Showing papers in "International journal of special education in 2011"

Attitudes towards inclusion : gaps between belief and practice

Abstract: General education teachers in the Republic of Korea were investigated regarding their participation in programs to include students with disabilities in general education settings. Previous studies have shown that even general education teachers with positive attitudes towards inclusion are reluctant in practice to have students with disabilities in their classrooms. This study examines 33 Korean general education teachers from three primary schools in Seoul regarding their attitudes towards, and willingness to accommodate, the needs of a student with a disability. The results show that 41.37% of general education teachers had positive attitudes towards inclusion programs, while 55.16% were unwilling to actually participate. Quantitative data obtained through a questionnaire was supplemented by qualitative data obtained through interviews. The interviews focused on the positive and negative effects of inclusion, as well as problems in implementing inclusive education programs. The findings will be discussed in the light of previous international research and will highlight links between the age and teaching experience of general education teachers and their negative attitudes towards inclusion.

Special Education in Saudi Arabia: Challenges, Perspectives, Future Possibilities.

Abstract: This paper provides a brief background of the education system in Saudi Arabia and current special education services and programs for students with disabilities. Additionally, this paper presents the findings of some studies that examined teachers' perspectives regarding the inclusion of students with disabilities. As Saudi Arabia continues its dramatic period of improvement, changes in special education services will occur rapidly. To improve special education services, educators, parents, policymakers, and other professionals should consider many suggestions regarding critical components of successful inclusive education. In addition, further research is needed on changing the attitudes of stakeholders toward inclusion so they can be supportive of these students in a general education setting. Overview of the Kingdom of Saudi Arabia The Kingdom of Saudi Arabia (KSA) was established in the 1932, when Ibn Saud conquered the majority of the Arabian Peninsula after a bloody war that lasted three decades (World Factbook, 2010). It is located in the southwest of the Arabian Peninsula and is bordered on the north by Jordan, Iraq, and Kuwait and on the east by Bahrain, United Arab Emirates, Quatar, and the Arabian Gulf Sea. On the south are Oman and Yemen and on the west is the Red Sea. KSA dominates the Arabian Peninsula in terms of land area, having over two million square kilometers of land. Over 22 million people live in Saudi Arabia, according to a census conducted in 2004. The geography of Saudi Arabia ranges includes mountains, plains, and desert. The temperature varies from over one hundred degrees Fahrenheit in daytime to well below 30 degrees on a cold desert night. Saudi Arabia’s capital is Riyadh (Royal Embassy of Saudi Arabia, 2010). The KSA economy is driven by oil. The country has more oil than any other nation; some experts estimate that KSA has one fourth of the world’s total reserves. Most of its economy is based on the collection and refining of oil products like kerosene or gasoline. Despite its oil wealth, Saudi Arabia is beginning to look to other natural resources to boost its income, such as natural gas, minerals, and precious metals (Royal Embassy, 2010). The Kingdom of Saudi Arabia is a theocratic monarchy. It is ruled over by a royal family, which rules according to the Quran’s teachings of Sharia based on Islamic religious law. By far the dominant religion in KSA is Islam. Under Sharia law, certain rights are applied to all people, such as life, dignity, and education (World Factbook, 2010). The Saudi Education System According to the Royal Embassy of Saudi Arabia (2010), the education system of Saudi Arabia has evolved dramatically since its founding 78 years ago. In the beginning, education was the privilege only of children of elite, wealthy families. Currently there is a boom in education facility construction in Saudi Arabia, with over twenty-five thousand schools built and more constructed as time passes. Now education is given to all tiers of society, and all students have their schooling paid for by the government. The curricula are a mix of traditional Islamic religious education and lessons in many other fields, usually based on the curricula of schools in the United States of America or the United Kingdom. The schedule of these schools is usually modeled on the American system, with nine to 10 months of schooling broken by summer breaks and occasional time off for religious holidays (World Factbook, 2010). The Ministry of Education in Saudi Arabia is responsible for providing a free and appropriate education for all students, including those with disabilities. It also is responsible for establishing new

