Robin H. Lock

Infusing a Teacher Preparation Program in Learning Disabilities with Assistive Technology

A recent trend in the fields of special education, rehabilitation, and technology is the development and implementation of assistive technology (AT) devices and services to assist individuals in compensating for disabilities and/or utilizing functional capabilities to meet environmental demands. AT devices and services have major implications for individuals with learning disabilities (LD) regarding life span issues, environmental and curricular accessibility, and compensatory strategies. Faculty members in higher education who are responsible for designing teacher preparation programs in LD must explore ways to structure curricula, methodologies, and practica to better prepare teachers to work with students who use AT devices to compensate for their specific learning disabilities. The purpose of this article is to describe curriculum design steps and barriers to and solutions for infusing LD teacher preparation programs with assistive technology.

Succeeding in Postsecondary Ed through Self-Advocacy.

entering college or other postsecondary institutions in droves, but often find programs lacking in the accommodations they need; indeed, these young adults are often unaware of exactly what they need for success in higher education. Because most instructors and counselors are unfamiliar with the needs and requirements of students with disabilities (see box, “The Increasing Need”), students must learn to be their own advocates. This article shows how these young adults can determine their cognitive strengths and weaknesses and develop their own “Self-Advocacy Plans.” We worked with a group of students with learning disabilities to develop such plans, and then to apply their written plan as an advanced organizer for guiding discussions with individual professors. They developed the advanced organizer to enhance their discussions with professors and to reach a shared understanding of the student’s learning characteristics and his or her critical accommodation needs.

Use Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind

dates the nationwide development of state accountability assessment plans for all school districts and students. The bill also requires that the results of these assessments be made available in terms of individual, school, and statewide progress reports. School districts and schools failing to make adequate progress toward statewide proficiency goals must provide supplemental services for their students. These services may include free tutoring, afterschool assistance, and widespread instructional changes in the daily delivery of curriculum. In addition, each state is required to develop statewide curricular goals and objectives that are measured yearly using a state-developed achievement measure. Progress for students with special needs is also included in this accountability system. In some states, specific guidelines for determining the use of the state-mandated assessment device contain provisions for on-grade-level assessment, below-grade-level assessment, the use of accommodations and modifications during assessment, and the need for student assessment of non-state-guided curricular expectations as delineated in the Individualized Education Program (IEP). While much attention has been given to the development of the state-mandated guidelines for determining accommodations and modifications, many states have encountered difficulty in establishing the appropriate level for assessing students with disabilities receiving special education services on the state-mandated assessment. One state provides IEP teams with several choices when deciding upon the appropriate expected achievement level for students with disabilities receiving special education services. These choices include

Provide Structure for Children With Learning and Behavior Problems

Establish clear physical and visual boundaries: Children with learning and behavior problems are better able to understand what is expected of them when there is a specific context to a room or table (i.e., physical education takes place in the gym, snack activities are always eaten at the round table, centers are used for reading, etc.). If an area is used for more than one activity, change the way the area or table looks (e.g., cover the table with a table cloth for snack and uncover it for math).

Isolating Intrinsic Processing Disorders from Second Language Acquisition.

Abstract Differentiating intrinsic processing disorders from extrinsic factors, such as cultural differences and language acquisition proficiency, is a complex issue. Students with limited English proficiency (LEP) may be mistakenly identified as learning disabled due to inherent similarities between intrinsic processing deficits and the process of second language acquisition. The need for evaluation instruments to separate these discrete factors is critical. The Learning Disabilities Diagnostic Inventory (LDDI) is a recently published observational tool designed to help teachers detect possible intrinsic processing disorders. This study compared LDDI results of non-disabled students with LEP and those who were English-speaking to determine the frequency of intrinsic processing likelihood. Results of the study indicated that non-disabled students with LEP were over-identified as having intrinsic processing deficits through this process. Upon examination of individual LDDI protocols, the over-identification issue focused on the need to train educators concerning second language acquisition characteristics rather than simply discarding the LDDI as a possible tool.

Influence Vocabulary Acquisition for English Language Learners

hension are key for second language learners. Indeed, when students are taught vocabulary in an explicit manner, their reading comprehension improves (Beck & McKeown, 1991; Beck, Perfetti, & McKeown, 1982; National Institute of Child Health and Human Development, 2000). By the end of second grade, there is a 4,000 word difference in vocabulary knowledge between readers in the upper quartile and those in the lowest quartile of the class (Biemiller & Boote, 2006). This gap in vocabulary and reading achievement widens in later school years (Baker, Simmons, & Kame’enui, 1995). Classrooms across the nation have English language learners (ELLs) who are learning to hear, speak, read, and write a new language. These students require a teacher’s particular attention to the development of vocabulary knowledge. Following are 20 ways in which teachers can influence the vocabulary acquisition of the students who are ELLs.

Incorporate Sensory Activities and Choices Into the Classroom

VOL. 39, NO. 3, JANUARY 2004 (PP. 172–175) Allow student to write on the chalkboard or dry-erase board. Development of motor skills, such as writing, begin toward the center of the body and develop outward. Writing on a vertical surface, such as a chalkboard or dry-erase board, sends input to the muscles of the upper body. As the upper body muscles become stronger, the distal, fine motor muscles of the hand and fingers can begin to develop. 2. Incorporate Sensory Activities and Choices Into the Classroom

Maximize Paraprofessional Services for Students with Learning Disabilities

Both special and general education teachers must work closely with paraprofessionals who support students with learning disabilities (LD) in general education classrooms. Knowing how to make the most of the paraprofessional resources at hand is not easy, however. As a special educator, you are really a program manager, and you are most likely to make the most of paraprofessional services when you are able to efficiently carry out certain executive functions (French, 1997). The suggestions that follow will help you be a more effective manager and will improve the way the paraprofessional works with your students.

The Impact of Reasoning Weaknesses on the Ability of Postsecondary Students with Learning Disabilities to Select a College Major

We used the Learning Disabilities Diagnostic Inventory (LDDI) (Hammill & Bryant, 1998) to examine the reasoning ability of freshmen with learning disabilities. Relevant components of the LDDI Reasoning scale include items on generalization, problem solving, executive functioning, and understanding consequences. These components impact the self-determination skills necessary for making informed decisions. Students with learning disabilities indicated increased but intermittent intrinsic processing weaknesses in reasoning. We examine the plausible impact of the reasoning weaknesses on a students ability to select a major. We also identify resources that advisors can use to facilitate the students ability to select an appropriate college major.

Planning for Effective, Enjoyable Computer Lab Use

I ts an all-too-familiar scenario. As a special education te,lCher, you are approached by general educators struggling to facilitate learning for students with special needs in their classrooms. Il is obvious that the traditional presentations of lessons without regard for differences in student skill compe· tency are ineffective. Yet many c1,lSSroom teachers feel overwhelmed at the prospect of providing remedial or basic skills instruction. As you contemplate the dilemma, it strikes you that there must be a more efficient method to systematically address a range of student skills while allowing all students to experience and benefit from the general education classroom selling. One elementary school in West Texas faced this problem head-on by develop-