Intervention in School and Clinic recent issues

Working With Culturally and Linguistically Diverse Families Introduction to Special Series

Brown, M. R., Brandon, R. R. — Tue, 10 Nov 2009 13:16:44 PST

African American Families in the Special Education Process: Increasing Their Level of Involvement

Brandon, R. R., Brown, M. R. — Tue, 10 Nov 2009 13:16:44 PST

African American children continue to be overrepresented in special education classrooms. Despite this overrepresentation, there is a noticeable void in the literature concerning the family perceptions of special education and the impact these perceptions may have on parents’ level of involvement. Therefore, this article discusses (a) African American family involvement in the educational process, including special education; (b) the perceptions of African American families concerning special education and how these perceptions might prevent parents from participating; (c) potential barriers to participation; and (d) suggestions for increasing the level of participation of African American families in the educational process.

Working With American Indian Students and Families: Disabilities, Issues, and Interventions

Pewewardy, C., Fitzpatrick, M. — Tue, 10 Nov 2009 13:16:44 PST

Although most American Indian students are educated in the public school system, there is limited literature regarding (a) how general and special educators can effectively meet the unique educational needs of these students or (b) what strategies educators can use while working with their families. Additionally, there are limited resources available regarding how American Indians view special education, disability issues, and the relationship between school and family. The worldview of American Indians differs from mainstream America, which has led to the overrepresentation of American Indian students in special education programs. This article provides culturally responsive research-based practices to help foster school and family relationships and improve the educational outcomes of American Indian students.

Family Perspectives: Using a Cultural Prism to Understand Families From Asian Cultural Backgrounds

Lee, S.-H., Turnbull, A. P., Zan, F. — Tue, 10 Nov 2009 13:16:44 PST

Educators can better serve students who come from diverse cultural backgrounds by understanding the differing cultural values of these students and their families. This article explores different cultural perspectives using a cultural prism approach, focused most specifically on the Korean and Chinese cultures.

Collaboration With Latino Families: A Critical Perspective of Home--School Interactions

Olivos, E. M. — Tue, 10 Nov 2009 13:16:44 PST

This article focuses on how education personnel can foster a climate and infrastructure for working collaboratively with Latino families. The author argues that collaboration is facilitated when educators understand how they, as school agents, accept a Latino community’s culture, knowledge, and power within the school context and how educators align their values and beliefs, as well as school policies and practices, with those of the community. Included is a review of relevant literature as well as suggestions for Latino family collaboration that can be used to guide educators (special and general) in identifying mind-sets and practices that either permit or preclude authentic collaboration.

Best Practices in Working With Linguistically Diverse Families

Araujo, B. E. — Tue, 10 Nov 2009 13:16:44 PST

Many schools face the challenge of forging partnerships with families from linguistically diverse backgrounds. Effective communication, funds of knowledge, culturally relevant teaching, and extending and accepting assistance are best practices that have been used successfully by school personnel when working with students who are identified as English-language learners. These things strengthen teacher communications with linguistically diverse families and in turn foster academic success among students who are English-language learners. This article focuses on these dispositional best practices and provides examples of how these practices are used in schools to promote academic and social success of linguistically diverse children and their families and the many teachers who support their education.

A New Multicultural Population: Creating Effective Partnerships With Multiracial Families

Brown, M. R. — Tue, 10 Nov 2009 13:16:44 PST

Multiracial families make up the fastest growing demographic in the United States. Approximately 9% of the U.S. population is multiracial, and it is estimated that the numbers will climb to 21% by 2050. With this increasing population, educators have a new responsibility to meet the needs of these families. Education must begin to form partnerships with families to increase the social and academic achievement of children from multiracial backgrounds. The purpose of this article is to (a) identify the uniqueness of multiracial students and families, (b) provide recommendations regarding improving multiracial family partnerships, and (c) offer best practices and strategies for working effectively with multiracial children and youth in schools.

Biculturalization: Developing Culturally Responsive Approaches to Family Participation

Sheehey, P., Ornelles, C., Noonan, M. J. — Tue, 10 Nov 2009 13:16:44 PST

Bender, W. N. (2005). Differentiating Math Instruction: Strategies That Work for K-8 Classrooms. Thousand Oaks, CA: Corwin Press

Harris, K., Sparkman, D. — Tue, 10 Nov 2009 13:16:44 PST

Bley, N. S., & Thornton, C. A. (2001). Teaching Mathematics to Students With Learning Disabilities. Austin, TX: Pro-Ed

Herner-Patnode, L. — Tue, 10 Nov 2009 13:16:44 PST

Hudson, Pamela P., & Miller, Susan Peterson. (2006). Designing and Implementing Mathematics Instruction for Students With Diverse Learning Needs. Boston, MA: Pearson Education

