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Teaching students to collect data to answer questions is an important life skill that will serve them well throughout their adult lives. The purpose of this manuscript is to describe the implementation of an action research project in a fifth grade resource classroom. Students with mild disabilities were taught how to conduct surveys using three data collection methods, display the data collected in tables and graphs, and use the data to answer survey questions. Implications for practice are discussed. (Contains 3 tables and 6 figures.)

Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence-based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.

Given the current trend of teaching all students, including those with disabilities and English Language Learners, in inclusive general education settings, it is important to find instructional approaches that adequately address the diverse needs of today's students. This is particularly challenging when it comes to mathematics instruction due to the diversity of teaching philosophy and methodology used within the special and general education communities. For the past 15 years, educators and researchers in the field of general education have advocated for reform-based mathematics instruction based primarily on the work of the National Council of Teachers of Mathematics (NCTM). However, educators researching instruction for students with diverse learning needs have continued to support an explicit teaching methodology for mathematics instruction. The purpose of this article is to provide initial thinking about how the explicit teaching approach can be adapted and merged with reform-based mathematics in hopes of providing high quality mathematics instruction for all secondary students.

Many students with disabilities continue to struggle with understanding what mathematics means. They memorize basic facts or step-by-step mathematical procedures without understanding the underlying concepts related to the problems. Thus, instruction designed to help students understand the meaning of the mathematics that they are learning in school is very important. This article shares five evidence-based guidelines for implementing mathematics instruction designed to promote conceptual understanding. The use of these guidelines can facilitate the acquisition, retention, and generalization of many mathematics objectives and ultimately enhances students' abilities to see and understand the relationships and connections among important mathematical concepts. (Contains 8 figures.)

This study of 20 sixth- and seventh-grade students with learning disabilities receiving social studies instruction found that prelesson learning set activities (including interactive review of previous instruction, statements of lesson objectives and expectations, and discussion of the lesson's importance) resulted in significantly better performance on unit and maintenance class measures. (Author/DB)

This article addresses the organization of structured support groups for parents of children with learning disabilities or at risk for school failure. It describes a successful format for such meetings and presents evaluation data collected over a four-year period. The evaluation data also provide information that can assist in topic choice. (DB)

This article reviews six studies on peer coaching of preservice teachers during field-based experiences and discusses factors to consider when using this supervisory method, including selection of teacher behaviors for observation, characteristics of coach and preservice teacher, responsibilities of the coach, coach training, and coaching procedures. (DB)

This article reviews the literature on the use of content enhancement techniques to help secondary students with learning disabilities to identify, organize, comprehend, and memorize critical content information. Content enhancements described include visual displays, mnemonics, advance organizers, study guides, peer mediation, audiotapes, and computer-assisted instruction. (Author/DB)

The article offers a nine-step model for developing, implementing, and monitoring educational plans for exceptional students with limited English proficiency. Regular and special educators are encouraged to target the students, summarize student data, maintain rapport, share student information, and jointly plan an instructional intervention. Three suggested worksheets are attached. (DB)

Objectives: This paper reviews research on the topic of cannabis use and mental health harms in older adults and illustrates potential contributing factors and special clinical considerations for working with this population. Known risk factors for cannabis-related mental disorders and mental health problems are outlined, first for the general population and then specifically for older adults. Methods: Studies were identified through online databases using a variety of search words. Articles were included in the review if they were peer-reviewed or published by a reputable national organization, published in English, and were pertinent to the topic of mental health harms of cannabis use. Results: Risk factors that emerged from the literature review aligned with the following categories: (1) patterns of use (i.e., potency of product, frequency of use), (2) personal characteristics (i.e., age, sex, social demographics), (3) psychosocial constructs (motivations, perceptions), and (4) morbidities (mental health, medication interactions). Conclusions: Frequent use was associated with increased risk for mental health consequences related to cannabis use. Certain motives for use (i.e., using to cope, using as a sleep aid) may increase susceptibility to cannabis-related harms, although more empirical work is required. Mental health conditions may predispose to cannabis-related harms through a variety of mechanisms, including increased vulnerability for cannabis-related psychiatric disorders, poorer prognosis for preexisting psychiatric disorders, and possibility of cannabis-medication interactions. Personal characteristics (younger age, being male, lower socioeconomic status) predict more frequent cannabis use, which may dispose to adverse outcomes. Clinical Implications: Predictors of cannabis-related harms hold relevance for public health messaging, as well as clinical interventions. Understanding how cannabis interacts with sociodemographic factors, mental health morbidities, and medications is crucial in providing accurate guidance to patients about their recreational cannabis use and in informing prescriber decisions about medicinal cannabis. [ABSTRACT FROM AUTHOR]

Fifty successfully employed handicapped individuals were interviewed concerning their transition from school to work, strategies they used to aid transition, and barriers they encountered. Results illustrated the importance of knowledge of available services; high school education; mainstreaming; academic, job, and social skills preparation; support systems; and an intrinsic motivation to succeed. (JDD)

A need exists for appropriate curricula for students who are both limited English proficient (LEP) and learning disabled (LD). This paper reviews learning strategy approaches for LEP and LD students, compares two models (the Cognitive Academic Language Learning Approach and the Strategies Intervention Model), and proposes a merging of the two curricula. (Author/JDD)

The literature review identified needed competencies for teachers of the learning disabled commonly identified by researchers and professional groups or arising from empirical studies. Sixteen competency statements in five areas (general and special knowledge, planning and evaluation, curriculum content, clinical teaching strategies, and behavior management) resulted. (Author/DB)

This article investigates the possibility of applying peer coaching strategies to practicum supervision. Researchers found increased collaboration between the directing teacher and the university supervisor, and the provision of a weekly support group seemed to help ensure that preservice students would apply recently learned skills to classroom settings. (PB)

Little information on preparticipation screening exams of physically or mentally disabled athletes exists. This report includes the results of 176 preparticipation exams. Suggestions are made regarding effective screening methods. Improvements in the design of consent forms to better help physicians and parents understand the athletes' special needs are recommended. (JL)

A study is reported of 941 social workers who answered a questionnaire on birth control counseling. Eleven person-types were delineated in terms of demographic and professional attributes as well as their knowledge, values and practice in birth control counseling. Implications for training are suggested. [ABSTRACT FROM AUTHOR]