Melinda R. Pierson

Academic, Social, and Behavioral Characteristics of High School Students with Emotional Disturbances or Learning Disabilities.

In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD ( n = 49) were compared on nine measures in academic, behavioral, and social domains using multivariate procedures. Results indicated that there were significant differences in the characteristics of these students, with seven of the original nine variables differentiating group membership. In general, adolescent students with LD exhibited higher levels of social competence and lower levels of behavioral problems as compared to adolescent students with ED. Findings also revealed that a substantial percentage of the variance (50%) between adolescents with ED and adolescents with LD could be explained. Furthermore, the variables in this model differentiated between these two groups, with 78.57% of students with ED and 78.95% of students with LD being correctly classified. Limitations of the study are discussed and directions for future research are offered.

Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent. Specifically, adolescents with ED were found to have lower ratings of self-determination than students with LD, with the most pronounced differences evident from the teacher perspective. Furthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed.

Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.

Teacher Expectations of Students’ Classroom Behavior Do Expectations Vary as a Function of School Risk?

Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers’ expectations of student behavior to examine the extent to which school characteristics (e.g., poverty, mobility, enrollment, school level) predicted teacher expectations. Our results corroborated findings of earlier studies indicating that teachers consistently placed greater emphasis on cooperation and self-control skills relative to assertion skills. Contrary to our expectations, we found that the level of school risk did not predict the importance teachers place on cooperation, assertion, and self-control skills. Some prominent differences, however, were found across elementary, middle, and high school levels, highlighting the importance of intentional communication and deliberate planning to help at-risk students transition across grade levels. We discuss limitations and future directions.

Parents’ Perspectives on the Participation of Their Children with Autism in Sunday School

Children with autism are increasingly being identified in society today. With the increased incidence, churches will be called upon to develop programs that will allow for participation of these individuals. This article presents findings from a descriptive study addressing the participation of children with autism spectrum disorder within religious education activities. Mothers attending four churches shared their perspectives on the involvement of their seven children with autism in Sunday school programs. This article discusses common themes regarding church participation, with recommendations for improving the religious and social integration of children with disabilities within religious education programs.

Two high schools and the road to full inclusion: A comparison study:

This article documents a roadmap for developing fully inclusive school sites at the secondary level. Full inclusion is defined as placement in the general education classroom for all students with disabilities. Specifically, two large high schools located in suburban areas attempted to fully include over 300 students identified as needing special services. Students had varying disabilities, but each school attempted to fully include every student. Although one school was an established high school and the other was brand new, both experienced similar benefits and challenges when transitioning to a full inclusion model. This article aims to share specific strategies which contributed to the success of full inclusion at each school site and to discuss challenges that arose during planning and implementation.

Sustaining an International Partnership: An Evolving Collaboration.

Abstract Universities across the United States have an increasing interest in international education. Increasing global awareness through educational collaborations will promote greater cross-cult...

21st Century Inclusive Practices and Policies in Russia

Abstract This chapter chronicles the evolution of Russian academic practices that are designed to support all students in one educational environment. It draws on Russia’s time-honored practices and includes the contemporary global push toward inclusive settings. This dialogue examines the theories that lay the foundation for Russia’s inclusive transformation. The method of examination for this descriptive qualitative work is a general review of historical educational legislation. The objective is to examine the barriers to inclusion as well as to provide a description of best practices and guiding principles. This historical discussion addresses the foundation of education and builds a context for educators to view the process of embracing inclusion. In this chapter, language, parental views and educational practices are all assessed to comprehend the Russian social nuances that impact change.