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This article explores the tensions between medical and pedagogical professionals involved with the classification and selection of pupils for the special day-schools for "feebleminded" children that were established from 1900 in the Netherlands to promote compulsory mass schooling's efficiency. These are set against the increasing influence of child sciences, including the new technique of intelligence testing. These schools were meant for educable learning-disabled children, the classification of whom involved a child's (ab)normality and (in)educability. The article discusses the categories defined and labels inscribed on children with learning disabilities. These focused mainly on a child's capacity to communicate and learn to adapt to society, as the special schools aimed to educate productive members of society. In spite of the recognised merits of the schools, theorists turned out to be most concerned about undue placements of not "essentially backward" children, who would benefit more from educational support in a regular school. The selection and admission procedure of the schools was standardised by the introduction in 1920 of intelligence testing as part of a developing scientific assessment culture, which for want of psychologists and despite the headmasters' professionalisation continued to be dominated by the medical profession up to the Second World War. [ABSTRACT FROM AUTHOR]

This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council's efforts to develop, co‐ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community inclusion, health and independent living. The study used qualitative and quantitative research methods including semi‐structured interviews and questionnaires to investigate the experiences of students, teachers, National Health Service staff and social workers in identifying processes and structures that support or hinder the transition process as children prepare for adulthood. As such the study gathered generic data to indicate the expectations, needs, aspirations and views of young persons between the ages of 14 and 22 with regards to employment, education, community inclusion and health. An interpretation of data from the research illustrated the effectiveness of the support structures that are in place to help with planning and delivery of the strategic direction for services supporting children and young people with SEND as they become adults. [ABSTRACT FROM AUTHOR]

The Engagement Model was launched in January 2020, endeavouring to address the weaknesses of the P‐scales assessment for students not yet involved in a subject‐specific curriculum. This paper will discuss how and if the tensions between previously adopted assessment systems as discussed in teacher interviews can be reconciled through the Engagement Model in relation to students with autism and severe learning difficulties. The interview findings suggested that some of the problems with assessment, when applied in this context, are related to consistency and transferability, lack of formal recognition of non‐academic progress, familiarity with the students, observation skills and training, workload and time, and subjectivity of judgement amongst professionals. When compared with the aims of the Engagement Model, the findings of the research suggest that even though it addresses some of the issues raised, it cannot act as a substitute to the P‐scale system as it serves a different purpose. [ABSTRACT FROM AUTHOR]

Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers' knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of Teacher Help for LD, an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the Teacher Help for LD intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada. [ABSTRACT FROM AUTHOR]

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to develop an explanatory model for the information and communication technology (ICT) competencies of students with and without learning disabilities (LD). A conceptual model was proposed, and included five major constructs: (1) attitude towards using ICT, (2) ICT competency, (3) demographic characteristics, (4) ICT access, and (5) purpose for using ICT. A self-reported questionnaire, Scale of Digital Participation (SDP), was designed by the authors and used to collect data. Data from 117 elementary school students with LD and 117 without LD were used to test the initial model. Meanwhile, data from 102 junior high school students with LD and 102 students without LD were used to evaluate the cross-validation of the revised model. The results of structural equation modelling (SEM) demonstrate acceptable goodness of fit for the initial ICT competency model but poor parsimony. Therefore, a revised ICT competency model with both parsimony and goodness of fit was generated using data from elementary school age students. Moreover, this new model was also able to further explain the complex phenomena of ICT competency for junior high school age students. Nevertheless, no differences were found between the elementary school and junior high school models, thereby confirming the cross-validation of the revised model. [ABSTRACT FROM AUTHOR]

A forced-choice preference assessment using pictures and no access upon selection was used to determine preferences for community-based activities with 4 young adults with autism and intellectual disability. High- and low-preference activities were then provided as delayed consequences, using a token economy, for completion of vocational tasks in a concurrent operants paradigm. All participants responded to the contingency associated with earning the high-preference activity and away from the contingency associated with earning the low-preference activity. The results suggest that a pictorial assessment without access is a valid method for identifying community-based activities that will function as reinforcers. This efficient protocol could improve treatment efficacy in applied settings. [ABSTRACT FROM AUTHOR]

The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities. [ABSTRACT FROM AUTHOR]

This article considers some aspects of the 'what, why and how' of individualising reflective assessments. It is an attempt to understand what works well in a special needs setting but it can also be applied within a mainstream context. The article comprises evidence, in the form of practitioner observations, during the author's work with eight students with complex, severe learning difficulties in a special needs school located in Greater London, as a part of a project called 'Brent Schools Reflective Writing'. Its findings, with an emphasis on developing independence amongst all SEND learners, support many of the recommendations contained in the final report of the Rochford Review (2013). [ABSTRACT FROM AUTHOR]