Stringfellow, J. L. — Tue, 10 Nov 2009 13:16:44 PST

Principles of Ethical Practice: Cases for Illustration and Dialog

Skinner, M. E., Gurganus, S. P., Watson, S. M.R. — Fri, 07 Aug 2009 17:11:21 PDT

In July 2007, a revised version of the Council for Learning Disabilities’ principles of ethical practice was approved by CLD’s Board of Trustees. Subsequently, the new standards were published in the January 8 issue of LD Forum. Using a case study approach, this article highlights the application of these principles to situations confronted by learning disability professionals. Six cases are presented. Although fictionalized for the sake of confidentiality, the cases are based on actual situations witnessed by the authors. Each of the cases illustrates a minimum of two ethical principles. Questions for reflection and analysis follow each case with the intention of stimulating discussion. The article concludes with a discussion of professionalism and the importance of a commitment to the ongoing emphasis on ethical practice in the field of learning disabilities.

Using a Curriculum-Based Measurement Graphic Organizer to Facilitate Collaboration in Reading

McArthur Capizzi, A., Barton-Arwood, S. M. — Fri, 07 Aug 2009 17:11:21 PDT

Curriculum-based measurement (CBM) is a useful tool for both general and special educators to evaluate and improve student achievement. Although it is backed by more than 30 years of research and validation, particularly in reading, many teachers still do not use CBM in their classrooms. Historically, the use of CBM to guide instructional changes is more familiar to special education teachers than to general education teachers. The purpose of this article is to provide an overview of CBM, along with a graphic organizer worksheet, to help teachers get started with using CBM in reading. First, CBM and its relationship to response to intervention (RTI) are discussed. Second, challenges to the use of CBM are addressed, and instructions for using the graphic organizer worksheet are provided. Finally, strategies are suggested to facilitate the use of CBM to enhance collaboration among general and special education teachers.

Educator Study Groups: A Professional Development Tool to Enhance Inclusion

Herner-Patnode, L. — Fri, 07 Aug 2009 17:11:21 PDT

Professional development can take many forms. The most effective development includes individual educators in the formation and planning process. Educator study groups are one form of professional development that allows major stakeholders in the education process the autonomy to develop individual and group goals. This often translates into an improved ability to read research and translate it effectively in the classroom. This article focuses on the organization and planning process needed to create study groups with the focus of improving the inclusion of students with diverse needs in the general education classroom.

Supporting Students With Autism Spectrum Disorders in Inclusive Settings

Leach, D., Duffy, M. L. — Fri, 07 Aug 2009 17:11:21 PDT

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.

Defining Special Educators' Tools: The Building Blocks of Effective Collaboration

Sayeski, K. L. — Fri, 07 Aug 2009 17:11:21 PDT

Designing a Web Site to Share Information With Parents

White Englund, L. — Fri, 07 Aug 2009 17:11:21 PDT

This article discusses the development and use of an on-line portfolio process. It presents a background rationale for the need and effectiveness of a communication tool that supports the use of the portfolio process throughout the education of a child with identified disabilities. The process for developing the individualized Web page is presented. Systems for teacher and administrative support of the family in the use of the portfolio are discussed.

Using Due Process Opinions as an Opportunity to Improve Educational Practice

Rock, M. L., Bateman, D. — Fri, 07 Aug 2009 17:11:21 PDT

Help Students Prepare for High School Examinations

Lagares, C., Connor, D. J. — Fri, 07 Aug 2009 17:11:21 PDT

Assess Student Writing

Hessler, T., Konrad, M., Alber-Morgan, S. — Fri, 07 Aug 2009 17:11:21 PDT

Diane P. Bryant and Manuel Barrera: Changing Roles for Educators Within the Framework of Response-to-Intervention

Bryant, D. P., Barrera, M. — Fri, 07 Aug 2009 17:11:21 PDT

ClassWide Peer Tutoring: An Effective Strategy for Students With Emotional and Behavioral Disorders

Bowman-Perrott, L. — Tue, 21 Apr 2009 18:51:05 PDT

Effects of Planning Instruction on a Young Writer With Asperger Syndrome

Asaro, K., Saddler, B. — Tue, 21 Apr 2009 18:51:05 PDT

Using "I Will" Cards and Social Coaches to Improve Social Behaviors of Students With Asperger Syndrome

Boutot, E. A. — Tue, 21 Apr 2009 18:51:05 PDT

Word of the Day Improves and Redirects Student Attention While Supporting Vocabulary Development

Vesely, P. J., Gryder, N. L. — Tue, 21 Apr 2009 18:51:05 PDT

Providing Differentiated Learning Experiences Through Multigenre Projects

Painter, D. D. — Tue, 21 Apr 2009 18:51:05 PDT

Building Story Schema: Using Patterned Books as a Means of Instruction for Students With Disabilities

