Katherine Mitchem

Research on Computer-Mediated Instruction for Students with High Incidence Disabilities

In this literature review, the effects of computer-mediated instruction on the learning of students with mild and moderate disabilities are synthesized from 1996 onward that extends our previously published synthesis for the period 1987–1995. Empirically based findings are reviewed and discussed in the basic skills areas of reading, writing, and mathematics, as well as in the content areas of social studies and science. Results are interpreted and discussed regarding traditional teaching methodologies in special education as well as changes in the instructional ecology and expectations for students created by the inclusion movement and reforms in general education. Limitations found in the reviewed studies are described and future directions for research in special education technology for students with high incidence disabilities are identified.

Concept Mapping as a Research Tool to Evaluate Conceptual Change Related to Instructional Methods

Concept maps are commonly used in a variety of educational settings as a learning aid or instructional tool. Additionally, their potential as a research tool has been recognized. This article defines features of concept maps, describes the use of pre- and postconcept maps as a research tool, and offers a protocol for employing concept maps as an effective research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided from a study that used concept maps to investigate the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction. Support for concept maps as a research tool to evaluate learning and growth in knowledge are provided with specific procedures for creating a concept map quality scoring system.

Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education

Current legislative mandates for schools to bring all students to the proficient level on state content standards by 2014 have been both commended and criticized by stakeholders across the nation. Schools are expected to meet this challenge by employing only highly qualified teachers who are well versed in content and the use of evidence-based practices. They must document adequate yearly progress toward proficiency for all students, including those with disabilities. Most groups praise the accountability that accompanies these mandates; however, concerns have been voiced by some educators about their impact on rural schools as well as their implications for special education services. Various stakeholders in rural areas across the country were surveyed to examine the perceived impact of the NCLBA mandates for highly qualified teachers and adequate yearly progress. Qualitative research methods were used to analyze responses to open-ended questions asking participants to expand on special education issues related to qualifications of highly qualified teachers, documentation of adequate yearly progress and other general concerns. Some common themes emerged related to the unique circumstances of rural schools as well as the potential impact of NCLBA on rural special educators and special education programs.

No Child Left Behind: A National Study of Its Impact on Special Education in Rural Schools

Under the most recent national mandates, the No Child Left Behind Act (NCLBA) and the newly reauthorized Individuals with Disabilities Education Improvement Act (IDEIA), schools must bring virtually all students to the proficient level on state content tests within the next decade. Schools are expected to meet this challenge by employing only highly qualified teachers who are well trained to use evidence-based practices beginning next year. Serious concerns have been voiced by a variety of stakeholders about the impact of these mandates on rural schools as well as about their implications for special education services. Various stakeholders in rural areas across the country were surveyed to examine the perceived impact of the NCLBA mandates for highly qualified teachers and annual yearly progress and inform the debate on policies and practices associated with their implementation in rural schools. Results indicated that a majority of participants believed that NCLBA would have a negative impact on rural schools and that rural schools would have difficulty meeting the accountability and quality provisions of the Act in the area of special education.

The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying University of Missouri—Columbia instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that how multimedia cases are integrated into courses makes a difference in case-based learning outcomes and that these differences are evidenced in both quantitative and qualitative data. Overall, significant learning occurred for all instructional implementation groups with one exception—limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.

Electronic Performance Support Systems: An Assistive Technology Tool for Secondary Students with Mild Disabilities:

This article presents the results of a qualitative study investigating the usability and perceived effectiveness of StrategyTools™, an electronic performance system support designed for secondary students with mild disabilities to use independently in classroom and home situations. The StrategyTools software contains 39 computerized research-based strategy tools to support learning, behavior, and transition in high school and beyond. Two special education teachers each used the software with their high school students for one semester. Interviews were subsequently conducted with the two teachers and four students with behavior disorders who used the software. Interview responses were analyzed inductively for themes related to benefits, concerns, and usability. Design features of the software, the systems to support use of the software, and results of the qualitative analysis are reported. Recommendations for future research and suggestions for use of the StrategyTools software and support system are provided.

