Volume: 23.2
Year: 2008

Directions:

1. Select articles from one of the following issues:

Year 2016 Volume 31 No 2
Year 2015 Volume 30 No 3
Year 2015 Volume 30 No 2
Year 2015 Volume 30 No 1
Year 2014 Volume 29 No 3
Year 2014 Volume 29 No 2
Year 2014 Volume 29 No 1
Year 2013 Volume 28 No 3
Year 2013 Volume 28 No 2
Year 2013 Volume 28 No 1
Year 2012 Volume 27 No 3
Year 2012 Volume 27 No 2
Year 2012 Volume 27 No 1
Year 2011 Volume 26 No 3
Year 2011 Volume 26 No 2
Year 2011 Volume 26 No 1
Year 2010 Volume 25 No 3
Year 2010 Volume 25 No 2
Year 2010 Volume 25 No 1
Year 2009 Volume 24 No 3
Year 2009 Volume 24 No 2
Year 2009 Volume 24 No 1
Year 2008 Volume 23 No 4
Year 2008 Volume 23 No 3
Year 2008 Volume 23 No 2
Year 2008 Volume 23 No 1
Year 2007 Volume 22 No 3
Year 2007 Volume 22 No 2
Year 2007 Volume 22 No 1
Year 2006 Volume 21 No 3
Year 2006 Volume 21 No 2
Year 2006 Volume 21 No 1
Year 2005 Volume 20 No 2
Year 2005 Volume 20 No 1
Year 2004 Volume 19 No 2
Year 2004 Volume 19 No 1
Year 2003 Volume 18 No 2
Year 2003 Volume 18 No 1
Year 2002 Volume 17 No 2
Year 2002 Volume 17 No 1
Year 2001 Volume 16 No 2
Year 2001 Volume 16 No 1

2. Click on [more] at the end of the abstract of the article you wish to read

Title Year Vol. No. Size
IF YOU TEACH - YOU TEACH READING 2008 23 2 247 KB
Vicky G. Spencer, Cynthia Garcia-Simpson, Bonnie B. Carter and Richard T. Boon Sam Houston State University, George Mason University, University of Georgia

Currently, schools are under pressure to reform their curriculum and instructional practices so that all students can perform successfully on high-stakes test. One essential requisite skill for success on all of these assessments is reading. Because the classroom is typically made up of students who exhibit a broad range of performance levels, it can be quite challenging for even the most experienced classroom teacher to successfully teach the content to all students. Research has revealed that when explicit, teacher-directed strategy instruction is used students make significant gains in their reading skills. This paper examines the challenges that content area teachers face in addressing the academic needs of all learners and provides some specific strategies that have been proven effective in the inclusive classroom.... [more]


Inclusive Education Support Systems:Teacher And Administrator Views 2008 23 2 195 KB
Angela Valeo Ryerson University

Studies have shown teacher attitudes to be an important factor in the success of integrative practices in special education. In particular, many teachers feel that their efforts at integration are not supported by their administrators. In this research paper, interviews with both principals and teachers have confirmed this assumption. While principals felt that there were several systems in place through which they were being supportive, teachers believed this was not the case. More specifically, this paper examined the kind of support principals believed they were offering with the kind of support teachers wanted to be receiving... [more]


AAC Interventions For Autism: A Research Summary 2008 23 2 242 KB
Débora R. P. Nunes Universidade Federal do Rio Grande do Norte, Natal, Brazil

Fifty-six studies from 1980 to 2007 involving the use of augmentative and alternative communication (AAC) by individuals with autism were reviewed. The majority of the studies used single-subject research designs and emphasized language production skills. Many investigations were held in artificial language learning settings, and a few involved parents and teachers as intervention agents. Gaps in the provision of the participants´ cognitive, language, and sensory-motor measures were detected in the analysis of the 51 studies that provided individual participant data. Despite these limitations, this report revealed that communication interventions for individuals with autism that have incorporated sign language/total communication, visual-graphic symbols, and/or speech generating devices have had successful outcomes.... [more]


Speech Rates Of Turkish Prelingually Hearing-Impaired Children 2008 23 2 223 KB
M. Cem Girgin Anadolu University

