David H. Allsopp

Learning Disabilities Definitions and Criteria Used by State Education Departments.

This article reports the results of a survey of the 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures. A conceptual framework consisting of eight components was used in analyzing the definitions and identification criteria. Results show the continued effect of the 1977 federal definition and criteria while revealing variations in state definitions and criteria. For example, several state definitions now include the neurological component, and use of discrepancy criteria is increasing. To determine current trends, the data are compared with those from a similar survey published in 1990. Findings are discussed in terms of trends, prereferral interventions, and noncategorical identification.

Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders: Implications for Research and Practice

Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal compared to other students. Certainly, there is much to learn about achieving positive outcomes for students with EBD. This article examines the potential role that caring teacher—student relationships have in achieving better outcomes for students with EBD within their current educational contexts. A rationale for why developing caring teacher—student relationships is important to improved outcomes for students with EBD is presented based on the current literature on caring teacher—student relationships. Potential barriers are delineated, followed by a summary of practices that serve as starting points for developing caring relationships between teachers and students with EBD. Last, research implications are suggested.

Evaluating Video Models of Evidence-Based Instructional Practices to Enhance Teacher Learning.

A process was developed to create Web-based video models of effective instructional practices for use in teacher education settings. Three video models, created at three university sites, demonstrated exemplary implementation of specific, evidence-based strategies in reading, math, and science. Video models of strategies were field tested with preservice and practicing teachers working with diverse student populations. The authors provide an explanation of the video development process and present field-test data that demonstrate the influence of video modeling on teacher learning.

Empowering Teachers and Students with Instructional Choices in Inclusive Settings

APPROPRIATE INSTRUCTION IN CLASSROOMS WITH DIVERSE LEARNERS REQUIRES A VARIETY OF INSTRUCTIONAL METHODS TO ADDRESS INDIVIDUAL NEEDS. MANY EDUCATORS, HOWEVER, FIND THEMSELVES PHILOSOPHICALLY TIED TO ONE INSTRUCTIONAL APPROACH FOR EVERY LEARNER TO THE EXCLUSION OF OTHER APPROACHES. THIS ALLEGIANCE TO ONE METHOD OF TEACHING REDUCES CHOICES FOR TEACHERS AND STUDENTS. STRICT ADHERENCE TO A LIMITED VIEW OF LEARNING CAN ALSO HINDER INCLUSION EFFORTS BY DENYING SOME STUDENTS APPROPRIATE INSTRUCTION. A CONTINUUM OF TEACHING METHODS THAT INCLUDES “EXPLICIT” AND “IMPLICIT” INSTRUCTIONAL APPROACHES IS PROPOSED AS A MORE INCLUSIVE ALTERNATIVE. RESEARCH THAT SUPPORTS A CONTINUUM OF APPROACHES IS REPORTED ALONG WITH IMPLICATIONS FOR CLASSROOM INSTRUCTION AND TEACHER EDUCATION.

Examining Perceptions of Systematic Integration of Instructional Technology in a Teacher Education Program.

In this article, the authors describe a systematic effort by a department of special education to integrate technology into teaching through a one-to-one laptop initiative and to examine preservice teachers’ perceptions concerning their experiences with the initiative. The authors investigate beliefs about preservice teachers’ proficiency in using technology for teaching, their attitudes toward the use of technology for teaching, and their perceptions of the integration of instructional technology practices by faculty across three semesters using both qualitative and quantitative methods. Preservice teachers’ perceptions of their ability to integrate technology in their teaching increased whereas their attitudes toward integrating technology remained consistently high across program semesters. They believed that faculty effectively integrated and modeled the use of technology in their instruction. Implications of the results are discussed.

Technology, Mathematics PS/RTI, and Students with LD: What Do We Know, What Have We Tried, and What Can We Do to Improve Outcomes Now and in the Future?

Effective integration of technology within mathematics problem solving/response to instruction (PS/RTI) for students with/at risk for identification of learning disabilities (LD) is the focus of this article. The discussion is situated within the current context of mathematics PS/RTI, the literature base relative to technology integration in mathematics for students with LD, and emerging 21st-century technologies. Limitations of the research base are identified, and suggestions for the future are provided. Next, a systematic framework for integration of technology in mathematics PS/RTI is introduced that incorporates consideration of (a) effective mathematics instructional practice within mathematics PS/RTI, and (b) the nature of the mathematics content and student learning barriers and strengths. Ways in which technology can enhance effective mathematics practices for students with LD are suggested, and implications for research, development, and practice are discussed.

Collaborating to Teach Prosocial Skills

A collaborative approach to teaching social skills to students with prosocial skill deficits is described. Steps of the intervention include forming a team of two or more educators who are interested in participating in social skills instruction, targeting prosocial skills students need to learn, breaking the prosocial skill into teachable steps, developing an instructional plan that includes a teachable strategy for performing the prosocial skill, determining the instructional setting and collaborative roles, delivering instruction and providing opportunities for student practice, reinforcement, and self-monitoring. Several real-life cases are used as examples of how the different aspects of the intervention have been implemented by teachers and students.

Impact of the Personal Strengths Program on Self-Determination Levels of College Students with LD and/or ADHD.

This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with their peers without disabilities. Research has indicated that students who are able to transition into post-secondary settings successfully often have higher levels of self-determination than those who do not transition as successfully. PSP is grounded in effective teaching practices for students with LD/ADHD, self-determination, and positive psychology. It utilizes guided cognitive strategy instruction to assist students in identifying and using their strengths to achieve their goals related to their academic classes. Results were mixed, but do suggest there is some effect from participating in PSP on self-determination levels. Implications for students with LD/ADHD and researchers conducting intervention studies are discussed.

When a Parent of a Student With a Learning Disability Is Also an Educator in the Same School District: A Heuristic Case Study

Advocating for your child with a disability can be a daunting task for any parent. When the parent is also a school district employee, determining whether advocacy could impact one’s position as an employee becomes inherently problematic. Using a heuristic case study approach, this inquiry’s intent is to understand the experiences, barriers, and perceptions of job security related to advocating from inside the district as a parent–educator of a child with a learning disability. Three themes emerged that describe this parent–educator’s experiences. Findings indicate this parent–educator encountered varied experiences. Specifically, these include experiences that were both positive and challenging in nature, barriers that were not anticipated by the parent–educator, and repercussions related to job security. Implications for practice and future research related to parents of children with disabilities who are also educators are discussed.

Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice?

This chapter provides teacher educators and policy makers with suggestions for integrating RTI within preservice teacher preparation programs. A rationale for the need to do this and the corresponding empirical research base are described. Based on a review of relevant literature in the areas of teacher education, professional development, and RTI, five overall suggestions that teacher educators and policy makers can use to frame the improvement of preservice preparation in RTI are offered. These suggestions include systematically integrating RTI content across preservice programs, emphasizing data literacy, emphasizing essential content and pedagogical content knowledge, emphasizing knowledge of instructional practices that promote positive outcomes for students across instructional tiers, and emphasizing practices for engaging families in the RTI process. Each suggestion is discussed and key aspects to implementation are described with support from the literature. The chapter concludes with final thoughts and suggestions for future research.