Enhancing preservice teachers' sense of efficacy and attitudes toward school diversity through preparation: a case of one u.s. inclusive teacher education program

Abstract: Conducted in one inclusive teacher education program in the United States, this study explored the trajectory of and the relationships between preservice teachers’ sense of efficacy and attitudes toward school diversity through the course of preparation. Findings revealed that, in general, changes of preservice teachers’ perceived efficacy, attitudes towards inclusion, and beliefs of socio-cultural diversity reflected the particular foci at different phases of the program. Overall, participants’ perceived sense of efficacy showed significant, positive associations with their attitudes towards inclusion and beliefs about socio-cultural diversity. However, regardless of their perceived levels of efficacy, participants were negative about teaching children with behavioral disabilities. On the one hand, the study suggests the effectiveness of the program to educate preservice teachers to positively respond to school diversity. On the other hand, it also indicates that preservice teachers across the board persistently hoarded negative feelings about children with behavioral disabilities. The study recommends that teacher educators may need to devote ample resources and employ effective strategies to improve preservice teachers’ attitudes towards children with behavioral challenges.

Attitudes of greek physical education teachers towards inclusion of students with disabilities in physical education classes

Abstract: (ATIPDPE) of Kudlacek et al (2002). Two-way ANOVA was used to analyze the data. The results revealed positive attitudes of all teachers toward teaching students with disabilities and SEN in PE classes; however, there were no significant differences between those who taught different type of PE courses as well as between males and females. It is strongly suggested an ongoing assessment should examine the changes in education of students with disabilities and SEN and their inclusion in the general schools and how

Students with Disabilities in Teacher Education: Changes in Faculty Attitudes toward Accommodations over Ten Years.

Abstract: There is an increase in the number of students with disabilities in higher education. This study examined changes in faculty knowledge, attitudes and willingness to make accommodations for these students in teacher training colleges in Israel. Two samples of faculty members were studied. One study was conducted in 1996/7 and the second ten years later. Faculty responded to a questionnaire about knowledge, attitudes and adaptations. Data revealed some differences in the background variables. Faculty in the later study reported more knowledge and contact with the office of support services for students with disabilities. No significant group differences were found in faculty willingness to provide instructional, technological and testing adaptations. Attitudes toward students with disabilities in teacher education were positive in both studies, although faculty in the 2006/7 study was more stringent in their admission requirements. Background variables including personal contact with persons with disabilities, training in disabilities, academic rank and area of teaching were related to attitudes and willingness to provide adaptations in the 2006/7 study. A discussion of practical and research implications is provided.

Response to Intervention: How Is It Practiced and Perceived?.

Abstract: This study is a descriptive study designed to examine how school personnel are implementing the Response to Intervention (RTI) process and how they perceive the process. Using an online survey, school personnel in rural and urban schools in South Eastern Texas were asked about the RTI process on their campus and their opinions of the process. Participants were general and special educators, school administrators and related personnel. The sample consisted of 99 people who completed the entire survey. The authors found strengths in the RTI process in terms of early identification of students for RTI and collaboration among school personnel. Areas that needed improvement included writing measurable goals and having a system of consistent progress monitoring and data collection. The act of teaching, re-teaching and working with struggling students is not a new concept for classroom teachers. Even in the 1900’s students who attended school did not always work on the same assignments or subjects at the same time. Teachers would alter assignments or order of instruction to help individual students (Ellis, 2005; Gwaltney, 2001). Interventions, formal and informal, have been common in schools for many years. More recently Response to Intervention (RTI) has been implemented to ensure that all students receive any needed instruction and interventions to achieve academic success. RTI is a formal process implemented by schools to provide direct instruction/intervention for all students experiencing academic and/or behavioral difficulties (GerzelShort & Wilkins, 2009). The primary goal of RTI is to provide the interventions a struggling student would need to become successful in the general education curriculum. If the interventions are successful, that student would continue in the general education setting. If interventions are not successful, the school district may decide to implement different interventions or may initiate a referral for special education eligibility testing.