Abstract: The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies. [ABSTRACT FROM AUTHOR]

In this review, we synthesized the most recent decade of published research examining writing interventions for students with learning disabilities. Using electronic searches, we identified experimental, quasi-experimental, and single-subject design studies published in peer-reviewed journals from 2008-2017 that included K-12 students with documented learning disabilities. Eligible studies included at least one writing intervention and researchers assessed that intervention's impact using at least one writing quality measure. Across the 25 studies that met our review criteria, we summarized general study characteristics as well as information regarding study participants, research designs, writing interventions, and dependent measures of writing quality. We found a majority of studies were published in the first five years of the review span (2008-2012) across 12 different peer-reviewed journals. Study participants were primarily (n = 16 studies) in the secondary grades (i.e., 6 to 12). Most research designs (n = 19) were single-subject and nearly half of all studies (n = 12) involved writing strategy interventions. In most of the studies reviewed (n = 17), researchers created measures to assess writing quality outcomes. Implications for teaching writing to K-12 students with learning disabilities as well as directions for future research in this area are discussed. [ABSTRACT FROM AUTHOR]

Background: literature that reports the experiences of facilitating reasonable adjustments for student nurses who have a learning difficulty (LD) in clinical placement from the viewpoint of link lecturers is limited and warrants further exploration. Research aim: to explore link lecturers’ views on reasonable adjustments in clinical placement and whether they are confident with their own knowledge of the processes involved. Methodology: data were collected using interviews with three link lecturers from three fields of nursing (adult, child and mental health). Audio-recorded interviews were transcribed, coded and thematically analysed. Findings: three main themes were identified: student engagement, clarity of link lecturer role and external barriers. Conclusion: findings demonstrate that link lecturers have some confidence with their own knowledge of the processes involved with supporting student nurses with an LD in clinical placement, but these processes are complex with many barriers preventing successful facilitation of available reasonable adjustments. [ABSTRACT FROM AUTHOR]

A comprehensive review of educational interventions for pupils with intellectual disabilities showed that most studies report positive results for a variety of interventions. The aim of this article is to explore how these results can be understood. We draw on similar earlier findings concerning intervention effects in psychotherapy and social work, discussing the so-called Dodo bird conjecture, indicating that established methods for identification of evidence-based practices can provide false, positive results influenced by so-called common factors present in most interventions. In conclusion, we argue for a new paradigm of research on educational interventions for pupils with intellectual disabilities, replacing the present ambition to find evidence-based support for specific interventions in favour of a line of research exploring alternative explanations in terms of, for instance, common positive factors. [ABSTRACT FROM PUBLISHER]

Purpose: The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Method: Students with NL (n = 11) and LLD (n = 11) participated in a computer-based training for introductory biology course concepts. Participants were trained on half the concepts under a low-variability condition and half under a high-variability condition. Participants completed a posttest in which they were asked to identify and rate the accuracy of novel and trained visual representations of the concepts. We performed separate repeated measures analyses of variance to examine the accuracy of identification and ratings. Results: Participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. The LLD group showed the same pattern as the NL group; they were just less accurate. Conclusions: Results indicated that high-variability visual input may facilitate the acquisition of academic concepts in college students with NL and LLD. High-variability visual input may be especially beneficial for generalization to novel representations of concepts. Implicit learning methods may be harnessed by college courses to provide students with basic conceptual knowledge when they are entering courses or beginning new units. [ABSTRACT FROM AUTHOR]

This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational opportunities during high school. Their responses were used to determine the consequences of labeling as they intersect with factors such as race, gender and, to a lesser extent, social economic status. Subsequently, as a result of this investigation, implications for empowering students through self-advocacy and enhancing teachers' knowledge of diverse learning styles are discussed. [ABSTRACT FROM AUTHOR]

The Internet can be an excellent tool to help people with learning disabilities access relevant and appropriately written information. However, little work has been undertaken to ascertain web design or content preferences for this cohort. This paper examines methods to address this issue. Twenty five participants were presented with three web sites dealing with employment information. They were asked to browse each and carry out a series of set-tasks. Interviews and a rating scale ascertained preferences. The problem of acquiescence bias, the tendency for people to automatically agree with those in perceived positions of authority, was minimised by the avoidance of 'polar interrogatives' (questions requiring a 'yes/no' or similarly polarised answer). Participants liked the use of pictures, especially when they featured other young people with learning disabilities. Abstract content related to money or benefits often went unnoticed. Audio was appreciated where offered, although not extensively used. Preferences regarding text size and menu position were also established. Results are compared to other relevant literature and recommendations formulated to help web developers and information providers. The methodological issues inherent in this study were the use of the rating system, and the interview technique. The former was adapted following early findings that the neutral position, on a three point scale, was confusing. Using four points avoided this problem and produced more varied results. Avoiding polar interrogatives greatly helped in minimising 'acquiescence bias'. The study concludes that it is possible to elicit considerable information from people who find it difficult to articulate their views. [ABSTRACT FROM AUTHOR]

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even greater challenge. The process of repeated reading has been beneficial for many students with LD, yet there is little information regarding its effect on ELL students. This column discusses the use of a fluency-based reading intervention with elementary-level, Spanish-speaking ELL students with specific LD. [ABSTRACT FROM AUTHOR]

The article offers reports related to politics in Great Britain. Topics discussed include the referendum and elections in various countries such as Wales, Northern Ireland, and Scotland, the proposed academisation of local authority schools by 2022 under the country's government, and the establishment of taskforce which are tasked to improve the access to apprenticeship programs among people with learning disabilities.

The article offers suggestions on culturally responsive instructional strategies to contextualize instruction for English language learners (ELLs) with learning disabilities (LD). Topics discussed include using activities like playing word games and word sorting to develop vocabulary skills in ELLs with LD, assessing students' prior knowledge and making explicit connections in order to facilitate connections to prior knowledge, and developing interactive activities to engage students.

This chapter explores how college students with diagnosed learning differences develop identity within changing relationships with the family system. Implications highlight the crucial roles of context and relationship in transformative learning. [ABSTRACT FROM AUTHOR]

Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability have been supported by anecdotes, personal opinions, and case studies, the beliefs themselves have not been supported by empirical evidence. Advocates of a disability for FL learning have ignored the empirical evidence, which substantiates that there is, in fact, not a special relationship between FL learning and LDs, nor is there a unique disability for FL learning. This article cites several myths about LDs and FLs and examines the evidence that falsifies each of the myths. [ABSTRACT FROM AUTHOR]

In this study, the authors used a single subject A-B-A design to investigate the effectiveness of Self-Modeling Narratives (SMNs) as a behavioral intervention for two students diagnosed as having a learning disability and one with a developmental delay. SMNs are personalized stories that explain a situation and then use the student to demonstrate the appropriate way to behave in the circumstances. For each of the three students in this study, the intervention had the desired effect of modifying the target behavior. The authors contend that the combination of bibliotherapy, vicarious reinforcement, and self-modeling used in the SMN can be effective in changing behavior. [ABSTRACT FROM AUTHOR]

The paper considered several psychosocial variables as predictors of school adjustment of 40 gifted students with learning disabilities in Junior Secondary School in Ikenne Local Government Council Area of Ogun State, Nigeria. Purposeful random sampling was employed to select four schools from 13 junior secondary schools in the area, six assessment instruments were administered to the participants, and the resulting data were then collated and analyzed using multiple linear regression. Results demonstrated that both emotional intelligence and self-concept were potent factors that could predict school adjustment of gifted students with learning disabilities. Similarly, socioeconomic status was a significant factor in influencing school adjustment of gifted students with learning disabilities. Gender also had a differential effect on school adjustment of students with learning disabilities. The implications and recommendations of the study were discussed. [ABSTRACT FROM AUTHOR]

In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3%), followed by those with a learning disability (40%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers. [ABSTRACT FROM AUTHOR]

Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability, students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, coloured arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension and composition. [ABSTRACT FROM AUTHOR]

The article presents a white paper from the National Joint Committee on Learning Disabilities, which describes the critical areas need to be addressed to help students with learning disabilities (LD) achieve high quality education standards. It discusses the need of LD educators for a deeper knowledge of learning processes, broader set of instructional strategies, and understanding of specific learning needs of the students across learning and social environments.

Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K–12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. [ABSTRACT FROM PUBLISHER]

This study examined the composing processes of five postsecondary students who used or were learning to use speech recognition software (SR) for college-level writing. The study analyzed their composing processes through observation, interviews, and analysis of written products over a series of composing sessions. This investigation was prompted by a perceived lack of published research on SR and the writing processes of college students with learning disabilities (LD) as well as a dearth of research in the area of assistive technology (AT), specifically in college writing courses. While some students dropped out of the study before its completion, results confirmed earlier, limited research that found SR to be an effective writing technology for some college students with chronic spelling difficulties but indicated that college writers with attentional challenges and/or physical difficulties keyboarding may benefit from using SR, too. Findings also suggested that a subset of successful SR users may demonstrate a strong aversion to formal planning but that some planning does occur because SR requires users to formulate sentences silently and then express them clearly and continuously, further indicating that writing processes during dictation may be more internally focused than the general processes of writers while keyboarding. Finally, the study noted that SR is not yet suitable for general use in the college composition classroom; thus, SR will likely remain an AT rather than a new media technology adopted for broader use. Therefore, it is incumbent on disability service providers to identify students who may benefit from SR and offer access and training on their campuses. [ABSTRACT FROM AUTHOR]

The number of students with learning disabilities (SLD) at postsecondary institutions has tripled over the past three decades and now constitutes about 11% of undergraduate students (Joyce & Rossen, 2006; U.S. Department of Education, 2013). Research has found that SLD who use accommodations at their postsecondary institution are more successful in university than those who do not (Denhart, 2008; Skinner, 1999). Yet, research suggests that SLD do not request accommodations at expected levels (Wagner, Newman, Cameto, Garza, & Levine, 2005). This study's purpose was to investigate differences in psychological attitudes and factors between SLD who disclose and who do not disclose. In addition, the study examined what factors SLDs consider when deciding if they will self-disclose their disability to university personnel. To achieve these goals, 31 undergraduate students with learning disabilities completed a mixed methods study comprised of quantitative scales (The Self-Determination Scale [SDS], the Attitudes Towards Requesting Accommodations Scale [ATRA], and the Revised Self-Disclosure Scale [RSDS]). Fifteen of these participants then were invited to complete a 30 minute semi-structured interview. Results indicate that the total scores on the ATRA, SDS, and the RSDS were significantly different between the groups of students who chose to disclose and those who did not. In addition, data from student interviews uncovered nine factors that students indicated influenced their decision to disclose and how deeply they disclosed. [ABSTRACT FROM AUTHOR]

University–school–community collaborations are little documented despite being advocated across third-level institutes. Researchers identify the need for quality university–school–community collaborations to tackle a host of social inequalities while also addressing innovative approaches to teaching and learning. This study involved the collaboration of a lecturer and university students of a Sports Studies and Physical Education programme working with secondary school students and teachers, participants with disabilities, and community health workers to address disability awareness in secondary schools. The first step in the collaboration was the organisation and hosting of a symposium on the topic. Informed by the symposium feedback, an educational DVD was developed for use in secondary schools. Semi-structured interviews, reflective journals and participant evaluation forms provided data for qualitative analysis from this two-phased process. Findings from the collaborative process indicated that all respondents felt empowered by the lived experiences of the participants with disabilities. The respondents embraced the ‘interactivity’ of collaboration as an innovative approach to teaching and learning. However, undergraduate student evaluations indicated that ‘within relationship communication’ and ‘collaborative capacity’ needed to be addressed. Although meaningful university–school–community collaboration should be encouraged, the process needs to be examined in the light of time, resources and previous experience of all participants. [ABSTRACT FROM PUBLISHER]

This study used a multiple probe design across behaviours to determine if four high school students with learning disabilities could plan post-school transition goals using a modified GO 4 IT ... NOW! intervention while learning essential paragraph and essay writing skills. The results of this study indicate a functional relationship between the intervention and increased writing skills needed for high-stakes testing and increases in students' knowledge of transition planning. During baseline, students produced extremely short essays and did not include essential paragraph elements. After instruction, students wrote longer compositions and included more details, and paragraphs contained more paragraph elements. All participants increased essay quality during the intervention as measured by the rubric used to evaluate end-of-instruction writing prompts. [ABSTRACT FROM AUTHOR]

Research evaluations of Applied Behaviour Analysis ( ABA)-based interventions for children with autism demonstrate positive outcomes. However, little research has focused on the translation of these evidence-based interventions into service delivery models within existing education systems. In the present article, we provide a description of the comprehensive ABA-based educational model used within Tree House School, London, UK. In addition, we analyse progress data over 12 months for a group of learners attending the school. Fifty-three students with autism were tested and then re-tested with the Assessment of Basic Language and Learning Skills ( ABLLS-R). For 23 of these students a repeated Vineland Adaptive Behavior Scales ( VABS) assessment was also available. Repeated measures t-tests revealed statistically significant improvements over time on all ABLLS domains and for all VABS scores. These data provide preliminary evidence that an ABA-based educational model can be integrated into the UK system and produce positive outcomes for children. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reading and writing are complex activities composed of multiple interdependent processes. The recognition and the production of written words in an alphabetic writing system, can occur through a direct visual process (lexical route) or by a process involving phonological mediation (phonological route) as the models of reading and writing Dual - Route. This study aim to characterize and compare the performance of students with Learning Difficulties (LD) and good readers from public and private schools in tests of reading and writing of words and nonwords. A total of 160 students from 2nd to 5th grades level (80 students from public school and 80 from private school) participated of this study, and they were submit to a Tests of Reading and Writing of words and nonwords. As results of this study, we could observe that there was several difference in the performance of students of public and private school when we look through out grade level, the presence or absence of learning difficulties and effect of regularities and frequency of words. [ABSTRACT FROM AUTHOR]

The article shares the author's insights on the value of paraprofessionals in special education. He mentions the results of a study which focuses on the effectiveness of a collaborative teaching assignment between a special education teacher and a regular teacher. The author also emphasizes on the important role of paraprofessionals in providing effective learning on special education.

The article discusses the highlights of special needs coordinators (SENCo) forum about how SENCos deal with the relativity in their decisions about the criteria for placing students on the register for school support. Topics discussed include the Third Code's emphasis on the responsibility of classroom teachers to respond to a range of individual learning difficulties among their students and major indicators for placement on the register.

Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. his paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of teachers (n = 609), their exposure to RTI, and the implementation of practices associated with RTI (e.g., progress monitoring). Results underscore differences in the perception and implementation of RTI in elementary and secondary schools. Implications related to more clearly defining RTI at the secondary level are discussed. [ABSTRACT FROM AUTHOR]

This exploratory, qualitative study examined the opinions of social work faculty/instructors on teaching multicultural content with the inclusion of individuals with learning disabilities. It seeks to create a framework for understanding learning disabilities within the definition of a multicultural population and diversity in order to create a more inclusive educational atmosphere that relinquishes the focus on individual deficits that has long been the standard of education policy. This phenomenological research supports the groundbreaking work of Gilson and DePoy, who define individuals with disabilities as being inclusive in the definition of multicultural diverse groups, often termed unique cultures; these individuals, possessing shared life experiences peculiar to that group, possess unique social status, rules, and languages. Three hundred and twenty-six surveys were returned as completed from a state stratified selection method used to ensure accurate representation of social work educators nationally. The phenomenological format, which focuses on the individual's experiences, gives voice to individuals who might not otherwise have a voice. Adult Learning Theory is utilized as the framework to understand educational contexts that illuminate learning culture in higher education and support LD as a genuine population for inclusion in the diversity schema. Historical oversight of including individuals with LD in the definition of multicultural diverse groups is discussed and reasons for the oversight are explained. National social work faculty/instructors were surveyed and an exploratory survey was constructed to compare teaching of multicultural content. Ten multicultural diverse groups were defined, with the inclusion of individuals with LD, and qualitative questions were created and responses were coded into themes. Findings, implications, and limitations of the study are discussed along with supporting suggestions for more social work research concerning individuals with learning disabilities. [ABSTRACT FROM PUBLISHER]

As a worldwide movement, some forms or stages of inclusive education have been experimented and/or mandated in various countries since the mid-1970s. Integration was piloted in Hong Kong in 1997 and remains the official rhetoric and policy. Three developmental phases of inclusive education, namely, integration, integration in transition to inclusion, and inclusion, are described in this article according to the defining characteristics of integration and inclusion. Issues in policies and practices as reported in various studies are described to illustrate the development of each phase in Hong Kong. Based on a critical review of the said defining characteristics, current policies and practices which offer insight into the indicators signifying the migration to inclusion, I argue that Hong Kong has entered the stage of inclusion and that it was achieved by public pressure for improvement of practices instead of policy directions. This article concludes with recommendations made to sustain effective practices of inclusion. [ABSTRACT FROM AUTHOR]

The school-to-prison pipeline is a term used to describe the pathway traveled by students from public schools to incarceration in secure juvenile detention and correctional programs. It begins with students who are marginalized by the education system because of their academic and behavioral issues. The pipeline leads from school failure and disciplinary exclusion to involvement with the juvenile justice system. Youth who are ethnic minorities (especially those who are African-American or Hispanic) as well as those with educational disabilities (especially those with learning and behavioral disorders) are significantly overrepresented in data sets representing key points along the pipeline (e.g., students with poor academic achievement, high rates of suspension, expulsion, and dropout) as well as their high rates of incarceration. From his personal perspective and experience with the juvenile justice system, the author attempts to explicate the pipeline, and to describe efforts to impact it positively. [ABSTRACT FROM AUTHOR]