A Classwide Peer-Assisted Self-Management Program: Adaptations, Implications, and a Step-by-Step Guide for Rural Educators

Nationwide, teachers and administrators alike note that classroom management is one of their top rated concerns and a key reason for their reluctance to include students with disabilities in their classrooms (Schumm & Vaughn, 1995). In rural states this problem is exacerbated by shortages of trained personnel (Helge, 1992) resulting in students with special needs having little or no access to trained special educators or being served by a succession of untrained teachers and aides (Ludlow, 1998). Teachers legitimately question how they can cover the content necessary to meet state testing standards when faced with frequent disturbances in the classroom by disruptive and off-task behavior, defiance, and non-compliance. This paper describes a practical classwide self-management program that shifts the responsibility for managing behavior back to the student and allows the teacher to focus on instruction. Step-by-step instructions on how to implement the program and tips for troubleshooting are provided.

Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer

This article reports findings from a follow-up study of teacher education students who utilized multimedia cases in coursework in preparation for teaching students with emotional/behavioral disorders. The purpose of the study was to examine the extent to which knowledge, skills, and attitudes gained through multimedia case-based instruction were maintained following coursework with the cases and transferred to discussions of classroom practice. Research subjects included 16 students who agreed to participate in an online follow-up support group during the two semesters after their use of multimedia cases in their teacher education courses. The independent variable was testing condition (postinstruction versus follow-up Semester 1 versus follow up Semester 2). Dependent variables included the breadth of concept (nodes), the interconnectedness of concept (links), and the quality of content contained in concept maps completed at preinstruction, postinstruction, and two follow-up points in time. Results indicated that conceptual change occurred between preinstruction and the first follow-up phase, and these changes in conceptual knowledge were maintained during the follow-up period while participants were employed in schools. Qualitative data provide a rich understanding of the study findings by relating transfer of knowledge, skills, and attitudes to the prior case instruction and scaffolds embedded in the cases.

Using Electronic Performance Support Systems to Improve Academic Performance of Secondary Students with Disabilities

A key challenge in secondary education and transition is ensuring that students with disabilities are prepared to access and participate in postsecondary education. Electronic performance support systems offer potential for addressing needs of secondary students who are at risk for failure or who encounter challenges in school due to high-incidence disabilities. The purpose of this study was to investigate the effects of training and implementation of an electronic performance support systems on targeted IEP goals for ninth and twelfth grade students with disabilities. A series of multiple probe designs was used to examine the effectiveness of tool usage across four ninth grade students and four twelfth grade students as well as to investigate tool usage across settings (training, academic, and transition) for each student. This study demonstrated an improvement in target behaviors when the intervention was introduced in the training setting for ninth grade and twelfth grade students with high-incidence disabilities. In addition, each student showed some improvement in the target behavior when the intervention was implemented across settings. The authors discuss limitations along with implications for future research and practice.

Can technologies make a difference for hospitalized youth: Findings from research

Children and youth who are hospitalized for a short or long term become socially isolated from their family, school and classmates. As their isolation increases, so does their vulnerability as a result of disrupted schooling. Research studies suggest different ways of using technologies to overcome this isolation and support children during this critical time of their lives. With technology for children in hospitals becoming increasingly commonplace, evaluating how it is used and its impact on childrens learning and well-being is necessary. In this paper, we systematically evaluated existing research on use of technologies for communication, support and educational purposes and its contribution to the well-being of hospitalized children. A rigorous selection process yielded 14 research articles meeting the following criteria: empirical studies, using technologies for network of support, targeting hospitalized children and adolescents and targeting learning or social and emotional well-being in the last decade. This review indicates that the use of technologies with children and youth in hospitals generally increased their potential for learning and improved connectivity with school. Our findings revealed that implementing digital pedagogies and creating online communities were helpful but underutilized features in the research.