Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.     

Virtually Forgotten: Special Education Students in Cyber Schools

The area of online K-12 education is experiencing rapid growth, yet practice has greatly surpassed the research. This article looks to add to the field by examining special education students enrolled in the Commonwealth of Pennsylvania. There were over 2600 students in the state that were identified as special education students and enrolled in virtual schools in 2009 according to the Pennsylvania Department of Education. The population of special education students in cyber school mirrors the population of special education students in brick and mortar classrooms, thus it is important to understand the characteristics associated with special needs learners as current research and practices are not designed to serve this population. Understanding the characteristics of this group is fundamental for instructional design and educational practice to serve the needs of these diverse learners.     

Single-Case Experimental Designs in Educational Research: A Methodology for Causal Analyses in Teaching and Learning

Current legislation requires educational practices be informed by science. The effort to establish educational practices supported by science has, to date, emphasized experiments with large numbers of participants who are randomly assigned to an intervention or control condition. A potential limitation of such an emphasis at the expense of other research methods is that evidence-based practices in education will derive only from science in the hypothetico-deductive tradition. Such a process omits practices originating from and tested through an inductive approach to understanding phenomena. Single-case experimental designs, developed by experimental and applied behavior analysts, offer an inductive process to identify and alter the lawful relations between the behavior of individual organisms and the environmental variables that are causally related to the occurrence or nonoccurrence of the behavior. Such designs have been essential in the development of effective instructional practices for students with disabilities and have much to offer the broader educational population as well. The purpose of the present paper is to provide an overview of single-case research methodology and the process by which this methodology can contribute to the identification of evidence-based instructional practices.     

Culturally responsive teaching in special education for ethnically diverse students: Setting the stage

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.     

Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing

Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between adopting evidence-based instruction and adapting lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities.     

Classifying the Evidence Base of Classwide Peer Tutoring for Students with High-Incidence Disabilities

Evidence-based reforms that emphasize the identification and implementation of empirically validated practices are at the forefront of educational research, and recently, the Council for Exceptional Children (CEC; 2014) published a set of standards for establishing evidence-based practices in special education. Although 30 years of research supports the effectiveness of ClassWide Peer Tutoring (CWPT), an instructional strategy intended to increase engagement and improve academic outcomes for students with disabilities, a formal evidence-based review has not yet been conducted on the practice. The purpose of this study is to examine whether CWPT, as developed by the Juniper Gardens Children’s Project at the University of Kansas, can be considered an evidence-based practice for academic outcomes of students with high incidence disabilities using the CEC standards. Sixteen single-case design studies met inclusion criteria; no studies addressed all the required quality indicators. Although results of multiple studies show that CWPT had positive effects, the lack of methodologically sound studies supporting the practice means that CWPT is not considered an evidence-based practice according to the CEC (2014) standards. Implications for research and practice are discussed.     

Does co-teaching improve academic achievement for students with disabilities? A meta-analysis

Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs.     

Assessing the special education professional development needs of northern Malawian schoolteachers

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.     

Instructions for students with special educational needs in Chinese mainstream classrooms: modifications and barriers

“Learning in Regular Classrooms” (LRC) has been the main strategy to universalize compulsory education for children with special educational needs in China after 1980s. Methods such as whole-class teaching combined with individual tutoring, differentiated teaching, and cooperative learning have been widely practiced in general classrooms for students with special educational needs. However, high instructional quality for students with special educational needs in mainstream classrooms is far from being realized, and this is due to the lack of expertise, support and resources, and effective assessment measures. The authors conclude that efforts are needed to change the education system from the current rigidity toward a more flexible system to better accommodate diverse needs in general classrooms.     

Relationships among Special Education Teachers' Knowledge,Instructional Practice and Students' Performance in Reading Fluency

The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed.     

Reforms and challenges in the era of inclusive education: the case of China

This article, written by Meng Deng of Beijing Normal University and Kim Fong Poon‐McBrayer of the Hong Kong Institute of Education, reviews and analyses the reform of special education in China, the challenges confronting Chinese special education provisions, and how the Chinese inclusive education model, namely ‘Learning in Regular Classrooms’, has been shaped by the pragmatic needs aligning with the nation's economic and social developments. In an effort to provide wider school access, the current inclusive education model has become the form of educational placement that serves the majority of students with disabilities in China. The authors conclude that reforms in the last two decades have resulted in dramatic changes and progress in many facets of special education service delivery, school structure, administrative monitoring mechanism, and instructional practices. However, the current Chinese special education service structure is still shaky, with inadequate resources, personnel preparation and support at the local level. Fundamental changes to the examination‐oriented mainstream education system are still needed, to enhance the quality of education for students with special needs.     

