Lynn Ahlgrim-Delzell

Research on Reading Instruction for Individuals with Significant Cognitive Disabilities

This article presents the results of a comprehensive review of 128 studies on teaching reading to individuals with significant cognitive disabilities. The review compared these studies against the National Reading Panels components of reading; although it revealed an inadequate consideration of the components of reading, it found strong evidence for teaching sight words using systematic prompting and fading. The reviewers considered not only the number of studies, but also indicators proposed for evidence-based practice and effect size. This study identified some high quality studies with strong effect size for comprehension and fluency, but only one phonics study was strong in both quality and effects. Additional research is needed to promote broader skills in literacy for this population.

A Meta-Analysis on Teaching Mathematics to Students with Significant Cognitive Disabilities

This article reports on a comprehensive literature review and meta-analysis of 68 experiments on teaching mathematics to individuals with significant cognitive disabilities. Most of the studies in the review addressed numbers and computation or measurement. Within the computation studies identified, most focused on counting, calculation, or number matching. For the measurement studies, nearly all focused on money skills. Of the 54 single subject design studies, 19 were classified as having all quality indicators for research design (13 representing the National Council of Teachers of Mathematics Measurement standard and 6 representing the Numbers and Operations standard). These studies offer strong evidence for using systematic instruction to teach mathematics skills and for using in vivo settings.

Using Time Delay to Teach Literacy to Students with Severe Developmental Disabilities

A review of the literature was conducted for articles published between 1975 and 2007 on the application of time delay as an instructional procedure to teach word and picture recognition to students with severe developmental disabilities in an effort to evaluate time delay as an evidence-based practice. A total of 30 experiments were analyzed using quality indicators for single-subject design research. In general, we found that time delay was an evidence-based practice for teaching picture and sight word recognition supported by standards for evidence-based practice proposed by Horner et al. (2005). We discuss lessons learned in summarizing a body of literature to define an evidence-based practice and suggestions for better defining the practice.

Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate statistically significant interaction effects for the treatment group for two research team-designed measures of early literacy (the Nonverbal Literacy Assessment and a pretest/posttest for the experimental curriculum). Significant interaction effects were also found for two standardized measures (Peabody Picture Vocabulary Test III and Memory for Sentences of the Woodcock Language Proficiency Battery). Implications and future research needs are provided.

Effects of Training in Universal Design for Learning on Lesson Plan Development

The effects of training in Universal Design for Learning (UDL) on lesson plan development of special and general educators in a college classroom environment were investigated. A true experimental group design with a control group was used for this study. A one-hour teacher training session introduced UDL to the experimental group; the control group received the intervention later. A three-factor analysis of variance with repeated measures was completed for each of the dependent variables (i.e., UDL lesson plan). Differences were found between pretest and posttest measures for both treatment groups for special education and general education teachers. The results suggest that a simple introduction to UDL can help teachers to design a lesson plan accessible for all students.

The Alignment of Alternate Assessment Content with Academic and Functional Curricula

The 1997 amendments to the Individuals with Disabilities Education Act required states to provide access to the general curriculum and alternate assessments for students with disabilities who were unable to participate in statewide assessments. For this study, we examined the curricular focus of alternate assessments using performance indicators in math, language arts, and functional skills from 31 states. Experts in math education, language arts, and severe disabilities, along with a group of stakeholders (i.e., teachers and administrators), examined the performance indicators relative to their alignment to national standards and curricula. Experts and stakeholders identified states that had alternate assessment performance indicators that were clearly aligned to math or language arts and those that did not. A subgroup also considered the functionality of the indicators. Through a series of discussions, experts and stakeholders identified features of the performance indicators that exemplified alignment with general or functional curricula, including specificity of content, wording, required response, and grade-or age-level appropriateness. The results suggest that alternate assessments have a strong focus on academic skills but also reflect an additive curricular approach linking academic and functional skills.

Literacy for Students With Severe Developmental Disabilities What Should We Teach and What Should We Hope to Achieve

The purpose of this article is to propose a conceptual foundation for early literacy instruction for students with severe developmental disabilities. The two primary outcomes in the conceptual model are (a) enhanced quality of life through shared literature and (b) increased independence as a reader. Guidelines are offered for promoting shared literature by increasing opportunities for accessing literature and teaching access skills to students. For increasing students’ independence as readers, recommendations are provided on teaching the components of reading outlined by the National Reading Panel. The proposed model will help develop guidance on the strategies for literacy instruction for students with severe developmental disabilities.

What We Know and Need to Know about Alternate Assessment

This article reviews promises, practices, and provisos of alternate assessment as a basis for illustrating what we know and what we need to know about measuring progress of students with disabilities in statewide assessment programs. In 19 data-based studies, professionals have begun to document the impact that alternate assessment is having on school reform and policy in general and to expectations, access to the general curriculum, and instruction for students with disabilities, especially those with significant cognitive impairments. At this juncture, there are insufficient data to report with confidence that alternate assessment will live up to its promises. Based on the data at hand, we offer recommendations for future research and a clearer focus on what we need to know to improve the outcomes of alternate assessments.

A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators

Both the Individuals with Disabilities Education Act 1997 and the No Child Left Behind Act (2002) require the provision of an alternate assessment for students who cannot participate in state or district assessments with accommodations. Most states have defined performance indicators for these alternate assessments linked to their state standards. In this article, we consider five curricular philosophies (i.e., developmental, functional, social inclusion, self-determination, and academic) for students with severe disabilities and analyze how they are reflected in the performance indicators of states selected from an earlier study on curricular alignment. Overall, these states reflected a blend of academic and functional philosophies in defining reading and math performance indicators with few examples of social inclusion, self-determination, or developmental philosophies. The predominance of an academic philosophy was especially evident in states that experts and stakeholders identified as having performance indicators with clear links to language arts and math. These findings are discussed with recommendations for how to teach skills linked to state standards to students with severe disabilities.

Principals' Knowledge of Fundamental and Current Issues in Special Education.

The purpose of the study is to determine the comprehensive knowledge base of national secondary principals related to special education issues. Using a survey developed from the empirical and conceptual literature for assessing fundamental and current issues in special education, data were collected from a national sample of secondary school principals. Overall, principals report being well informed in fundamental issues. Although the relationship between demographics and knowledge produced mixed results, principal practices have a positive relationship with knowledge of special education issues.