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Essential Components Of Special Education For English Language Learners With Learning Disabilities: Position Statement Of The Division For Learning Disabilities Of The Council For Exceptional Children, Janette Klingner, Amy L. Boele, Sylvia Linan-Thompson, Diane Rodriguez

Amy Boele

No abstract provided.

Select Methods For Teaching Reading To Ells [Book Chapter], Amy L. Boele

Amy Boele

About this book:

Make appropriate instructional and eligibility decisions for English language learners!

This research-based guide offers educators and service providers proven methods for determining when ELLs are having reading difficulties that are related to language acquisition and when students’ performance issues might be linked to learning disabilities. The book provides an overview of the language acquisition process and outlines:

• Assessment techniques for identifying learning disabilities and measuring proficiency in English

• Instructional tips for working with ELLs who struggle with reading
• A multi-tiered, data-driven intervention model to assist in determining a student’s learning needs
• The role of Response to Intervention …

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Teaching Students With Ld To Use Reading Comprehension Strategies (Book Chapter), Alison Boardman, Janette Klingner, Subini A. Annamma, Brooke A. Moore, Amy L. Boele, A. Davidson, R. Figueroa, N. Sager

Amy Boele

About this book: Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. Applied research has revealed a number of methods for facilitating literacy learning among individuals with learning and behavioral disabilities. Included in this volume are chapters from a group of internationally-prominent authors, addressing important issues in the conceptualizing, assessing, and treating problems in literacy. These chapters include conceptual factors in reading assessment, reading comprehension, and a critique of the 'dyslexia' concept, implementation of Response to Intervention models for treatment of literacy deficits, applications for individuals with Attention …

Does It Say That? Tensions In Teacher Questions When The Text Has The Final Say, Amy L. Boele

Amy Boele

Using sociocultural concepts of authoritative and dialogic discourse, the author sought to examine 5 thgrade teachers’ questioning practices during small group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was to also examine how questions functioned for students with learning disabilities. Qualitative observations, video and audio transcripts, and teacher interviews were used for the ethnographic and discourse analytic methods. Findings reveal how some questions that are designed to transfer responsibility of thought to the students can also work to maintain the location of knowledge within the …

Cultural And Linguistic Diversity In Special Education (Book Chapter), Janette Klingner, Alison Boardman, Subini A. Annamma, Brooke A. Moore, Amy L. Boele, A. Davidson, R. Figueroa, N. Sager

Amy Boele

About this book:

Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principles―what, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book’s objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special …

Challenging The Idea Of Normal In Schools, Subini A. Annamma, Amy L. Boele, Brooke A. Moore, Janette Klingner

Amy Boele

In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework todeconstruct the current, westernised, static ideology of normal. Once deconstructed, we explore current iterations of the ideology of normal in schools. Finally, we suggest using the conceptual framework as a tool to reconstruct the …

Validating An Observation Protocol To Measure Special Education Teacher Effectiveness, Evelyn S. Johnson, Carrie L. Semmelroth

Carrie Semmelroth

This study used Kane’s (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with other studies (Bell et al., 2012), we applied and interpreted Kane’s (2006) four inferences for trait observation: scoring, generalization, extrapolation, and decision rules. Results from this study show that acceptable levels of validity are promising for the RESET observation tool. Because the RESET observation tool is premised on the idea that by increasing the use …

Out Of "Dark Backrooms And Sheds", Marguerite Maher M.Ed

Marguerite Maher

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education, 2001, referred to hereafter as White Paper 6). Within a ‘barriers to learning’ approach to inclusive education, progress is being made with improved facilities and the implementation of AIDS awareness programmes. Managing the transition towards an inclusive education system has proved challenging in some areas, however, and the specific provision in policy documents directed towards children with disabilities is behind schedule. …

Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow

Kelli Esteves

Response to Intervention (RTI) helps schools raise student achievement for all adn address learning difficulties before sever academic problems requiring special education services can develop. Written by three experienced practitioners in the field, RTI Success is a one-stop resource for teachers, administrators, special educators, and other support staff putting this innovative model into practices. Throughout the book, "Spotlight' features illustrate how to carry out important RTI processes.

Capitalizing On Connectors: Paraeducator Supervision Training Infused In Teacher Preparation Programs, Caron Westland, Ritu Chopra

Caron Westland

No abstract provided.

Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu

Hank Bohanon

Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).

Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part 1: Tier 1 Support., Kent Mcintosh, Steve Goodman, Hank Bohanon

Hank Bohanon

Part 1 of a series involving the integration of academic and behavior support.

Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu

Hank Bohanon

In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.

Definitions, Principals, And Model Of Positive Behavior Support, Hank Bohanon

Hank Bohanon

This is an overview of the principles of positive behavior support.

Intermediate Participatory Stages Of The Concept Of Unit Fraction: Two Students With Learning Disability, Jessica Hunt, Ron Tzur, Arla Westenskow

Ron Tzur

No abstract provided.