study to describe the experiences of four elementary students with disabilities who were taught how to communicate their goals and identify appropriate accommodations at their individualized education program (IEP) meeting. Observations of the IEP meetings and follow-up interviews with parents, teachers, and students revealed that elementary students were capable of contributing important information about their disabilities and suggestions for accommodating them. The potential for promoting greater self-reliance in young students with disabilities is discussed.

Urban Elementary School Teachers' Perspectives Regarding Collaborative Teaching Practices

Damore, S. J., Murray, C. — Tue, 14 Jul 2009 15:01:51 PDT

Collaborative teaching has grown in popularity as students with disabilities have been increasingly moved to general education classrooms. Despite the growth of these models, little empirical evidence exists regarding the effectiveness of these practices. In this investigation, general and special education teachers (N = 118) from 20 urban elementary schools were surveyed regarding their perceptions of collaborative teaching. The survey instrument elicited teacher perceptions about collaboration, their views regarding inclusion, and what is needed to ensure effective collaborative teaching. Findings indicate that 92% of respondents thought that collaboration was occurring in their school but that only 57% reported use of the practices in their own classrooms. Respondents valued inclusive practices, although special educators had more positive perceptions than did general educators. The interpersonal and structural factors valued by these teachers included team processes, positive attitudes, resources, professional development, leadership, university training, accountability, shared responsibility, and communication.

Treatment Integrity of Literacy Interventions for Students With Emotional and/or Behavioral Disorders: A Review of Literature

Griffith, A. K., Duppong Hurley, K., Hagaman, J. L. — Tue, 14 Jul 2009 15:01:51 PDT

This review examines the treatment integrity data of literacy interventions for students with emotional and/or behavioral disorders (EBD). Forty-four studies published between 1977 and 2005 were examined. Findings indicate that studies focusing on literacy interventions for students with EBD included clear operational definitions and data on treatment integrity to a higher degree than have been found in other disciplines. However, neither were consistently reported and treatment integrity data were still only reported in just over half of the studies. Considerations for future research and reporting are discussed.

Conference Calendar

Tue, 14 Jul 2009 15:01:51 PDT

Should Adolescents Go Back to the Basics?: A Review of Teaching Word Reading Skills to Middle and High School Students

Joseph, L. M., Schisler, R. — Thu, 07 May 2009 11:01:52 PDT

The purpose of this review was to explore the effectiveness of teaching basic reading skills to adolescents. Studies that were published in the past 20 years from 1986 to 2006 were selected and reviewed on the basis of specific criteria for inclusion. Results indicated that there were 23 studies that met the criteria. Findings revealed that various programs and methods designed to teach basic reading skills were implemented with adolescents to determine their effectiveness on word identification, fluency, and comprehension skills. An analysis revealed an overall strong effect of teaching basic reading skills on adolescents' reading achievement performance, particularly on their fluency performance. Limitations and directions for future research are described as well as implications for secondary educators.

Educator and Administrator Perceptions of the Impact of No Child Left Behind on Special Populations

Vannest, K. J., Mahadevan, L., Mason, B. A., Temple-Harvey, K. K. — Thu, 07 May 2009 11:01:52 PDT

No Child Left Behind (NCLB) seeks to address the inequality in schools and to correct achievement disparities prevalent in education, but little is known of NCLB's effect on students in special education. This study assesses the impact of NCLB on special education by asking educators, administrators, and staff who serve students in special education about their perceptions of the impact of NCLB for students with disabilities. Survey responses were received from 248 respondents across the state of Texas. Findings include positive perceptions of changes related to accountability, teacher qualifications, and evidence-based practices; negative perceptions related to assessment; and perceptions of no changes in relationships and communication with parents or freedom for states and communities.

Trust in Education Professionals: Perspectives of Mothers of Children With Disabilities

Angell, M. E., Stoner, J. B., Shelden, D. L. — Thu, 07 May 2009 11:01:52 PDT

This study extends the research on issues of trust in family—professional relationships by more fully examining, within a qualitative research design, the nature of trust between parents of children with disabilities and school personnel. The authors examined the trust-related perspectives of 16 mothers of children with various disabilities at all levels of the P—12 educational system. Analysis of the mothers' responses to face-to-face interview questions yielded three primary categories that seem to influence trust: family characteristics, teacher characteristics, and school characteristics. Discussion focuses on the mothers' difficulty in defining their levels of trust and on the roles of authentic caring, child-focused orientation, communication, knowledge about child characteristics, and school climate and teaming factors that appear to facilitate or inhibit trust. Discussion also addresses implications of these findings for school leadership and the establishment of healthy family—professional relationships, especially as they affect the lives of students and families in need of special education support.

Listening for Competence Through Documentation: Assessing Children With Language Delays Using Digital Video

Suarez, S. C., Daniels, K. J. — Thu, 07 May 2009 11:01:52 PDT

This case study uses documentation as a tool for formative assessment to interpret the learning of twin boys with significantly delayed language skills. Reggio-inspired documentation (the act of collecting, interpreting, and reflecting on traces of learning from video, images, and observation notes) focused on the unfolding of the boys' nonverbal communication skills that helped inform planning and implementing instruction. Documentation is displayed, with an interpretation of the learning and a demonstration of the boys' strengths and competencies. The authors discuss how a public display of documentation sparked a collaborative inquiry among teachers, family, and the children themselves. Implications for practice outline guidelines in using documentation to assess learning.