Parents' Perspectives on Inclusion and Schooling of Students with Angelman Syndrome: Suggestions for Educators.

Abstract: This study examined perspectives on inclusion and schooling of a sample of 68 parents of children with Angelman Syndrome (a severe and complex disability), and solicited their suggestions and recommendations for educators. Participants responded to a scale titled, Perceptions of Parents of Children with Angelman Syndrome toward School adapted from two instruments developed previously (Leyser & Kirk, 2004; Salend, 2001). Parents also responded to several open-ended questions. Findings revealed not only a strong support of the philosophical and legal principles of inclusion, but also major concerns such as a lack of knowledge and skills by teachers and possible rejection of the child. A sizable number of parents still supported the education of their child in segregated special education settings. Most parents were satisfied with the child’s schooling, but were concerned about the lack of services and difficulties of communication with the school and the district. Parents offered helpful insights about their children and families. A discussion of the study results and implications for pre-service and in-service training are provided.

Employment of People with Disabilities in Malaysia: Drivers and Inhibitors.

Abstract: This study attempts to identify the drivers and inhibitors of employment for people with disabilities in Malaysia. It explores the skills and psychological traits needed by people with disabilities in order to get jobs and the barriers to their employment. Data include interviews detailing the viewpoints of 24 teachers with visual impairments. These teachers are registered and classified as either legally blind or partially sighted by the Malaysian Social Welfare Department. The majority of them are male, Malay, between 30-40 years old and have diploma qualification from Teachers Training College. The interviews were transcribed verbatim. Keywords or phrases were extracted, clustered, and interpreted into themes. Analyzed data were confirmed with the participants to ensure trustworthiness and reliability. The findings provide interesting insights into the specific employment issues faced by people with visual impairments and also shed lights on the issues encountered by people with other types of disability. It also discusses measures that can be taken to improve the employment rate of people with disabilities in the country. A discussion of the research findings is also provided.

Increasing the Teaching Efficacy of a Beginning Special Education Teacher Using Differentiated Instruction: A Case Study.

Abstract: This article provides a description of how a beginning special education teacher in an inclusion classroom used pre-assessment, self-assessment, and on-going assessment to implement the principles of differentiated instruction to become more responsive to her students’ needs in a systematic way. This article describes a case study of one beginning teacher’s use of differentiated instruction. First, a discussion of the usefulness of differentiated instruction in increasing the likelihood of success for children with disabilities is provided. Next, qualitative data supported the implementation of the differentiated instruction process to help the teacher realize how she could positively impact students’ learning using Tomlinson’s (2000) categories of content, product, process, and learning environments. Finally, recommendations are provided for how to engage teachers to implement differentiated instruction as a data-based iterative process of using evidence-based practices to meet the needs of all children in an inclusion classroom.

School disaster planning for children with disabilities a critical review of the literature

Abstract: Human systems have to adapt to climate change and the natural disasters predicted to increase in frequency as a result. These disasters have both direct and indirect health effects. Certain groups, the poor, the elderly, children and those with disabilities are set to be more seriously impacted by disasters because of their greater inherent vulnerability. Adaptation to the health impacts of disasters requires the cooperation and input from all sectors of government and civil society, including schools. This critical literature review examined the body of peer reviewed literature published in English addressing school disaster planning policies with a particular focus on children with disabilities. Results show that children and youth with disabilities are especially vulnerable to disasters because of socioeconomic and health factors inherent to disabilities. While schools in the U.S. have policies to deal with disasters, these policies are neither comprehensive nor inclusive. The empirical evidence base from which they are developed is severely limited. No publications were identified that represent the current disaster planning of schools in countries like Australia, the UK or Canada. Recommendations for future research are outlined to bridge knowledge gaps and help establish appropriate and inclusive school disaster policies for children with disabilities.