The aim of training children with hearing impairment in the auditory oral approach is to develop good speaking abilities. However, children with profound hearing-impairment show a wide range of spoken language abilities, some having highly intelligible speech while others have unintelligible speech. This is due to errors in speech production. While children with hearing-impairment speak, segmental and prosodic errors may occur, so the intelligibility of their speech is affected. Because of these segmental and prosodic errors, the speaking rate of hearing-impaired children can be slower than that of hearing children. The aim of the current study is to find out if there are differences between children with and without hearing-impairment in terms of speech and reading rates. Relationships between speech rate, intelligibility, hearing loss, and aided thresholds of children with hearing-impairment are investigated as well. Hearing impaired children´s speech and reading rates along with their speech and reading intelligiblity scores are compared. The speech samples of 25 high school students´ with profound hearing impairment pre-lingually were compared with those of 15 students without hearing impairment. Data on the rate of speech were collected by means of a laryngograph. Speech intelligibility was rated by a jury of naive listeners who were asked to write down what they heard after listening to recorded statements from the speech samples. Findings revealed a difference between speech and reading rates of hearing and hearing impaired children, and a relationship between speech rate and speech intelligibility. No relationship was found between hearing loss and speech rate, hearing loss and intelligibility, aided thresholds and speech rate, and aided thresholds and intelligibility. The diffference between hearing-impaired children´s speech and reading rate was not statistically significant while the difference between their speech and reading intelligibility was significant. Implications for the education of children with hearing impairment are presented.... [more]


The Assessment Of Professional Standard Competence Of Teachers Of Students With Visual Impairments 2008 23 2 345 KB
Lee, Hae-Gyun, , Kim, Jung-Hyun, and Kang, Jong-Gu Daegu University, South Korea Baekseok University Kangnam University,

The purpose of this study was to assess the level of competence needed for teachers of the visually impaired. The assessment was based on Professional Standard Competence developed by the Council for Exceptional Children (CEC) for special education teachers in 2001. The researchers used questionnaires to acquire information about 190 South Korean teachers of students with visual impairments. The researchers found that participants scored higher on the degree of importance section than on the degree of accomplishment section. Although scores on the degree of accomplishment section were lower than the ones on the degree of importance section, they were rated as average. In addition, in the competence area, the degree of importance section was the highest in Strategy for the reading and writing of Braille and was the lowest in Historical foundation of education of individuals with visual impairments. The scores on the degree of accomplishment section were the highest in the Strategies for teaching Braille reading and writing and were the lowest in Use disability-specific assessment instrument. The findings of the degree of importance section showed that there was no difference between these teachers´ educational backgrounds and their teaching experiences. However, there was a significant variation of 1% in Communication, Professional and ethical practice, and Collaboration among the teacher groups of kindergarten, primary, junior high and high school. This study also showed a significant variation of 5% in Learning environment and social interaction and Assessment among these groups.... [more]


Reactive Attachment Disorder:Challenges For Early Identification And Intervention Within The Schools 2008 23 2 252 KB
Kimberly K. Floyd, Peggy Hester, Harold C. Griffin, Jeannie Golden and Lora Lee Smith Canter Old Dominion University, East Carolina University

Attachment is of key importance in childhood development. The quality of attachment relationship between the child and parent/primary caregiver may have an effect on the child and future relationships and social success (Rubin, Bukowski, & Parker, 1998). When a child fails to bond with a caring adult, attachment becomes disordered and children may not be able to bond appropriately or at all with other people. This inability to relate and connect with others may disrupt or arrest not only children´s social development, but also their overall development. The purpose of this review is to synthesize information and research on characteristics, diagnosis, and interventions currently in practice in working with young children with Reactive Attachment Disorder (RAD). A discussion will highlight the themes found during this review and conclude with implications for intervention and practice.... [more]


New Skills And Abilities To Enable Me To Support My Pupils In A Forward Thinking Positive Way":A Self-Discovery Programme For Teachers In Mainstream" 2008 23 2 296 KB
Lesley Powell, and Anna Cheshire Coventry University

The purpose of this study is to adapt, deliver, and pilot test the Self-discovery Programme (SDP) for teachers in mainstream school. The study used a pre-test post-test design. Quantitative data were collected by self-administered questionnaires given to teachers at two points in time: baseline (immediately pre-SDP) and immediately post-SDP. Qualitative data were collected via open questions at baseline and post-SDP to gain more in-depth information about teacher´s experience of the SDP. In addition, observations were conducted at four points in time: sessions 1, 2, 6, and 10. Results suggest that overall the SDP-Teachers had been an enjoyable experience. The results of this study will add to the sparse literature and evidence base concerning interventions for teachers in mainstream schools, particularly interventions that consist of complementary and alternative medicine.... [more]


Assessment Of Learning Disabled Students In Jordan:Current Practices And Obstacles 2008 23 2 271 KB
Mayada Al-Natour, Hatem Alkhamra and Yahya Al-Smadi The University of Jordan

