Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings

1990 ◽  
Vol 25 (2) ◽  
pp. 131 ◽  
Author(s):  
Patrick J. O'Sullivan ◽  
James E. Ysseldyke ◽  
Sandra L. Christenson ◽  
Martha L. Thurlow
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Reading Instruction ◽  
Opportunity To Learn

Opportunity to Learn for Regular and Special Education Students During Reading Instruction

1984 ◽  
Vol 5 (1) ◽  
pp. 29-37 ◽  
Author(s):  
James E. Ysseldyke ◽  
Martha L. Thurlow ◽  
Carol Mecklenburg ◽  
Janet Graden
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Opportunity To Learn ◽  
Special Education Students ◽  
Education Students

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

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.

Backtalk: Why no safety drills for students with disabilities?

2019 ◽  
Vol 101 (2) ◽  
pp. 72-72 ◽  
Author(s):  
David P. Perrodin
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Safety ◽  
School Leaders ◽  
Opportunity To Learn ◽  
Special Education Teacher ◽  
School Administrator ◽  
Education Teacher ◽  
Safety Procedures

When students with disabilities are excluded from school safety drills, they are left woefully unprepared for any and all kinds of emergencies, says David Perrodin, a former special education teacher and school administrator. Perrodin considers the arguments against including these students in safety drills and enjoins school leaders to ensure that all students are given the opportunity to learn safety procedures.

Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities

2008 ◽  
Vol 75 (1) ◽  
pp. 97-122 ◽  
Author(s):  
Seonjin Seo ◽  
Mary T. Brownell ◽  
Anne G. Bishop ◽  
Mary Dingle
Keyword(s):  
Special Education ◽  
Beginning Teachers ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Qualitative Data ◽  
Instructional Quality ◽  
Reading Practices ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Student Autonomy

Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.

scholarly journals Developing Reading Instruction Observation Protocols for Special Education Teachers

2021 ◽  
Author(s):  
Laura Ann Moylan
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Explicit Instruction ◽  
Observation System ◽  
Rigorous Testing ◽  
Observation Protocol ◽  
Decoding Instruction ◽  
Observation Protocols

Considerable resources have been invested in identifying effective reading instruction methods for students with disabilities. Unfortunately, students are not routinely receiving instruction aligned with these practices, impacting their ability to reach their potential. To improve reading instruction, teachers need to receive observation feedback and evaluations reflecting instructional practices shown to be effective. One way to ensure teachers are provided with feedback consistent with evidence based reading instruction is to develop observation protocols aligned to these practices. This dissertation addresses this problem with three distinct, yet interconnected, articles detailing the development of reading instruction observation protocols designed to provide accurate teacher evaluations and feedback to improve reading instruction for students with disabilities. Each protocol is part of the larger Recognizing Effective Special Education Teachers (RESET) observation system. The first article explains the framework that was applied to develop both the observation system and an explicit instruction observation protocol. The second and third articles describe the development of a comprehension and a decoding instruction observation protocol. Development included a comprehensive review of literature and rigorous testing. Results indicate the explicit instruction, comprehension, and decoding instruction protocols will provide reliable evaluations of a teacher’s ability to implement instruction consistent with practices most effective for students with disabilities. Implications for practice and further research are discussed.

What is Published in the Field of Special Education? An Analysis of 11 Prominent Journals

2009 ◽  
Vol 76 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Sheri Berkeley ◽  
Kimberly A. McDuffie ◽  
Heidi Graff ◽  
Lisa Marshak ◽  
...  
Keyword(s):  
Special Education ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Reading Intervention ◽  
Academic Intervention ◽  
Intervention Research ◽  
Social Intervention ◽  
Research Articles ◽  
Research Practice

This journal analysis identifies types of articles published in 11 highly visible journals relevant to special education from 1988 through 2006 paying particular attention to intervention research. It was concluded that (a) research articles represent the largest category of articles published across all journals, (b) the proportion of intervention research studies published (15.9%) is disappointingly small, (c) academic intervention research is conducted more frequently than social intervention research, (d) reading intervention research represents the largest area of academic intervention research, and (e) intervention research employing preschool and elementary students with disabilities is published more frequently than research with middle and secondary students. Findings are discussed with respect to implications for research, practice, and policy in special education.

Preparing Interns to Use Functional Story-Based Instruction to Teach Students With a Severe Intellectual Disability in Rural Schools

2019 ◽  
Vol 38 (4) ◽  
pp. 217-230
Author(s):  
Glenda Hyer ◽  
Karena Cooper-Duffy
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Elementary Students ◽  
Emergent Literacy ◽  
Rural Schools ◽  
Hand Washing ◽  
Severe Intellectual Disability ◽  
Secondary Purpose ◽  
Based Instruction ◽  
Multiple Probe

The primary purpose of this study was to prepare special education interns to implement two-task analyses to teach elementary students with severe intellectual disability (SID) emergent literacy and hand washing skills. The secondary purpose was to evaluate the effect of intern instruction on both the independent emergent literacy and hand washing responses of the students. A multiple probe across participant design was used to evaluate the effects of a multicomponent instruction package on the number of steps interns completed correctly on story-based and hand washing task analyses. A second simultaneous multiple probe across students design was used to evaluate the effects of functional story-based instruction on the independent emergent literacy and hand washing responses. Collateral behaviors showed as interns correctly implemented the steps of the story-based and hand washing task analyses, the students with SID increased emergent literacy and hand washing responses. Implications for rural educators are provided.

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.

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