Our Move: Using Chess to Improve Math Achievement for Students Who Receive Special Education Services.

Abstract: This causal-comparative study evaluated a 30-week chess instructional program implemented within special education math classes for students in the sixth, seventh, and eighth grades in a suburban middle school located in the southwestern United States. An analysis of covariance (ANCOVA) was utilized to compare the adjusted means for the comparison and treatment groups on the students’ math achievement as measured by end-of-year course grades and state assessment scores, the Texas Assessment of Knowledge and Skills (TAKS). Pretest scores and grade levels served as covariates. Results indicated a significant difference on four of the measures in favor of the treatment group: end-of-year course grades, overall TAKS math scale scores, and percentage scores on two specific TAKS math objectives: Numbers, Operations, and Quantitative Reasoning and Probability and Statistics. No significant differences were found between the groups on the other four TAKS math objectives: Patterns, Relationships, and Algebraic Reasoning, Geometry and Spatial Reasoning, Concepts and Uses of Measurement, and Underlying Processes and Mathematical Tools. Causation and generalizability are difficult due to the narrow scope of this study. However, these results are encouraging and suggest chess is a potentially effective instructional tool for students who receive special education services in math.

Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities

Abstract: University of Illinois at Chicago Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined whether computer assisted instruction could be effective in teaching a comprehension strategy, story mapping, to nine high school students with learning disabilities. The investigation used a single-subject, multiple baseline designed. Daily quizzes, story maps, and a standardized test measured

Inclusive Education in Sweden: Responses, Challenges and Prospects.

Abstract: This paper maps out the challenges and responses to inclusive education in Sweden from a cultural/historical point of view. Core concepts that have bearing on inclusive education practices are discussed. The analysis incorporates varied materials. As the current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena, the analysis has been conceptualized in terms of the assumption that policy and practice decisions involve dilemmas. Swedish social welfare/educational policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, Sweden has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, effectivity, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion. Marginalization and segregation of socially disadvantaged and ethnic minority groups has increased. Result and resource differences have widened among schools and municipalities and among pupils. Swedish efforts in the past to promote equity through a variety of educational policies have been fascinating. Those early educational policies, including the macro political agenda focused on the social welfare model, have helped to diminish the effects of differential social, cultural, and economic background on outcomes. This has come under threat. There is still some hope, however, of mitigating the situation through varied social and educational measures combined with an effective monitoring system and a stronger partnership and transparent working relationship between the central and local government systems. Research and followup are crucial in this process.

An examination of teacher acceptance of handheld computers

Abstract: As states and federal legislation have invested in integration of new technologies into education, the teacher’s role as the user of such technologies in the classroom becomes more prominent (Telecommunications Act of 1996). However, relevant prior research suggests that teacher resistance to new technologies remains high. This study explores teachers’ acceptance of handheld computer use, and identifies key intention determinants for using this technology based on a modified version of the technology acceptance model. The new model with five constructs—(1) perceived ease of use, (2) perceived usefulness, (3) subjective norms, (4) intention to use, and (5) dependability— was tested using the handheld computer acceptance survey responses from 45 special education teachers grouped into four groups by experience of using technology for data collection. The results showed that the direct effect of two constructs, perceived usefulness and perceived ease of use, on intention to use a handheld computer was statistically significant. The dependability factor, which was not included in any prior technology acceptance literature, had a statistically significant effect on perceived ease of use and usefulness, and intention to use a handheld computer, respectively. Groups of participants differed on only subjective norm. Theoretical and practical implications were also discussed.

