Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?

1994 ◽  
Vol 61 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Susan K. Green ◽  
Mark R. Shinn
Keyword(s):  
Special Education ◽  
Education Reform ◽  
General Education ◽  
Reading Instruction ◽  
Research Strategies ◽  
Resource Room ◽  
Subjective Perceptions ◽  
Quantitative And Qualitative Research ◽  
Positive Attitudes ◽  
Education Resource

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.

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.

scholarly journals Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

2017 ◽  
Vol 6 (4) ◽  
pp. 40 ◽  
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
General Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Self Regulation ◽  
General Education Teachers ◽  
Self Determination ◽  
Resource Room ◽  
Resource Rooms

The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers’ level of teaching self-determination was in the range of “sometimes to often”. Nevertheless, general education teachers’ level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers’ level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

The Effects of Microcomputers on the Secondary Special Education Classroom Ecology

1987 ◽  
Vol 8 (4) ◽  
pp. 36-45 ◽  
Author(s):  
Herbert Rieth ◽  
Christine Bahr ◽  
Lewis Polsgrove ◽  
Cynthia Okolo ◽  
Robert Eckert
Keyword(s):  
Special Education ◽  
Computer Use ◽  
Student Behavior ◽  
Teacher Behavior ◽  
Instructional Programs ◽  
Secondary Special Education ◽  
Resource Room ◽  
Education Resource ◽  
Training And Support ◽  
The Impact

This study was designed to investigate the impact of the microcomputer upon the curricular content, curricular format, student behavior, teacher behavior, and teacher focus employed in secondary special education resource room programs. These behaviors were compared in classes in which a microcomputer was used with classes in which no computer was used. Overall, the data suggested different effects associated with computer use The most important benefits appear to be increased active task engagement and increased individually focused instruction. In many key categories of teacher behavior, however, there were no significant differences between the computer-use and noncomputer-use classes. The data strongly suggest that teachers will need training and support if they are to integrate computers into their instructional programs.

scholarly journals Toward a Unified System of Education: Where Do We Go From Here?

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Judy L Lupart
Keyword(s):  
Special Education ◽  
School Improvement ◽  
Education Reform ◽  
General Education ◽  
Regular Education ◽  
Learning Needs ◽  
Special Issue ◽  
School Environments ◽  
Education Services ◽  
Appropriate Education

This special issue provides a selective overview of topics associated with a pre-dominant trend in Canadian and U.S. schools: moving from a dual system of education in which special education and regular education services are carried out separately, to an effective unified system of service delivery for all students (Stainback, Stainback, & Bunch, 1989). Even though much of the impetus for change has come from proponents in special education (Lipsky & Gartner, 1989; Porter & Richler, 1991; Villa, Thousand, Stainback, & Stainback, 1992), there is increasing evidence that general education reform and school improvement agendas are beginning to take hold (Barth, 1991; Smith & Scott, 1990). The chal-lenge of creating school environments that promote excellence and equity is daunting but not impossible, and some of the preliminary efforts in this area are very promising. The focus of this special issue is on some of the significant work that is being carried out across the country to support this change. Although the range of topics is diverse, all papers are concerned with the complex problems associated with providing every student (particularly students with exceptional learning needs) an appropriate education that enables each to reach maximal potential.

“No! Turn the Pages!” Repositioning Neuroqueer Literacies

2020 ◽  
Vol 52 (2) ◽  
pp. 113-135
Author(s):  
Monica C. Kleekamp
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
General Education ◽  
Reading Instruction ◽  
Critical Literacy ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Sight Words ◽  
Functional Skills ◽  
Literacy Research

Recent literacy research has made substantial contributions to expanding definitions of literacies beyond stringent parameters of decoding print. These inquiries have intersected with topics such as multimodality and critical literacy in general education literacy classrooms. However, students in isolated special education settings labeled with dis/abilities such as autism or intellectual disability often only receive reading instruction emphasizing functional skills and sight words. The data for this study emerged from a secondary isolated special education classroom where students identified as significantly dis/abled responded to inclusive picturebooks. Analysis is framed by the scholarship on neurological queerness. Findings illustrate how students engage in literacy practices via neuroqueer asocial actions and embodied inventions when they are presumed as competent by teachers and staff. These findings challenge deficit orientations guiding special education literacy instruction and offer implications and openings for continuing to expand who counts as literate and what counts as literacy.

What's “Special” about the Special Education Resource Room for Learning Disabled Students?

1983 ◽  
Vol 6 (3) ◽  
pp. 283-288 ◽  
Author(s):  
Martha L. Thurlow ◽  
James E. Ysseldyke ◽  
Janet L. Graden ◽  
Bob Algozzine
Keyword(s):  
Special Education ◽  
Differentiated Instruction ◽  
Learning Disabled ◽  
Disabled Students ◽  
Resource Room ◽  
Academic Tasks ◽  
Regular Classrooms ◽  
Resource Rooms ◽  
Education Resource ◽  
Short Time

This article reports on a study of the instructional ecology of resource rooms and regular classrooms for LD students. Eight students were observed on 53 events in 10-second intervals for two complete days of classroom instruction. Comparisons were made of how these students spent their time in resource and regular rooms. In general, opportunities for differentiated instruction were available to the LD students in the resource rooms (e.g., instruction in reading was more individualized). However, no practical differences were noted in the amount of time students were actively engaged in instruction in the two settings. Overall, in both settings, LD students were actively engaged in responding to academic tasks for a very short time (29 minutes per day in resource rooms, 19 minutes per day in regular classrooms).

Inclusive Schools Movement and the Radicalization of Special Education Reform

1994 ◽  
Vol 60 (4) ◽  
pp. 294-309 ◽  
Author(s):  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
Special Education ◽  
Education Reform ◽  
General Education ◽  
Inclusive Schools

This article examines the inclusive schools movement and compares it to that of the REI. After contrasting the movements' respective advocates, goals, tactics, and understanding of and links to general education, we argue that the field's rhetoric has become increasingly strident and its perspective increasingly insular and disassociated from general education's concerns. We offer a pessimistic prediction about the current movement's success in forging a productive alliance with general education.

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