Edward A. Polloway

Homework A Comparison of Teachers' and Parents' Perceptions of the Problems Experienced by Students Identified as Having Behavioral Disorders, Learning Disabilities, or Mo Disabilities

With the significant attention given to the American educational system by national commissions and reports in the 1980s, a variety of practices have come under review. One such practice is the role of homework in the curriculum. Findings that American students at the secondary level generally spend less than 1 hour per day on homework, combined with empirical data suggestive of the positive effects of homework in achievement, have given rise to increased commitment to the assignment of homework. However, scant attention has been given to the effect of this trend on students with disabilities. The purpose of this study was to determine the homework problems experienced by students identified as having either learning disabilities or behavioral disorders as compared to an age-matched sample of students in general education. An analysis of data from both teacher and parent ratings on the Homework Problem Checklist indicated that more significant problems were found for both of the groups of students with disabilities. Post hoc analyses revealed that the students with behavioral disorders had the most pronounced difficulties. The discussion focuses at length on the implications of these findings for educational interventions.With the significant attention given to the American educational system by national commissions and reports in the 1980s, a variety of practices have come under review. One such practice is the role of homework in the curriculum. Findings that American students at the secondary level generally spend less than 1 hour per day on homework, combined with empirical data suggestive of the positive effects of homework in achievement, have given rise to increased commitment to the assignment of homework. However, scant attention has been given to the effect of this trend on students with disabilities. The purpose of this study was to determine the homework problems experienced by students identified as having either learning disabilities or behavioral disorders as compared to an age-matched sample of students in general education. An analysis of data from both teacher and parent ratings on the Homework Problem Checklist indicated that more significant problems were found for both of the groups of students with di...

Prereferral Intervention Processes: A Survey of State Practices

Without a federal mandate providing clear guidelines for specific practices, prereferral intervention practices are implemented in varied ways within and between the states. The current study focused on practices across all states as a replication of the research reported in 1989 by Carter and Sugai. Significant findings included the status of prereferral practices within the respective states, the pattern of terminology used, the professional ownership of the process, and the patterns of participation. The results are discussed in terms of changes noted since the Carter and Sugai research, apparent trends in the field, and directions for effective professional practice.

The Use of Self-Monitoring Procedures With Low IQ Learning Disabled Students

Given the changes in the population served in programs for the learning-disabled, there is a continuing need to verify the effectiveness of teaching methods used with D students. This research investigated the efficacy of two cognitive behavior modification procedures—self-monitoring of attention and self-monitoring of academic accuracy—with a group of low functioning students in a LD self-contained class. Data are presented which indicate that the combination of both procedures was effective for all four students in improving attention-to-task and for three of the four children in percentage of accurate responses in an arithmetic task. The discussion highlights the importance of possible modification of CBM methods and training procedures in order to develop successsful intervention programs for LD students whose cognitive functioning levels are below average.

Report Card Grading and Adaptations: A National Survey of Classroom Practices

A national survey of elementary and secondary general education teachers (N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self report survey indicated that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities. Results also indicated that teachers find certain grading adaptations—such as pass-fail grades, portfolios, multiple grades, and grading for effort—helpful for students both with and without disabilities. Implications for training, research, and practice are included.

A Survey of Personnel Preparation Practices in Autism Spectrum Disorders

Researchers indicate that special education is grappling with many issues and challenges that point to the need to examine the nature and type of personnel preparation for educators working with individuals with autism spectrum disorders (ASD). The purpose of this study was to survey teacher educators at colleges and universities to (a) determine the prevalence of programs training teachers in this area; (b) identify the nature of the autism-specific coursework and programs currently being offered (e.g., the motivation for developing these courses, the number of such courses offered); and (c) ascertain the topics included in ASD coursework and the depth at which these topics are addressed. Survey forms were mailed to personnel at 184 institutions of higher education (IHEs) in 43 states; responses were received from faculty members at 87 IHEs in 34 states. Current patterns in personnel preparation are discussed and followed by recommendations for future action.

Homework Practices of General Education Teachers

The purpose of this study was to survey the homework practices of general education teachers who teach students with disabilities. A national sample of 441 elementary, middle, and senior high teachers were asked about their homework practices, including their use of adaptations for students with disabilities. The results highlight homework practices and adaptations that are used frequently and perceived by teachers as helpful for students with disabilities. Also discussed are the differences in practices and adaptations across elementary, middle, and high school teachers, as well as the instructional implications of the identified homework practices for students with disabilities and their general education teachers.

Homework A Survey of Policies in the United States

Homework is a key area of concern in our nations public schools, as well as a central element of collaboration between home and school. The purpose of the current study was to survey the policies of a national sample of school districts concerning homework. Specific foci of the survey included whether a homework policy had been instituted, if modifications were made in the policy for students with disabilities, the types of homework, the length and frequency of assignments given, and specific communication mechanisms between home and school. A total of 550 surveys were mailed, with a response rate of 48.5%. The results indicated that only 35.2% of school divisions did have a policy on homework, with 64.4% of those policies including modifications for students with disabilities. Findings in terms of frequency and amount of homework assigned, as well as home-school communication mechanisms, are highlighted. The results are discussed within the context of policy development and instructional implications.Homework is a key area of concern in our nations public schools, as well as a central element of collaboration between home and school. The purpose of the current study was to survey the policies of a national sample of school districts concerning homework. Specific foci of the survey included whether a homework policy had been instituted, if modifications were made in the policy for students with disabilities, the types of homework, the length and frequency of assignments given, and specific communication mechanisms between home and school. A total of 550 surveys were mailed, with a response rate of 48.5%. The results indicated that only 35.2% of school divisions did have a policy on homework, with 64.4% of those policies including modifications for students with disabilities. Findings in terms of frequency and amount of homework assigned, as well as home—school communication mechanisms, are highlighted. The results are discussed within the context of policy development and instructional implications.

Treatment Acceptability: Determining Appropriate Interventions Within Inclusive Classrooms

Discusses the likelihood that teachers will accept various interventions for adapting instruction and accommodating students with disabilities in the general education classroom, emphasizing the areas of homework, grading, and testing

Classroom Grading: A National Survey of Policies

Acritical area of concern to teachers, administrators, students, and parents is the evaluation and grading of student performance. the topic of grading takes on added significance when consideration is given to the grading of students with disabilities and to the related effects on collaboration between home and school. A national survey was conducted, with the purpose being to determine the policies of local school districts concerning grading. Specific foci included whether a policy was in effect, if modifications were made for students with disabilities, the nature of grading systems used, and communication mechanisms between home and school. A total of 550 surveys were mailed to school district superintendents, with a response rate of over 40%. The results indicated that a majority of school divisions had a policy on grading in effect and that the policies in effect included modifications for students with disabilities. Trends in terms of grading systems used and communication mechanisms employed are highlighted. The results are discussed in terms of their relationship to home-school collaboration and in the context of integrating students with disabilities into general education.

LEARNING DISABILITIES: AN ADULT DEVELOPMENT PERSPECTIVE

The nature of learning disabilities in adulthood is examined in relation to theoretical models and research related to adult development. This approach is offered as an alternative to the practice of conceptualizing learning disabilities as primarily reflecting the persistence of childhood disorders into adulthood. The basic assumptions of a life span developmental approach are presented, and specific mediating variables influencing adaptation to significant life events are discussed. Recent research on disabled adults is reviewed in terms of its relevance to adult development with an emphasis on a new conceptualization of learning disabilities in adults. Implications are drawn for future research and intervention directions.