Mary Lou Duffy

The Effects of "Bug-in-Ear" Supervision on Special Education Teachers' Delivery of Learn Units.

Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using “bug-in-ear” technology to coach them to deliver effective instructional interactions: “learn units.” Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic “bugs.” For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers.

Inclusion and Graduation Rates: What Are the Outcomes?

In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether current educational policy is resulting in successful outcomes for students. This study examined the records of 67,749 students with mild disabilities in Georgia during a 6-year period to determine the effects of inclusion (i.e., the amount of time spent in general education classrooms) on graduation rates. Results indicated a 62% increase in the percentage rate in inclusion for students with mild disabilities, while graduation rates for students with mild disabilities have remained stable (+0.4%) at less than 30%.

Supporting Students With Autism Spectrum Disorders in Inclusive Settings

With ongoing collaboration among general education teachers, special education teachers, related services professionals, and parents, students with autism spectrum disorders (ASDs) can receive a quality education alongside their typically developing peers. This article provides strategies to promote the successful inclusion of students with ASDs in general education classrooms. The suggestions provided are categorized by preventive, supportive, and corrective strategies and techniques. These strategies can provide general education teachers with a set of tools that enable them to be proactive in preventing behavior, academic, and social problems; enhance instruction and enable students to reach their full potential; and address problems if and when they do arise. Special emphasis is given to strategies to increase active engagement in instructional activities.

Response to Intervention: General or Special Education? Who Is Responsible?.

Abstract Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of RtI as an assessment tool begins in the general education classroom, the following question remains: Are general educators aware of the development and implementation of RtI as a process for assessing and, eventually, possibly placing students into special education? The purpose of this study was to review the literature to answer the following two questions: 1. To what extent is RtI evident in the professional literature of educator groups (teachers, administrators, and teacher educators) who will be responsible for implementing these school practices? 2. What is the nature of the published literature (concept papers, assessment practices, instructional practices, and research) on RtI?

Using Portfolios To Foster Independent Thinking.

The development of student self-evaluation skills is an important issue. In this article, the authors present a process for using portfolio assessment to encourage critical thinking and decision making by students. Portfolios are used for developing the reflectivity students need to make sound decisions about the quality of their products and selection rationale. Included are student perceptions about the value of portfolio assessment and its effect on student learning.

If You Build It and They Still Don't Come: Effective versus Successful Alternative Teacher Preparation

Abstract The continuing shortage of special education teachers, combined with increased ideological critiques of teacher education programs, has spurred the growth of alternative models of teacher preparation. Only recently have professional standards for alternative models been proposed. This paper summarizes two years of a program based on professional standards. External influences, internal design, and implementation elements are presented. Results suggest that there is value in distinguishing between the effectiveness of alternative programs and their success.

Policy and Systems Change: Planning for Unintended Consequences

Abstract Planning for policy implementation is as important as the implementation itself. A policys intent can be subverted by the way the policy is implemented, or when unanticipated outcomes take precedence over the true intent. This article presents three cases of specific instances of unintended outcomes from policy implementation and presents a model to assist educational reformers in minimizing the impact of unintended negative consequences. The article provides policy makers with a means to predict the full array of outcomes—both intended and unintended—when promoting educational reforms that affect the implementation of new practices and policies.

Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger’s Syndrome

Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.

Reference Desk: Functional Assessment in Secondary Education: Connecting Formal and Informal Assessment

Recently, focus in secondary special education has shifted from a single preparation track to multifaceted outcome focused programs. No longer is it enough to assess only the academic achievement of students with special needs or only the vocational skills of students with special needs. A combination of assessment information describing the education, employment, and independence accomplishments is necessary for tong-

Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper–Pencil Assessments

Many schools use computer-based testing to measure students’ progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an investigation of a reading strategy on comprehension of expository and narrative text; comprehension was assessed using both paper- and computer-based tasks. Results showed that students increased their learning strategy use and reading comprehension accuracy when using the strategy on computer-based assessments with expository text. Also students generalized their strategy use to paper–pencil assessments with narrative text. Reading comprehension of narrative passages also increased. The results suggest the value of teaching a reading strategy to students who struggle with both paper–pencil and computer-based assessments of comprehension.