Joseph Calvin Gagnon

Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators

A nationwide random sample of 179 secondary general education math and special education teachers completed a survey asking them about their use of specific instructional practices to help teach math to students with learning disabilities (LD) and emotional/behavioral disorders (EB/D) and their use of specific assessment accommodations with these students. Although general education teachers were generally more knowledgeable about higher level mathematics content (e.g., algebra) than special education teachers, they were less likely to report that they used specific instructional practices and testing accommodations. The number of methods courses taken by teachers and knowledge of course topics both contributed to the number of instructional practices and accommodations used by teachers.

Juvenile Correctional Schools: Characteristics and Approaches to Curriculum

This study focused on school-level approaches to curriculum, as well as school, principal, and student characteristics in juvenile corrections (JC) schools for committed youth. A national random sample of 131 principals from these schools responded to a mail and on-line survey. No statistically significant differences existed between respondent and nonrespondent schools. Approximately 80% of schools were accredited by their State Department of Education. The primary role of JC schools was to help youth obtain a high school diploma, followed by preparing students for the General Educational Development (GED) test. Approximately 66% of JC schools used a state or local education agency curriculum, while the remainder provided a school-developed or individualized curriculum. More than 50% of respondents asserted that grade level expectations should not be expected of all youth with emotional/behavioral disorders or learning disabilities. Additional results, implications, and recommendations for future research are provided.

Technology-Based Practices for Secondary Students with Learning Disabilities

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

Characteristics of and Services Provided to Youth in Secure Care Facilities

Youth who are incarcerated in secure detention and commitment settings display a complex array of educational, behavioral, and mental health issues that affect the services they require, as well as their responsiveness to interventions. Yet, seldom are these needs understood or taken into account when providing services in secure care settings. In this article, research documenting what is known regarding the characteristics of incarcerated youth is summarized. Current research on the use of evidence-based interventions and services for youth in secure settings is reviewed next. Finally, the limitations of existing research and practice and the use of response to intervention (Rtl) for linking youth characteristics to research-based strategies are discussed.

Curriculum, Assessment, and Accountability in Day Treatment and Residential Schools

This study determined school-level curricular, assessment, and accountability policies and practices in private and public day treatment and residential schools for elementary-age children with emotional or behavioral disorders (E/BD). A national random sample of 271 (56.45%) principals and 229 (47.70%) teachers responded to a mail survey. No significant differences existed between teacher and principal reports of school-level curricular, assessment, and accountability policies. However, several statistically significant differences existed in school policies for schools that served students from a single district and those that served students from across a single state or more than one state. Across all schools, teachers and principals indicated a prescribed school curriculum was common. District and state standards and student individualized education programs (IEPs) were used to receive information on curriculum of local schools. Approximately two-thirds of all of the schools administered district and state assessments and most schools used their states accommodations guidelines. Assessment results were frequently reported to parents, teachers, and used to adjust instruction and curriculum. Implications and suggestions for future research are provided.

Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics:

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d) preparation to use and frequency of use of effective instructional strategies; and (e) factors contributing to the use of effective instructional strategies. The number of methods courses taken by teachers uniquely and significantly contributed to the number of effective instructional approaches that both general and special educators reported using. Significantly more special educators than general educators reported the use of specific, empirically validated instructional practices. Additional results, implications, and suggestions for future research are provided.A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d) preparation to use and frequency of use of effective instructional strategies; and (e) factors contributing to the use of effective instructional strategies. The number of methods courses taken by teachers uniquely and significantly contributed to the number of effective instructional approaches that both general and special educators reported using. Significantly more special educators than general educators reported the use of specific, empirically validated instructional practices. Additional results, implications, and suggestions for future research are provided.

Preparing Students with Disabilities for Algebra.

C-S-A) instructional sequence

State-Level Curricular, Assessment, and Accountability Policies, Practices, and Philosophies for Exclusionary School Settings

The purpose of the current study was to obtain a more comprehensive understanding of state-level policies and practices concerning youth with disabilities in secondary day treatment and residential (DTR) schools, as well as juvenile correctional (JC) schools for committed youth. A survey of state directors of special education or their designees focused on curricula, assessment, and accountability in these school settings. State-level administrators from 49 states and the District of Columbia responded to mail and online surveys. They reported that approximately one third of DTR schools and half of JC schools used state or district curricula. Moreover, although most respondents noted that students should participate in state assessments, only one third noted that DTR or JC schools were supervised to a great extent to ensure the alignment of curricula and assessments. Implications for policy and practice and suggestions for future research are discussed.The purpose of the current study was to obtain a more comprehensive understanding of state-level policies and practices concerning youth with disabilities in secondary day treatment and residential (DTR) schools, as well as juvenile correctional (JC) schools for committed youth. A survey of state directors of special education or their designees focused on curricula, assessment, and accountability in these school settings. State-level administrators from 49 states and the District of Columbia responded to mail and online surveys. They reported that approximately one third of DTR schools and half of JC schools used state or district curricula. Moreover, although most respondents noted that students should participate in state assessments, only one third noted that DTR or JC schools were supervised to a great extent to ensure the alignment of curricula and assessments. Implications for policy and practice and suggestions for future research are discussed.

Elementary Day and Residential Schools for Children With Emotional and Behavioral Disorders Characteristics and Entrance and Exit Policies

Limited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of first-through sixth-grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation, length of school year) and (b) current school-level entrance and exit policies. A random sample of 480 principals from public and private day treatment and residential schools were mailed a survey. A total of 271 (56.45%) principals responded. The results indicated that schools relied on a behavioral philosophy, maintained a balance between education and therapeutic issues, and were commonly accredited by state departments of education. Furthermore, few schools had specific policies related to follow-up of students after discharge. The implications of these findings are discussed.

Mathematics Instruction in Secondary Interim, Short- and Long-Term Alternative School Placements.

Some of our most challenging youth are educated in interim, short-, and long-term alternative school settings. Many of those youth have emotional disturbances and learning disabilities and have experienced academic and social failure in other school settings. Federal mandates require teachers to provide mathematics instruction to those students with disabilities that is consistent with regular public schools. Student characteristics and institutional barriers however, make that a difficult task. In this article, the authors highlight significant issues that affect instruction for secondary school-aged youth in exclusionary school settings. The authors also provide specific examples of effective instructional approaches in mathematics, such as enhanced anchored instruction, hands-on activities, and other integrative approaches.