Intervention in School and Clinic

2016 ◽  
Vol 40 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Brittany Hott ◽  
Sheri Berkeley ◽  
Ambre Fairfield ◽  
Nelly Shora
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Law ◽  
Students With Learning Disabilities ◽  
Mild Disabilities ◽  
Law And Policy ◽  
Wide Range ◽  
Students With Ld ◽  
Practice Gap ◽  
Teaching Responsibilities

Decreasing the well-documented research-to-practice gap in special education is thought to partially depend on practitioner access to quality evidence-based interventions. Practitioner journals are one such resource for obtaining this information. The current study is a systematic review of articles published over the last 25 years (1990–2014) in a prominent special education practitioner journal, Intervention in School and Clinic. Findings from review of 925 articles showed that 64% focused specifically on information related to students with learning disabilities (LD) or other mild disabilities. Forty-three percent of articles focused on educational practices based on intervention research for students with LD or other mild disabilities. Another 32% focused on information relevant for teachers of these students including strategies for managing other non-instructional teaching responsibilities, practices in general education settings, and changes in special education law and policy. Overall, this journal provides a wide range of resources for teachers of students with LD.

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 Inclusion of Students With Learning, Emotional, and Behavioral Disabilities Through Strength-Based Approaches

2018 ◽  
Vol 55 (1) ◽  
pp. 46-51
Author(s):  
Justin D. Garwood ◽  
Abby A. Ampuja
Keyword(s):  
General Education ◽  
Growth Mindset ◽  
Behavioral Disabilities ◽  
Inclusive Classroom ◽  
Deficit Thinking ◽  
Students With Learning Disabilities ◽  
Emotional And Behavioral Disabilities ◽  
General Education Setting ◽  
Strength Based ◽  
Students With Ld

As more and more students with learning disabilities (LD) and emotional and behavioral disabilities (EBD) find themselves in an inclusive, general education setting, there is a need to find ways to maximize their educational performance. One promising approach is to use growth mindset training to help students move away from deficit thinking and instead use strengths-based thinking. This column explains the meaning of growth mindset theory and includes a rationale that explains why this approach may be particularly beneficial for students with LD and EBD. A brief review of past studies investigating the use of growth mindset that highlights the positive potential of this inexpensive, easy-to-implement approach is presented. Finally, a nine-step process for incorporating a growth mindset into the inclusive classroom setting is provided and tools to be used by teachers working with students with LD and EBD are included.

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.

Suggestions for the Revision of the Special Education Law: Focusing on the Support System for Students with Learning Disabilities

2020 ◽  
Vol 17 (3) ◽  
pp. 1-25
Author(s):  
Minwha Yang ◽  
Yedana Lee ◽  
Seung-Hyun Son ◽  
Kyong-Eun Na ◽  
Seungsook Choi ◽  
...  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Support System ◽  
Special Education Law ◽  
Education Law ◽  
Students With Learning Disabilities

A Categorical Content Analysis of Highly Cited Literature Related to Trends and Issues in Special Education

2017 ◽  
Vol 51 (6) ◽  
pp. 589-599 ◽  
Author(s):  
Sarah V. Arden ◽  
Jill M. Pentimonti ◽  
Rochana Cooray ◽  
Stephanie Jackson
Keyword(s):  
Special Education ◽  
Content Analysis ◽  
Students With Learning Disabilities ◽  
Publication Type ◽  
Article Type ◽  
Students With Ld ◽  
Quasi Experimental ◽  
Disaggregated Data ◽  
And Behavior ◽  
Highly Cited

This investigation employs categorical content analysis processes as a mechanism to examine trends and issues in a sampling of highly cited (100+) literature in special education journals. The authors had two goals: (a) broadly identifying trends across publication type, content area, and methodology and (b) specifically identifying articles with disaggregated outcomes for students with learning disabilities (LD). Content analyses were conducted across highly cited (100+) articles published during a 20-year period (1992–2013) in a sample ( n = 3) of journals focused primarily on LD, and in one broad, cross-categorical journal recognized for its impact in the field. Results indicated trends in the article type (i.e., commentary and position papers), content (i.e., reading and behavior), and methodology (i.e., small proportions of experimental and quasi-experimental designs). Results also revealed stability in the proportion of intervention research studies when compared to previous analyses and a decline in the proportion of those that disaggregated data specifically for students with LD.

Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders

2019 ◽  
Vol 54 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Allison F. Gilmour
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Behavioral Disorders ◽  
Teacher Certification ◽  
Teaching Quality ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Certified Teachers ◽  
Certified Teacher

Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

Technology-Based Practices for Secondary Students with Learning Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Paula Maccini ◽  
Joseph Calvin Gagnon ◽  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Multimedia Software ◽  
Audio Recordings ◽  
Test Technology ◽  
Students With Ld ◽  
Contextualized Learning

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

scholarly journals The Effect of a Training Program on the Attitudes of Teachers of Students with Learning Disabilities towards Co-Teaching

2020 ◽  
Vol 44 (3) ◽  
pp. 12-40
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Training Program ◽  
Students With Learning Disabilities ◽  
Female Teachers ◽  
Students With Ld ◽  
And Control ◽  
Experimental Group

The purpose of this study was to examine the effect of a training program on the attitudes of teachers who teach students with learning disabilities (LD) toward co-teaching. The sample of the study consisted of 60 female teachers who teach students with LD in general education schools at Al Batinah South Governorate, Oman. The participants were divided into two equal groups (experimental and control); each group was composed of 30 teachers. The researchers developed a training program and attitudes toward co-teaching scale (AS). The AS was administered as pretest and posttest to the teachers in both groups. The experimental group teachers received a training program based on co-teaching. The results showed statistically significant differences between the ratings of the teachers in the control and experimental groups on the post-testing of AS in favour of the experimental group. Results also showed non-significant effect of teachers’ major in the post-testing of the AS for the experimental group.

scholarly journals The Inclusive Education: Policy Issues and Challenges. The Rights in the Amended Special Edu- cation Law in Israel (1988)

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
L. Shaked
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Law ◽  
Education Law ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Restrictive Environment

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

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