Multi-sensory intervention observational research

Abstract: An observational research study based on sensory integration theory was conducted to examine the observed impact of student selected multi-sensory experiences within a multi-sensory intervention center relative to the sustained focus levels of students with special needs. A stratified random sample of 50 students with severe developmental disabilities ages eight to eighteen was selected for observation within a public school environment representing four classifications of students: TMH (Trainable Mentally Handicapped), PMH (Profoundly Mentally Handicapped), students with Autism, and students with Multiple Disabilities. An observation form representing 24 observable behaviors (facial expressions, vocal cues, and body language) defined in the literature was developed and pilot tested for construct validation and reliability purposes. Four trained observers completed inter-rater reliability analysis prior to the study. Observers completed observation forms for individual students for three 20-minute time periods (within the regular classroom, within the multi-sensory center, and after returning to the regular classroom). Sustained focus was measured by combining specific observed types of data reflecting student engagement and on-task behaviors as defined in the literature. Data were analyzed using repeated measures ANOVA. Findings of the study lend strong support for implementing multi-sensory experiences to increase the sustained focus of students with special needs.

Teaching to Diversity: Creating Compassionate Learning Communities for Diverse Elementary School Students.

Abstract: Emotional and behavioral outcomes of the Respecting Diversity (RD) program, a social and emotional learning (SEL) intervention to develop self-awareness, selfrespect and respect for diverse others, were investigated with 218 students in Grades four to seven and their teachers. Intervention and control groups were assessed pre and post intervention for level of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences with the RD program. Data were analyzed using thematic content analysis procedures and repeated measures MANCOVAs. The intervention significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms according to both teachers and students, and, similarly, decreased in control classrooms.

"The Invisibles"...Disability in China in the 21st Century.

Abstract: This study explores the effects of traditional beliefs, Confucian ideology, Chinese government policy and western influences on China’s inclusion of people with a disability in the Chinese community in the 21st century. Using visual ethnography and an auto-ethnographic approach, the study examines data obtained over a period of five years to analyse the impact of recent initiatives of the Chinese government in disability policy and planning on attitudes towards people with a disability and the accommodation of people with a disability within the community. Findings from the study suggest that a series of positive legislative and administrative policies that guarantee equal rights for people with disabilities in China have had some positive outcomes, and that social attitudes towards the disabled are gradually changing, mainly as a result of the active advocacy of the disability community. However, despite these initiatives and changes in attitude, there is little evidence of the impact of Chinese disability policy on the built environment in China outside the major cities, and the disabled are still largely invisible in public spaces.

Classroom Structure and Teacher Efficacy in Serving Students with Disabilities: Differences in Elementary and Secondary Teachers.

Abstract: The purpose of this study was to investigate the differential classroom structure and efficacy reported by general and special educators at the elementary and secondary level General and special educators (n = 774, return rate of 37%) from a large school district in the southeast US participated in the study The participants completed a modified version of the Bender Classroom Structure Questionnaire in order to determine their use of cognitive strategies, management strategies, and individualized instructional strategies In addition, the teachers completed a modified version of the Teacher Efficacy Scale to probe their efficacy in serving students with disabilities A Multivariate Analysis of Variance (MANOVA) was conducted to determine level of variance within and between participants Findings indicate differences in classroom structure between elementary and secondary settings and that special and general educators differed in their instructional practices

Social Developmental Parameters in Primary Schools: Inclusive Settings' and Gender Differences on Pupils' Aggressive and Social Insecure Behaviour and Their Attitudes towards Disability.

Abstract: The aim of the present study was to examine whether gender and inclusion settings are associated with elementary school pupils' aspects of social development such as aggression, social insecurity and attitudes toward disability. The sample consisted of 658 pupils (Mage=11±1 years) of 15 primary schools (306 boys and 352 girls). Three hundred and fifty three of the participants attended schools with inclusive settings while the rest 305 attended typical schools. The participants of the study completed the Checklist of Aggressive Behaviour (CAB), the Checklist of Social Insecure Behaviour (CSIB), and the Children's Attitudes Towards Integrated Physical Education - Revised (CAIPE-R). Results indicated that girls showed less aggressive behaviour compared to boys, and pupils in typical schools displayed higher attitudes toward disability compared to pupils in inclusion schools. These findings imply that gender is a significant factor just for students displaying aggression but not social insecurity and/or adopting positive attitudes towards disability. Furthermore, inclusive setting is not a sufficient condition for the promotion of typical pupils' social behaviour.

