Lori Korinek

Where is Special Education for Students with High Prevalence Handicaps Going

In recent years, more than 4 million handicapped students received special education services supported in part by federal monies supplied for compliance with provisions specified in Public Law 94–142. The numbers of different types of handicapped students served was the focus of this research. Data from 50 states indicating the proportion of students classified in 10 categories of exceptionality were compiled and analyzed. Analysis of average percentages of students served in each handicapping condition for the 1978–1982 time period indicated consistent increases in numbers of learning disabled students, consistent decreases in numbers of speech impaired and mentally retarded students and relatively constant numbers of emotionally disturbed students and students with physical handicaps. Similar trends were evident when data were analyzed across geographical regions of the country; however, considerable variability in numbers of students classified was evident when data from individual states were analyzed. The significance of the findings was discussed with regard to alternative answers that arise when considering what the data mean and what professionals can and should do about them.

Listening to Student Voices

Abstract This study explores the perspectives of rural and suburban adolescents on the nature of schools, teaching, and leadership that influences learning. Middle and high school students with and without disabilities offer relevant insights to educators who are seeking to promote greater engagement, community, and success in their schools. Results suggest that student voices can be a powerful tool for school improvement.

Creating Classroom Communities and Networks for Student Support

This article describes the rationale and strategies for establishing community support and a sense of belonging for diverse students in inclusive settings. Techniques for creating community, friendship activities, peer supports, and disability awareness are discussed in the context of providing a network of supports to meet a variety of needs. This student support network includes schoolwide, academic, social/emotional, student-to-student, and community-school supports and is designed to provide opportunities for all students to contribute as well as to receive support needed for success in inclusive programs.

IEPs for Cooperative Teaching: Developing Legal and Useful Documents

Suggests that the development of IEPs should reflect cooperative teaching efforts

The Evolution Toward Lifelong Learning as a Critical Transition Outcome for the 21st Century

Forces including legislation, policy, standards-based educational reforms, and changing economic and social conditions have dramatically altered the conversation and practices around postsecondary transition. This article traces the development of postsecondary transition as it is reflected in the professional literature and federal legislation since 1975. Over time, increasing expectations, access, and outcomes for students with disabilities are moving the goals for transition toward postsecondary education and lifelong learning to help graduates achieve continuing success in employment and adult life.

Improving Educational Opportunities for Students with Disabilities Who Are Homeless.

Abstract Students who are homeless constitute a unique subset within todays school population; those who also have disabilities face even greater challenges. This article highlights the uniaue needs of students with disabilities who are homeless, legislative mandates for serving these students (the McKinney Act and the Individuals with Disabilities Education Act), and promising practices for overcoming educational and institutional obstacles to service delivery. Suggestions will focus on developing collaborative relationships at multiple levels, creating responsive systems through staff development and procedural revisions, and providing students with the social and instructional support they need to be successful.

An Investigation of Intervention Assistance Teams at a Preservice Level

The inclusion of special education students in the general education mainstream has created a need for consultation services to meet their educational needs. The intervention assistance team (IAT) provides assistance to students within the general education classroom through collaborative efforts among school personnel from various disciplines. The purpose of this article is to present a methodology for investigating the effectiveness of various aspects of multidisciplinary IATs that was developed as part of a larger interdisciplinary preservice training project. The application of this methodology provided information on the participation and influence across members of preservice intervention assistance teams. The benefits of this methodology are discussed.

Supporting Student Self-Regulation to Access the General Education Curriculum.

During a fall co-planning meeting, Ms. Williams (fourth-grade teacher) and Mr. Garcia (special education co-teacher) were discussing three students with disabilities who were exhibiting challenging behaviors. Peter, who has a learning disability in reading, gives up easily and seldom completes tasks. Juan, a student with attention-deficit hyperactivity disorder (ADHD), has difficulty with organization. Mara, who has autism spectrum disorder, has difficulty with changes in classroom routines and transitions, resulting in frequent outbursts. Ms. Williams said, “For goodness sake, they are in fourth grade and should be developing responsibility—how will they ever learn!?”

Promoting Self-Determination Throughout the FBA/BIP Process

Student behavior that interferes with teaching and learning remains a major concern for educators. In-school and postschool outcomes for students with challenging behaviors are among the poorest. Many of these students require a functional behavioral assessment and intervention plan to become more successful. Externally-driven behavior change programs, however, may do little to increase students’ self-regulation or preparation for greater independence. The purpose of this article is to propose and describe an integrated approach and resources for addressing self-determination skills within the essential steps of the functional behavioral assessment and intervention plan to help educators better support student growth in both arenas.

Questioning Teacher Feedback Practices: What Goes on in Special Classes?

Teaching is the systematic presentation of content assumed necessary for successful progress in school. In recent years, professional understanding of the principles of successful teaching has substantially increased. Teacher feedback is among the variables identified as important in studies of effective teaching practices. Little is known about the characteristics of instruction provided in special education classrooms. The focus of this research was an analysis of teacher feedback provided in self-contained special education classes serving students classified as learning dsabled, emptionally handicapped, or mentally retarded. Forty teachers in self-contained special education classes were observed during various academic instructional periods. No differences were indicated in the extent to which different types of teachers provided feedback to their students. Questions about the appropriateness of categorical grouping of students for instruction are evident in the findings of this research.