Pamela Williamson

Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings

The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Educating Students with Mental Retardation in General Education Classrooms

Empirical evidence and federal mandates support the notion that students with mental retardation (MR) should spend some or much of the school day in general education classrooms. This study investigated trends in state-level rates for placing students in different educational settings between 1989–90 and 1999–2000. The research utilized state-reported data published in the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Results indicate that during the 1990s (a) identification rates remained stable, (b) the proportion of students labeled with MR placed in general education classrooms for some or much of the school day increased from 27.3% to 44.7%, (c) placement in separate settings decreased from 72.7% to 55.3%, and (d) the proportion of students with MR placed in separate facilities decreased by 46%. Evidence also suggests that the U.S. has reached a plateau in educating students with MR in general education classrooms. Implications and suggestions for future research are provided.

Linking Cognition and Literacy in Students with Autism Spectrum Disorder.

autism. He is in the sixth grade in a large urban school district. Although Connor’s schedule changes depending on the academic content covered and his individual needs, he receives instruction in the general education classroom for half of the school day with support (i.e., peers, paraprofessionals, special education teacher). He has a strong interest in transportation, especially street signs and maps. He enjoys socializing but struggles to find peers who have similar interests. He is happiest playing with his truck collection, watching T.V. (a select few episodes of certain shows related to his special interest), or playing a few online computer games. Connor has difficulty when situations have outcomes other than what he predicted or would like to happen. Connor communicates verbally, but he often needs directions, questions, and comments repeated several times in novel situations. He decodes on a fourth-grade level but struggles with comprehension. In routine situations, Connor can complete three to four tasks independently when he is first given verbal directions. Literacy skills, especially silent reading comprehension, serve as the foundation for learning, independence, and quality of life for all individuals (Carnahan & Williamson, 2010; Hanser & Erickson, 2007). It is well documented that students on the autism spectrum have difficulties with reading comprehension even though they demonstrate adequate decoding skills (Chiang & Lin, 2007; Nation, Clarke, Wright, & Williams, 2006). Unfortunately, communication differences influenced by the cognitive style of these students’ teachers may limit the scope of literacy instruction these students receive (Mirenda, 2003). This article provides a framework that considers the cognitive style and the relationship of that style to reading comprehension and provides suggestions for supporting reading comprehension for learners with autism spectrum disorder (ASD).

A Systematic Approach for Supporting Paraeducators in Educational Settings: A Guide for Teachers.

cial education teacher’s staff meeting about the challenges in their classrooms. Despite being veteran teachers with experience with students with significant disabilities, their biggest challenge was in the supervision of the many paraeducators who worked in their classrooms. Although they both felt they had described the paraeducators’ responsibilities, they still weren’t satisfied with how their classrooms were running. They continually found that they had forgotten to tell the paraeducators some critical piece of information or that they had not clearly articulated the rationale for activities throughout the school day. These miscommunications often led to disorganization or worse—the students not having the quality experiences they needed to be prepared for their futures. Both Tami and Nora often felt frustrated or disappointed.

Reading Comprehension Profiles of High-Functioning Students on the Autism Spectrum: A Grounded Theory:

Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7–13 with ASD read 16 passages at their instructional reading level. Passages varied by genre, length, and picture support. Sessions were audio-recorded, transcribed verbatim, and then analyzed using open coding, axial coding, and selective coding. The grounded theory resulted in 3 comprehension profiles including imaginative, strategic, and text bound. Future research and implications for classroom interventions are discussed.

Using Technology to Support Balanced Literacy for Students with Significant Disabilities.

has spent the past 5 years working with students with significant disabilities who are now fourth graders. Four of her students use augmentative communication systems, such as dynamic screen devices and picture-based systems. Though her students are generally making adequate progress toward mastering skills related to their individualized education program (IEP) goals, Mrs. Miller is concerned about her language arts (LA) instructional delivery. Her LA instruction typically involves reading a new book to her students every day in a small group setting. At the end of the small group, all of the students practice reading sight words aloud or tracing the sight words on a worksheet. One of her students, Mike, has difficulty completing these tracing tasks because of his poor fine motor skills. Another student, Tracy, can read the sight words, but has difficulty answering simple questions about the stories. Mrs. Miller believes that she should alter her LA instruction to meet the needs of all her students while supporting meaningful literacy skills, but she does not know where to begin. She wonders how to integrate available technology, including the interactive whiteboard, a projector, iPod Touches, and two classroom computers, to enhance her LA instruction.

Supporting New Teachers of Students With Significant Disabilities Through Virtual Coaching A Proposed Model

New teachers of students with significant disabilities are expected to use evidence-based practices that build academic and functional skills from their first day on the job. Yet, these teachers may struggle with applying information learned in their preservice coursework to their daily instructional practices. One widely accepted means of supporting new special educators is mentoring and coaching. However, geographic and time constraints often limit the amount and quality of mentoring and coaching. This article provides a framework of virtual coaching for supporting new teachers working with students with significant disabilities in a way that addresses these access to coaching issues and describes means of incorporating multiple, integrated online technologies.

Improving Comprehension of Narrative Using Character Event Maps for High School Students With Autism Spectrum Disorder

Few studies examine specific interventions for increasing narrative text comprehension for students with autism spectrum disorder (ASD). However, both the cognitive reading profiles common in ASD and the focus on access to complex text for all learners suggest the need for interventions to support narrative text comprehension. Using a multiple baseline design, the current study examined the effectiveness of an intervention package that included scaffolded completion of a character event map paired with a review of the previous session’s map to make a prediction about the coming chapter on the narrative text comprehension of three male adolescents with ASD. There was an immediate change in comprehension scores for all three participants during intervention. Comprehension for all participants remained high through intervention and follow-up. Implications for research and practice are addressed.

An Investigation into the Nature of Inclusion Problem-Solving Teams

This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed.