Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding

1994 ◽  
Vol 17 (1) ◽  
pp. 2-32 ◽  
Author(s):  
Carol Sue Englert ◽  
Taffy E. Raphael ◽  
Troy V. Mariage
Keyword(s):  
Special Education ◽  
Classroom Discourse ◽  
Literacy Learning ◽  
Special Education Students ◽  
Education Students ◽  
Literacy Curriculum ◽  
Writing Project ◽  
School Based ◽  
Literacy Knowledge ◽  
And Performance

In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and writing. Project principles and activities are discussed, with a focus both on how teachers lead their students' literacy development and on how such instruction affects their special education students' literacy knowledge and performance.

Correlations among Special Education Students' Wisc—R IQS and Sra Scores

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1225-1226
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
Special Education ◽  
Sex Differences ◽  
School Districts ◽  
Special Education Students ◽  
Full Scale ◽  
Education Students ◽  
North Central ◽  
Academic Abilities ◽  
And Performance

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC—R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC—R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.

Comparison of Wisc-R Performance of Urban and Rural Special Education Students

1980 ◽  
Vol 46 (2) ◽  
pp. 671-677
Author(s):  
John D. Morris ◽  
Edith Kelsey ◽  
Robert A. Martin
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Children ◽  
Special Education Students ◽  
Rural Children ◽  
Education Students ◽  
Significant Discrepancy ◽  
Geographic Environment ◽  
And Performance ◽  
The Relationship

The relationship between WISC-R subtest profiles and geographic environment (urban or rural) for 178 special education (Learning Disabled and Educable Mentally Handicapped) students (54 females and 124 males; 114 Negroes and 64 Caucasians), ranging in age from 6 yr., 3 mo. to 15 yr., was explored in relation to the children's race and specific type of disability. Urban children performed significantly better than rural children on all subtests except Coding. Moreover, the mean WISC-R profiles differed significantly in shape for the urban and rural children. There was a significant discrepancy in verbal and performance scores for rural children but not urban children. Extensions to a previous comparison of the WISC-R performance of urban and rural children in the standardization sample (Kaufman & Doppelt, 1976) are discussed.

Construct Validity of the Wisc-III Verbal and Performance Factors for Black Special Education Students

Assessment ◽  
1997 ◽  
Vol 4 (3) ◽  
pp. 297-304 ◽  
Author(s):  
Joseph C. Kush ◽  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Factor Structure ◽  
Special Education Students ◽  
Future Research ◽  
Special Education Services ◽  
Education Students ◽  
Intelligence Scale ◽  
Performance Factors ◽  
And Performance ◽  
Diverse Groups

The underlying factor structure of the revised edition of the Wechsler Intelligence Scale for Children (WISC-R) was consistently found to be comparable between regular and special education students as well as across Anglo, Black, and Hispanic populations. A commensurate research base across exceptionality and ethnic group has not been established for the recently published third edition of the Wechsler Intelligence Scale for Children (WISC-III), making it vital that information regarding the psychometric properties of the WISC-III among diverse groups of children be collected. This study examines the factor structure of the 10 WISC-III core subtests among a sample of Black students receiving special education services. Results provided evidence of a large, first principal factor as well as the expected Verbal and Performance factors. Implications for psychologists are presented, and recommendations for future research are provided.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

Sign in / Sign up

Export Citation Format

Share Document