This study investigated the assessment practices used by resource room teachers in Jordan to determine eligibility for learning disability, and to identify assessment obstacles. The study also investigated whether assessment practices and obstacles of assessment differ among resource room teachers as a function of gender and academic qualification. 150 resource room teachers were randomly selected out of 455 to complete a survey designed to serve the purpose of the study. Results indicated that most teachers rely heavily on teacher-made tests of academic achievement to make eligibility decisions. Curriculum based assessment; students' response to intervention (RTI) and dynamic assessment were found to be the least practices used by teachers. With regard to assessment obstacles, results revealed that one of the major obstacles to assessment were high rate of referral especially for low achievers. Results also indicated statistically significant differences in assessment practices for teachers' qualification but not for teacher´s gender. Concerning the obstacles faced by teachers both variables showed no significant differences. Implications of these findings for assessment practices and for future research in Jordan are provided.... [more]


A Comparative Study Of The Self-Esteem Of Adolescent Boys With And Without Learning Disabilities In An Inclusive School 2008 23 2 435 KB
Sibusiso Ntshangase,Andile Mdikana and Candice Cronk University of the Witwatersrand

Participants in this study were twenty-nine adolescent boys (n = 29) between the ages of sixteen and eighteen years, who were attending an inclusive private school in the affluent suburb of Johannesburg. Fourteen participants had never been diagnosed with learning difficulties and had attended mainstream schools throughout their school careers. Fifteen participants were previously at a special school for learners with barriers to learning, entry into which required a diagnosis of a learning disability of some form. During the time of this study all participants had been in the mainstream school for a minimum period of two years. The Culture Free Self-Esteem Inventory Third Edition (CFSEI 3) was utilised to elicit participants´ perceptions of their abilities and attributes as well as feelings of self-worth. Data was analysed using the descriptive statistical procedure. A two independent sample T-test indicated that there were no significant differences found between the two groups of participants for each of the CFSEI self-esteem subscales as well as for Global self-esteem. While this research has limited generalizability, it appears to hint at the potential benefits of inclusion and it also highlights the potential value of self-esteem interventions as an important part of implementing inclusion in schools... [more]


TEACHING EMERGENCY PHONE NUMBERS TO YOUTH WITH DEVELOPMENTAL DISABILITIES 2008 23 2 589 KB
Arzu Ozen Anadolu University

The purpose of the present study was to investigate the acquisition, maintenance, and generalization effects of antecedent prompt and testing procedure (APTP) on teaching emergency phone numbers to youth with developmental disabilities. Three youths with mental retardation participated in the study. All participants were inclusion students at a regular school. A multiple probe design across behaviors with probe conditions was used in the study. Maintenance (i.e., one and three weeks after the termination of the intervention) and generalization across trainers probe sessions were conducted. Parents´ opinions regarding teaching emergency phone . numbers to their children were also included in the study The findings showed that APTP was effective teaching emergency phone numbers to youths with mental retardation at acquisition, maintenance, and generalization levels. Furthermore, the social validity results of the study were very positive in general... [more]


THROUGH NEW LENS: YOUNG ADOLESCENT GIRLS´ PERCEPTIONS OF THEIR SCHOOL EXPERIENCE IN AN ALTERNATIVE EDUCATION PROGRAM 2008 23 2 252 KB
Kaili Chen Zhang The University of Hong Kong

The purposes of this study were to investigate female juvenile delinquents and at-risk girls´ perceptions of their new school experience at a residential alternative education program in Singapore. Participants´ views about the three key components of the alternative school are presented. Student characteristics and services offered at the school are also included. Implications and suggestions are made for the planning and implementation of effective programs and services for girls engaged in delinquent behaviors.... [more]


PERSPECTIVES OF TURKISH MOTHERS ON HAVING A CHILD WITH DEVELOPMENTAL DISABILITIES 2008 23 2 240 KB
Atilla Cavkaytar, Sema Batu and Oya Beklan Cetin Anadolu University

The purpose of the present study was to examine the perspectives of Turkish mothers of their children with developmental disabilities A descriptive study was conducted via collecting data using semi-structured interviews. 39 mothers of children with developmental disabilities who were enrolled in a university unit. The data analysis has shown that mothers of children with developmental disabilities face many difficulties and changes in their daily family lives after the birth of their child with developmental disabilities. The results were discussed with the reference to other related studies.... [more]


SELF-EFFICACY PERCEPTIONS OF CHINESE PRIMARY-AGE STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES: A PERSPECTIVE FROM HONG KONG 2008 23 2 281 KB
Mantak Yuen, Peter Westwood, and Gunter Wong University of Hong Kong

