Online relationships are less valuable than offline ones. Indeed, their net benefit depends on whether they supplement or substitute for offline social relationships.

The quality of online social relationships

The dominant instructional model within special education, Differential Diagnosis-Prescriptive Teaching, involves the assessment of psycholinguistic and perceptual motor abilities that are presumed necessary for learning basic academic skills. Based on the differential pattern of ability strengths and weaknesses resulting from this assessment, individual remedial prescriptions are prescribed. In this article six assumptions underlying this model are identified. Also presented is a comprehensive review of research related to each assumption. The findings seriously challenge the model’s validity and suggest that continued advocacy of the model cannot be justified. Children do not appear to profit from current applications of Differential Diagnosis-Prescriptive Teaching.

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Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

DOCUMENT RESUME EC 306 368 McGregor, Gail; Vogelsberg, R. Timm Inclusive Schooling Practices: Pedagogical and Research Foundations. A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling. Allegheny Univ. of the Health Sciences, Pittsburgh, PA. Special Education Programs (ED/OSERS), Washington, DC. 1998-02-00 192p. H086V40007 Guides Non-Classroom (055) Information Analyses (070) MF01/PC08 Plus Postage. *Classroom Techniques; Court Litigation; *Disabilities; Diversity (Student); *Educational Change; Educational Objectives; Educational Strategies; Educational Trends; Elementary Secondary Education; *Inclusive Schools; Interpersonal Competence; Outcomes of Education; Parent Attitudes; *Peer Acceptance; Peer Relationship; *Skill Development; Small Group Instruction; Teacher Attitudes; Teacher Role This monograph summarizes the literature base that informs current understanding of the best approaches to support students with disabilities in inclusive settings. In part 1, a context is established by considering the movement toward inclusive schooling practices within the larger arena of school reform. This is followed by a synthesis of information about instructional practices that support diverse students. Finally, part 3 summarizes available research about inclusion. This includes research that informs implementation efforts, as well as studies which examine outcomes. Among the findings: (1) students with disabilities demonstrate high levels of social interaction in settings with their typical peers, but placement alone does not guarantee positive social outcomes; (2) interactive, small group contexts facilitate skill acquisition and social acceptance; (3) friendships do develop between students with disabilities and typical peers; (4) teachers play a critical role in facilitating friendships; (5) the performance of typically developing students is not compromised by the presence of students with disabilities; (6) parent support for inclusion is positively affected by actual experience; and (7) although many teachers are initially reluctant about inclusion, they become confident in their abilities with support and experience. Appendices include relevant federal appellate court decisions and research study tables. (Contains over 450 references.) (CR) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling Gail McGregor, Ed.D. Consortium on Inclusive Schooling Practices The University of Montana Rural Institute on Disabilities R. Timm Vogelsberg, Ph.D. The University of Montana Rural Institute on Disabilities BEST COPY AVAILABLE February 1998 2 The author ,c;ratefully acknowledges the editorial .mg,f;estions provided by Chris Salisburr, Anne .Smith, and Bob Bluterman. l'reparalion of this monograph was stpported by Grant #11086V40007 awarded by the U.S. Department of Education. Office of Special liducation Programs. to Allegheny University Of the Health Sciences. No official endorsement of the content is implied. Inclusive Schooling Practices

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Inclusive Schooling Practices: Pedagogical and Research Foundations. A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling.

Research on hyperactive children was reviewed in order to define and clarify relationships and interactions between hypractivity and learning disorders. Despite agreement on maladaptive social and behavioral characteristics associated with hyperactivity, findings specifying the nature of educational deficits are inconsistent and inconclusive. Three hypotheses are proposed to explain learning problems of hyperactive children. The first represents the medical-neurological syndrome explanation; the second suggests that activity disrupts attention and the information acquisition stages of learning; the third implicates impulsivity in decsion making. Although neither exhaustive nor mutually exclusive, the hypotheses differ in remedial and treatment implications. Evidence is reviewed under each hypothesis.

Hyperactivity and Learning Disorders: Review and Speculation

Diagnostic-prescriptive teaching is an attempt to identify the most effective instructional strategies for children who differ on any number of variables believed to be related to academic learning. Educators and psychologists believe that some children learn best under one' instructional strategy (particular materials, teaching techniques, methods of content presentation, and reinforcers) while other children learn best when another instructional strategy is employed (see, for example, Bracht, 1970; Cronbach, 1957; Reynolds & Balow, 1972). Noted educators recently have called for prescriptive teaching of handicapped children based on the results of educational and psychological testing. The steps 10 diagnostic-prescriptive teaching include identification of children who are experiencing learning difficulties, diagnostic delineation of learner strengths and weaknesses, and prescriptive intervention (specification of goals, methods, strategies, materials, etc.) in light of these strengths and weaknesses. Effective diagnostic-prescriptive teaching rests on four critical assumptions:

Diagnostic-Prescriptive Teaching: Two Models

Special education is a product of the nature of human learning and the group orientation of regular education. It will survive or reemerge after the current assault and will continue to confront the chronic issues raised by Deno and Dunn. Professional divisions persist among special educators, and between us and regular educators. Debate continues over the population whom special education “ought” to serve. Individualization remains far more advocated than implemented. The right to an individualized placement decision based on the full continuum of alternative placements is at risk. To save the essential core of the discipline, special education must turn to data, child advocacy, and outcome-based instruction and turn away from slogans, program advocacy, and process-centered approaches.

Who, How, and Where Special Education's Issues in Perpetuity

Three approaches to educational diagnosis - etiological, diagnostic-remedial, and task-analysis - are examined, showing the unique emphases of each.

Three Approaches to Diagnosis and Educational Planning for Children with Learning Disabilities

temptation to suggest similarly that there are no major educational im plications of minimal brain dys function (MBD) is strong. But it is not overwhelming, as attested to by the remainder of this paper. In the last few years several arti cles have been written bearing exactly the title assigned this one. Probably hundreds more have ad dressed the same issues. Some of these authors do find and discuss educational implications of MBD. Others fail to find any implications. Those who do present educational implications probably still out number those who do not, although the trend seems to be toward not

Barbara Bateman

Papers

Who, How, and Where Special Education's Issues in Perpetuity

Three Approaches to Diagnosis and Educational Planning for Children with Learning Disabilities

Educational Implications of Minimal Brain Dysfunction.

Educational implications of minimal brain dysfunction.

Legal and Ethical Dilemmas of Special Educators.