Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models

This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.

Coordination in Transition Planning: The IEP/IPE Interface

Effective planning for the transition of students with disabilities from school to adulthood requires coordination and collaboration among special education personnel, families, students, and adult service agency representatives. The state vocational rehabilitation agency is among the most important adult service entities that collaborate with schools for planning purposes. The special education and vocational rehabilitation systems, however, have different planning documents to guide service delivery. This article addresses the connection between the transition Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE). The components of each planning document and how they should interfacefor students in transition are reviewed. In addition, the role of the Summary of Performance (SOP) document as a connection between the IEP and IPE is discussed. Finally, challenges to effective coordination between these planning documents are addressed.

Using Response-prompting Procedures During Small-group Direct Instruction: Outcomes and Procedural Variations

Research was reviewed on small-group instruction for learners with disabilities. The review was conducted for articles published between 1990 and 2010 on the application of small-group direct instruction to teach discrete skills using prompting procedures. A total of 47 articles with 197 participants and 687 replications of effects was located. Small-group instruction was effective for 195 of 197 participants and across variations in implementation and contexts. Implementers were primarily special education personnel, and instruction typically occurred in special education settings. Rigorous designs were used in all studies, and fidelity was assessed in 46 of 47 studies and was uniformly high. Students consistently reached criterion on their own target behaviors, generalized those behaviors, maintained them, and learned the behaviors taught to their peers (when this was measured, which occurred in a majority of the studies). Future research should examine comparisons of procedural variables and promoting social behaviors between group mates.

School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning

Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning. Methods – A review method was used to examine illustrative studies of collaboration. Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities. Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.

Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals

This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and professionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and future research implications are discussed.