In the field of specific learning difficulties research, interest has recently turned to affective and motivational issues as possible causal or exacerbating factors. In particular, studies have suggested that students with specific learning difficulties (SpLD) have diminished perceptions of their own capabilities as a result of persistent and frequent failure. Weakened beliefs in self-efficacy predispose the students to further poor outcomes through reduced confidence and effort. This study explores the perceptions of self-efficacy in both academic and non-academic domains revealed by Chinese primary-age students with learning difficulties. Data were collected by questionnaire (the Academic and Non-academic Self-efficacy Scale: ANASS) from 34 students identified with SpLD (individually interviewed; oral administration), and 167 students without learning problems (group administration; written form). Results indicate that the SpLD students had significantly weaker beliefs in their own efficacy in the academic learning domain, compared to the students making normal progress. The differences were most marked in their learning of both English and Chinese language skills. There was no difference between the two groups in self-efficacy related to the non-academic domain. An important finding in the study is that Chinese children with SpLD appear to have more positive beliefs in their self-efficacy than is implied for their counterparts in studies in other cultures. These findings are discussed in this paper, together with brief suggestions for practical implications and possible further research.... [more]


ARE SPECIAL EDUCATION TEACHERS PREPARED TO TEACH THE INCREASING NUMBER OF STUDENTS DIAGNOSED WITH AUTISM? 2008 23 2 270 KB
Vito Loiacono and Barton Allen Long Island University

In America, the number of children diagnosed with autism has increased to 1 out of every 150. The current trend in special education appears to support integrated education. Applied Behavior Analysis (ABA) is recognized by many as a very effective instructional methodology in teaching children with autism. Parents are increasingly requesting that special education teachers and general education teachers incorporate ABA into classroom instruction. It is reported that most teachers graduate from colleges with minimum training in evidence-based practices for children diagnosed with autism. Yet, as these children spend more time in integrated and inclusive settings there is a need for well trained and highly qualified teachers in keeping with the spirit of the No Child Left Behind Act of 2001. This study examines the increase of children diagnosed with autism in the Western Suffolk BOCES region in New York State (NYS) over a five year period (2002-2007); the number of ABA trained teachers in this region to meet the growing instructional demands of these children; and to what extent are randomly selected colleges and universities in NYS offering evidence-based training (ABA) to prospective special educators?... [more]


TRAINING PATTERNS OF WHEELCHAIR BASKETBALL PLAYERS IN TURKEY 2008 23 2 301 KB
Yasar Tatar Marmara University

The aim of this study was to analyze technical drills, warm-up and cool-down exercises used by wheelchair basketball players of the Turkish league in relation to training sessions. 33 male wheelchair basketball players participated in the study (mean age 26.6±5,95 years). All players reported that they used warm-up exercises before the training, but only 20% used cool-down exercises after the training session. 60,6% of the participants trained 3-5 hours in a week, while 87,9% trained at 2 days of a week. None of the players used special equipment for improvement of flexibility, strength and endurance. Some players and teams reported that they had technical-tactical drills in the training. Generally the training consisted of a short warm-up and technique drills followed by a match. In conclusion, training intensity, technical-tactic drills and conditioning exercises in the training session of the players in the Turkish wheelchair leagues did not met the relevant recommendations.... [more]


TEACHING STUDENTS ABOUT THEIR DISABILITIES: INCREASING SELF-DETERMINATION SKILLS AND SELF-CONCEPT 2008 23 2 104 KB
Gloria D. Campbell-Whatley University of North Carolina at Charlotte

The purpose of this research is to report the results of a pilot study that examined changes in self-awareness and self-concept. Seven self-determination lessons were implemented with 13 elementary, middle and high schoolers with disabilities in learning (i.e., learning disabilities and mild mental impairments). The lessons focused on teaching students about their disability through self-awareness training, self-exploration, problem solving, self-concept and coping skills. Results revealed that students demonstrated significant changes in self-concept on the Piers Harris Self-Concept Scale using a pretest-postest design. Because pre-test-postest designs pose a threat to internal validity, teacher observation and recordings demonstrated that students exhibited increased selected skills in self-awareness.... [more]


BOOK REVIEWS 2008 23 2 56 KB
Sally Rogow University of British Columbia

BOOK REVIEWS by Sally Rogow University of British Columbia Transition Planning for Students with Disabilities: What Educators and Service Providers Can Do by Jeffrey P. Bakken and Festus E. Obiakor. U.S. Charles C. Thomas.publisher, 2008 Self -Instruction Pedagogy: How To Teach Self-Determined Learning, by Dennis E.Mithaug, Deirdre K. Mithaug, Martin Agran, James E. Martin and Michael L. Wehmeyer, U.S.A. Charles C. Thomas, Ltd. 2006... [more]