Burnout Syndrome Levels of Teachers in Special Education Schools in Turkey.

Abstract: The purpose of this study is to determine whether burnout levels of special education teachers working with hearing, orthopedic and mentally impaired students in Bursa, Turkey differ according to some independent variables such as gender, family status, years of teaching experience, educational background and school type. A descriptive approach incorporating quantitative and qualitative methods was adopted in the present study to collect data. To analyse the quantitative data, t-tests and Mann WhitneyU test and descriptive analysis were used. A total of 67 teachers were selected from the seven special education schools in Bursa, Turkey. Each subject was given both the Maslach Burnout Inventory and Personal Information Form. Fourteen of the voluntarily participant teachers were interviewed. The results of the study revealed the fact that teachers working in special education schools had been experiencing burnout at very high levels. When burnout levels were investigated with respect to the type of the schools where the teachers work, significant differences were found in all subscales. To overcome burnout syndrome, it is necessary to train qualified teachers not only psychologically but also physiologically. For this reason, teachers both during pre-service and in-service education periods should take some courses, which will help them avoid burnout.

Play Therapy-Reaching the Child with Autism.

Abstract: This paper proposes that play therapy can be an appropriate intervention in working with children with autism in schools especially when working with children who have little in the way of social skills and poor communication. It proposes that play therapy may offer school counsellors opportunities that the more cognitive therapies do not. Through the use of case study research, the paper discusses and illustrates an intervention with a seven year old boy with autism across 12 sessions of sandplay in a school in Queensland, Australia. This paper draws our attention to the legitimate use of case study research in counselling. It also advocates for the use of sandplay, (an expressive therapy intervention) with a child who is autistic and who at first plays chaotically. This paper draws the counsellor's attention to the developmental stages that will follow when the child feels secure enough to proceed. The lack of well researched longitudinal quantitative or mixed method research in play therapy is also noted.

University teachers' perception of inclusion of visually impaired in ghanaian universities

Abstract: This study was undertaken to examine the university teachers’ perception of including students with Visual Impairment (VI) in the public universities of Ghana. The sample consisted of 110 teachers from the University of Cape Coast (UCC), the University of Education, Winneba, (UEW), and the University of Ghana (UG). Data were collected through questionnaire developed by the researchers (Chronbach’s coefficient Alpha of .76). One research question and two hypotheses were formulated to guide the study. The data were analyzed employing descriptive statistics, t-tests and ANOVA. The results showed that teachers perception toward inclusion of students with VI were favorable. Gender differences were noted showing that female teachers’ perceptions were more positive than the males’. Teachers in the three universities also differed in their perception toward the inclusion of students with VI.

Differentiated Accountability Policy and School Improvement Plans: A Look at Professional Development and Inclusive Practices for Exceptional Students.

Abstract: The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act of 2002 (NCLB) require that students with disabilities have equal access to general education curricula and contexts. Florida’s Differentiated Accountability Program (DAP) is designed to support educators in meeting IDEA and NCLB requirements. The authors reviewed 35 School Improvement Plans (SIP) from the seven largest districts across the state to find evidence of schools participating in the DAP for meeting the needs of students with disabilities. The findings suggest that although a level of consistency was evidenced in certain districts, a great deal of variety remains across the seven districts sampled regarding potentially effective professional development and continuous improvement strategies promoting inclusive practices. The article describes and analyzes localized responses to accountability policy approaches that are reflected globally in trends towards state supported systems that utilize high-stakes measurement metrics and supports to spur more efficient and competitive reforms for all students, including students with disabilities.

