James R. Patton

The Role of Special Educators in a Multitiered Instructional System

The nature of special education has changed appreciably over the past several decades. As a result, the role of special educators needs to be examined and further developed to provide the most effective education for all learners at-risk and those with high- and low-incidence disabilities. In this article, the authors discuss five important roles in which special educators should possess skills to collaboratively educate learners at-risk within a multitiered instructional system.

Mental Retardation in the 21 st Century Introduction to the Special Issue

track the history of mental retardation across the century, describing the rise and fall of institutions, examining the impact of the parent movement and the passage of legislation like the Education for All Handicapped Children Act of 1975, and so forth. The changes have been stark, as highlighted by the words of Goddard, who in 1912 wrote his treatise on the Kallikak family and concluded in a chapter titled &dquo;What Is To Be Done?&dquo; that

Educating Students with Mild Mental Retardation

The history of educating students with mild mental retardation has, in essence, been one focused heavily on social competence. This article examines the history of educating students with mild mental retardation and includes discussion of general demographic trends, contextual factors that influenced this process, assessment and instructional practices, and teacher roles and preparation. The article then examines these same features currently and provides recommendations for addressing these areas in the future.

Death Penalty Issues Following Atkins.

In light of the U.S. Supreme Courts 2002 landmark decision in Atkins v. Virginia, a diagnosis of mild mental retardation has taken on a life and death significance for people who are the most deeply involved in criminal justice. As such, each aspect of the mental retardation definition (American Association on Mental Retardation, 2002) is a vital factor to the proper evaluation of individuals being tried for or convicted of a capital crime and who may (or may not) be legitimately diagnosed as having mental retardation. Various professionals who are working in, or are peripheral to, the field of mental retardation must understand how their work continues to play an important role in this process. This article identifies and highlights those factors that help illuminate the courts, the juries, the attorneys, and the public at large to fully comprehend the significance of this disability and its related characteristics.

Differentiating Curriculum and Instruction for English-Language Learners With Special Needs:

Inclusion efforts to meet diverse needs have challenged both special and inclusive educators to modify curriculum and differentiate classroom instruction. This includes inclusive education students and special education students, as well as English Language Learners (ELLs) who have learning or behavior problems. This article discusses the topic of curriculum and its differentiation for ELLs with special needs. Specifically, this article addresses teaching and curricular principles, as well as practices necessary to effectively meet diverse needs in the classroom. This article also includes several checklists or guides to assist educators to become more competent in implementing and differentiating instruction. The ideas and practices presented will assist educators of ELLs to provide culturally relevant implementation and differentiation of mandated educational curriculum.

Special Challenges for Persons with Disabilities in the Criminal Justice System: Introduction to the Special Issue

In this special issue of Exceptionality focused on individuals with disabilities in the criminal justice and correctional systems, we present the challenges that adolescents and adults with disabilities may face in the criminal justice system. We focus on interrogation, prosecution, sentencing, and incarceration.

Charles Dickens and Intellectual Disability

Throughout civilization, the power of the word has significantly influenced and shaped societies. The contributions of writers has been substantial and this is certainly true in the field of intellectual disability. The renowned author, Charles Dickens, spoke of the need for appropriate education and treatment for people with these disabilities. He is notable for his early and prophetic vision of their potential for growth. This paper reviews important examples that were included in his novels as well as in other writings on people with intellectual disabilities. The manuscript places his work in an historical perspective, highlights his contributions to the literature of disability advocacy, and references his relevance to the field of intellectual disability.

Incorporating Popular Literature into the Curriculum for Diverse Learners.

Popular literature can serve many purposes in the inclusive classroom. Magazines written for culturally and linguistically diverse groups can increase the knowledge base of teachers and serve as a resource for lesson planning. These publications may also provide students with an opportunity to learn about high-achieving individuals who come from backgrounds similar to their own. The purpose of this article is to show how teachers can use such magazines in the classroom.

Preparing Educators for Developing Culturally and Linguistically Responsive IEPs

An Individualized Education Program (IEP) is the cornerstone for documenting the appropriate education being provided to students who qualify for special education and related services under the Individuals With Disabilities Education Act. A growing group of students with a disability are students who are culturally and linguistically diverse and addressing the particular needs of this group is essential. This research to practice article examines key issues related to how teachers are prepared to develop culturally and linguistically responsive (CLR) IEPs. Reviews of recent research and literature indicate the need for increased attention in the development of CLR IEPs for diverse learners, with specific implications for contemporary educator preparation.

Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness: EXAMINING IEPS OF ENGLISH LEARNERS

Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs’ diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.