Educating All Children: Ten Years Later

1989 ◽  
Vol 56 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Michael M. Gerber ◽  
Deborah Levine-Donnerstein
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Report ◽  
National Level ◽  
Public Law ◽  
Current Status ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
School Year

This article reviews the Tenth Annual Report to Congress on the Implementation of The Education of the Handicapped Act (EHA), covering the 1986–1987 school year. In addition to reporting the current status of services (i.e., numbers of students served, their placement, resources allocated and needed for their support), the report also discusses and cites data pertinent to (a) transition from secondary education: (b) state and federal efforts anticipating full implementation of preschool special education services under Public Law 99–457; and (c) the classification of students with learning disabilities. Some directions for research on special education at a national level are suggested.

Mainstreaming Students with Learning Disabilities: Are We Making Progress?

1994 ◽  
Vol 60 (6) ◽  
pp. 508-517 ◽  
Author(s):  
James McLeskey ◽  
Debra Pacchiano
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Reports ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
The Past ◽  
Separate Class

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test

2000 ◽  
Vol 87 (1) ◽  
pp. 197-204 ◽  
Author(s):  
Michael B. Brown ◽  
Marc J. Giandenoto ◽  
Larry M. Bolen
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Educational Achievement ◽  
Achievement Test ◽  
Written Expression ◽  
Special Education Services ◽  
Specific Test ◽  
Education Services ◽  
Individual Achievement ◽  
Woodcock Johnson

The writing portions of the Woodcock-Johnson Tests of Educational Achievement–Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.

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