Making Sense of Minority Student Identification in Special Education: School Context Matters.

Abstract: Since the inception of special education, researchers have identified higher proportions of minority students with disabilities than expected. Yet, relatively few studies have considered the contributions of the school context on a large scale to the identification of students with mental retardation (MR), emotional disturbance (ED), and learning disabilities (LD). The present study examined the extent to which race and gender of 1,394,024 students, alone and nested within 2,104 schools, predicted identification in the special education categories of MR, ED, and LD. Results revealed that, alone, student race and gender significantly predicted identification in all three categories. However, when student race and gender were nested within school context variables, they were not significant predictors; school variables alone predicted identification. School variables that were significant included school attendance rate, for all three special education categories. For MR, school mobility rate, teacher education, adequate yearly progress, and size and locale of the district were also significant predictors. The proportion of students from low income families and average teacher salaries were significant predictors for ED, and district size, as well as ratio of pupils to certified staff were significant predictors for LD. Results are discussed in the context of previous work in the field. Bronfenbrenner’s (1977; 1979; 1992) theory of nested ecological systems and their importance for human development provides an ideal framework for understanding the successful development of children and adolescents in multiple social contexts. The framework permits us to study continuity and change in children’s development (i.e., physical, cognitive, social, emotional) in the places where they live and learn, rather than in isolation. Implicit assumptions about context in Bronfenbrenner’s theory include interactions and relationships among the person, the process, and the context itself (places and groups for development), all happening over time and within spaces. We employed Bronfenbrenner’s theory in pursuit of understanding the complex influence(s) of the larger school context on minority student identification in special education. To do that, we cast a wide net to examine student and teacher demographics, characteristics of families from the perspective of the schools, national school policies and local funding levels, the structure and locale of the school, and community variables such as district size and community poverty. This study is important because, although most of the above school factors have been considered previously in the study of minority students in special education, these factors have not been explicitly linked to the particular schools that minority students attend. That is, previous research using large sample sizes has focused on the social address characteristics of individuals: race, gender, and social class (Bronfenbrenner, 1992), alongside descriptive school and community variables, rather than as nested variables: students within schools. These studies find that one’s social address is all important for special education identification (Artiles, Rueda, Salazar, & Higareda, 2005; Coutinho & Oswald, 1998;

Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses

Abstract: The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions or alternative courses. Although exemptions and alternatives are needed by some students with severe language difficulties, the literature is increasingly indicating that many of these students can successfully complete FL curricula. This is especially true when accommodations and specialized teaching methodologies are implemented in sections of FL courses designed specifically to meet the needs of students with LD. The purpose of this article is to describe FL course accommodations supported by existing literature and field-based experiences. The article also highlights the benefits of successful FL experiences for student with LD.

Special Education Provision in Nigeria: Analyzing Contexts, Problems, and Prospects.

Abstract: Nigeria has made some efforts to educate all of its citizenry, including those with disabilities. And, it has struggled to make sure that programs are available to those who need them. However, its traditional, sociocultural, and educational problems have prevented some programmatic consistency and progress. As a result, the special education delivery system has faltered. This article analyzes contexts, problems, and prospects of special education in Nigeria.

Insider, Outsider, Ally, or Adversary: Parents of Youth with Learning Disabilities Engage in Educational Advocacy.

Abstract: The purpose of this qualitative study was to examine the educational advocacy experiences of parents of adolescents and young adults identified as having a learning disability (LD) through the lens of four dimensions of advocacy. Seventeen mothers of youth with LD responded to items in a questionnaire and 13 also engaged in in-depth interviews. It was found that the dimensions of advocacy provided a useful framework for understanding the participants’ experiences and parents could be categorized as insiders, outsiders, allies, and adversaries with different advocacy outcomes.

Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms.

Abstract: Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with and without disabilities made significant improvements in expository writing skills as measured on the state’s criterion reference test for written expression.