Zipprich, M. A., Grace, M., Grote-Garcia, S. A. — Tue, 21 Apr 2009 18:51:05 PDT

It's in the Cards: A Classwide Management System to Promote Student Success

Murphy, S. A., Korinek, L. — Tue, 21 Apr 2009 18:51:05 PDT

Teaching a Cognitive Behavioral Strategy to Manage Emotions Rational Emotive Behavior Therapy in an Educational Setting

Banks, T., Zionts, P. — Tue, 21 Apr 2009 18:51:05 PDT

Religious Diversity in Schools: Addressing the Issues

Whittaker, C. R., Salend, S., Elhoweris, H. — Tue, 21 Apr 2009 18:51:05 PDT

Back to Basics: Rules, Praise, Ignoring, and Reprimands Revisited

Gable, R. A., Hester, P. H., Rock, M. L., Hughes, K. G. — Mon, 02 Mar 2009 11:55:15 PST

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention.

Gifted Students With Asperger Syndrome: Strategies for Strength-Based Programming

Bianco, M., Carothers, D. E., Smiley, L. R. — Mon, 02 Mar 2009 11:55:15 PST

Gifted students with Asperger syndrome (AS) frequently exhibit behaviors that puzzle and challenge teachers and other professionals. They display many of the behaviors typically associated with AS and therefore receive educational interventions designed to address their deficit areas. Often lacking is strength-based programming—that is, educational planning with systematic attention to students' learning strengths, interests, gifts, and talents. If their strengths are not addressed, these students are at social, emotional, and academic risk. Gifted students with AS require dually differentiated instruction, including interventions that foster interests and strengths while providing strategies to compensate for areas of weakness. This article offers suggestions and resources for developing strength-based programming for gifted students with Asperger syndrome.

Modified Cognitive Strategy Instruction: An Expository Writing Strategy

Guzel-Ozmen, R. — Mon, 02 Mar 2009 11:55:15 PST

In this article, modified cognitive strategy instruction in writing (CSIW), a cognitive strategy instructional model is described. Modified CSIW was designed based on two effective instructional models: cognitive strategy instruction in writing (CSIW) and self-regulated strategy development (SRSD). Modified CSIW provides tailored instruction to teach students who struggle with writing in writing problem/solution texts. This article focuses on how this model can be implemented by teachers to help struggling writers develop their writing skills.

Where Does Handwriting Fit In?: Strategies to Support Academic Achievement

Cahill, S. M. — Mon, 02 Mar 2009 11:55:15 PST

In today's environment of high-stakes testing, handwriting is a skill that is often overlooked in order to focus on other areas of the curriculum. However, research indicates that handwriting is tied to academic achievement, especially composition and literacy skills. This article provides strategies that can be used to support students with disabilities in the areas of handwriting, motor skill development, and practice during functional tasks.

LIBRE Stick Figure Tool: A Graphic Organizer to Foster Self-Regulated Social Cognitive Problem Solving

Guerra, N. S. — Mon, 02 Mar 2009 11:55:15 PST

Graphic organizers are powerful visual tools. The representation provides dimension and relationship to ideas and a framework for organization and elaboration. The LIBRE Stick Figure Tool is a graphic organizer for the problem-solving application of the LIBRE Model counseling approach. It resembles a "stick person" and offers the teacher and student a problem-solving processing map. The use of the LIBRE Stick Figure Tool is presented to demonstrate its application and illustrate potential benefits to both student and teacher.

Current Topics in Review Andrea M. Babkie, Associate Editor: Accessing Substance Abuse Prevention Programs for Schools

Schroeder, J. L., Johnson, G. E. — Mon, 02 Mar 2009 11:55:15 PST

Current estimates indicate that over 6 million children live with at least one parent who is a substance abuser or is substance dependent. Children who are exposed to drug and alcohol abuse are at a greater risk of experiencing academic and behavior difficulties. Additionally, several studies have shown that students with emotional and behavioral disorders, who are already at risk for school failure, are also at heightened risk for substance abuse. Schools are in a unique position to help families access resources for their children and act as a place where services can be provided to many children who are at risk for substance use. This article describes ways to bring substance abuse prevention programming into the schools.

Schaffer v. Weast: The Supreme Court on the Burden of Proof in Special Education Due Process Hearings

Yell, M. L., Katsiyannis, A., Ryan, J. B., Mcduffie, K. A. — Mon, 02 Mar 2009 11:55:15 PST

In a recent decision by the U.S. Supreme Court, Schaffer v. Weast, the high court ruled that the burden of persuasion in special education due process hearings should fall on the party that challenges a student's IEP. This Court ruling will change current practice across nearly half the United States. In this article, the authors review the Supreme Court's decision in Schaffer v. Weast and discuss the implications of the ruling for special education.

Have Students Self-Manage Their Academic Performance

Joseph, L. M., Konrad, M. — Mon, 02 Mar 2009 11:55:15 PST

Strengthen Your Principal's Resource Library

Lasky, B., Karge, B. D. — Mon, 02 Mar 2009 11:55:15 PST