Mary Bay

Implications of the Learning Disabilities Definition for the Regular Education Initiative

This paper reviews the implications of definitions of learning disabilities for the Regular Education Initiative. The review finds that each definition includes reference to minimal brain dysfunction and assumes that children so labeled would show heterogeneous problems. While it is clear that professionals in the field intend for this category to describe children whose learning and behavioral problems are the result of central nervous system involvement, it is also clear that we lack the technology to verify the nature of such involvement. At the same time, however, an empirical data base is being established showing that learning disabled persons differ from normally achieving individuals on brain-related information processes delineated in the definition (e.g., working memory, learning complex rule systems, metacognition). We propose that this heterogeneity (i.e., “developmental imbalances, intraindividual gaps”) makes it unlikely that classroom modifications alone, regardless of a teachers pedagogical skill, will suffice to meet the complex needs of this population of children. Reflections upon the interface between the complexities of learning disabilities and the dynamics of the classroom environment suggest that there is a great deal more to be learned before we can replace special services by the Regular Education Initiative.

Perspectives on Induction of Beginning Special Educators: Research Summary, Key Program Features, and the State of State-Level Policies.

The call to provide beginning special educators with induction support is widespread, due in part to teacher turnover and the need to develop a highly qualified teaching force. The scholarly foundation for induction and the current state of induction support is unclear. In this article, the authors summarize the empirical studies pertaining to induction for special educators, describe key features of effective programs, summarize state-level policy initiatives, and offer recommendations. Findings include the importance of learning more about mentoring, connecting induction to developing good practices that support student learning, and strengthening the research agenda by further developing the list of research questions and using additional methods for data collection and analysis.

Differentiating Children Who Are At Risk for Referral from Others on Critical Classroom Factors

The purpose of this study was twofold: to differentiate children at risk for special education referral from other low achievers, and to differentiate all low achievers from mainstreamed special education students and from average achievers on several classroom factors. These factors included attentiveness, the childs level of involvement in instructional activities, and the type of feedback the child received from the teacher. Results indicated that children in urban classrooms who were at risk for referral were not called on as frequently and did not receive as much corrective feedback from teachers as did other low achievers. In a suburban setting, low achievers were called on more often than average achievers. Implications for classroom practice are discussed.

Teachers Assisting Teachers: A Prereferral Model for Urban Educators

A prereferral model designed to assist general educators in their work with urban children was implemented in two inner city schools. The model consisted of three components: information sharing sessions, peer exchange sessions, and peer coaching teams. The goal of the model was to create a structure wherein teachers could assist each other in the process of analyzing and generating solutions to problems or dilemmas presented by children in their classes who were experiencing learning problems. Interview data suggested that program participants offered more categories of teaching strategies to address childrens problems and identified more successful teaching strategies than did nonparticipants. Referral rates, collected at the end of the school year, indicated that participants referred significantly fewer children than nonparticipants. Finally, as evidenced by their written comments, participants rated all components of the model positively.

Teachers' and At‐Risk Students' Stimulated Recall of Instruction

Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.