Profiles of Asian American students with LD at initial referral, assessment, and placement in special education

Alhough Asian American students are underrepresented in special education, recent studies have highlighted concerns about the cultural and linguistic appropriateness of the identification and placement process. This study examined the characteristics of Asian American elementary students with learning disabilities (LD) in a school district in the Southwest that was selected because it served the largest number of Asian American students with LD in the state. Due to the small numbers of students served, the sample included all Asian American students with LD in Grades K to 5 (N = 26). Variables of interest included students' demographic characteristics, factors associated with referral, assessment practices and student profiles, and instructional recommendations for special education services. The results suggest that the experiences of Asian American students with LD are similar to those of Mexican American students with LD reported in earlier studies. These findings also reflect the challenges faced by educators in providing appropriate educational services for language minority students.     

Literacy education and diversity: Toward equity in the teaching of reading and writing

The school-age population in North America is characterized by increasing linguistic, cultural, and ethnic diversity. The authors argue that non-mainstream students do not perform as well in schools as mainstream students (predominantly whilte, middle-class English speakers) because they are not equitably served by the educational system. They explore some of the complexities of educational equity and consider equity issues in the literacy education of language minority students from four different perspectives: individual student characteristics, sociocultural factors, language issues, and instructional issues. In support of their position, they examine each of these areas in turn, providing illustrations and analysis. They conclude with several principles upon which to build practices to make literacy education more equitable for all students.     

The Education of Instructional Designers: Reflections on the Tripp Paper

In a recent issue of this journal, Steven D. Tripp proposed some innovations in the education of instructional designers based on his analysis of education practices in other design professions. His principal proposals were that students should analyze great instructional designs of the past and that instructional design studios should form part of the educational preparation of students entering the profession. This paper proposes some extensions and modifications to Tripp's original ideas. These include extending his concept of the analysis of great lessons of the past to the analysis of current examples of expert work, the use of an expanded jury system to incorporate peer and practitioner evaluation of students' work, and the criticality of students developing solutions to actual performance problems during the instructional design studio experience. Finally, it is proposed that opportunities for critical reflection on the process of instructional design be built into the studio experience.     

Educators’ experiences in special education institutions during the COVID-19 outbreak

The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID-19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID-19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.     

Defying the Stereotypes of Special Education: Home School Students

This article discusses cases from my 9-year longitudinal study of 100 home school students. The article focuses on students who have been identified as exhibiting learning disabilities and giftedness. There has been widespread concern that parents who are not trained in special education cannot adequately teach children with special needs. This article chronicles the academic development of 6 special education students and examines their parents' educational backgrounds and pedagogical approaches. I conclude that these students have not followed the expected patterns for students with their classifications and they have not been taught with the same assumptions and techniques used by special educators. These cases raise serious questions about the stereotypes that influence current practices in special education.     

本科师范生教育科研能力培养研究综述

教育科研能力对教师专业发展和课堂有效教学具有十分重要的意义。但是,在教育教学改革实践中教师的教育科研能力却凸显薄弱,这种状况已经影响到中小学教师专业水平和教育教学质量的有效提升。因此,在职前师范生教育过程中,开设教育科研知识课程和进行教育科研能力培养训练就显得特别重要。近年来,职前师范生教育科研能力培养问题已经得到越来越多学者和专家的关注。概括起来,主要包括以下几个焦点问题：本科师范生教育科研能力的构成要素,本科师范生教育科研能力的现状,本科师范生教育科研能力相对滞后成因,本科师范生教育科研能力培养模式。     

Six elements for technology integration in multicultural classrooms

Abstract

Although the number of computers in American schools multiplies, educational inequity remains evident in the area of technology. The socio-economically disadvantaged, the physically disabled, and the culturally and linguistically different have limited knowledge of and experiences with technology. Equitable access to technology requires the infusion of effective multicultural teaching strategies into educational technology use. These strategies must be broad enough to be inclusive of diverse learners, yet specific enough to be valuable as a guide to multicultural teaching. Similarly, they should allow for individual creativity and personal differences in teaching and learning. In this paper, the author proposes and defines six elements for integrating technology in culturally diverse classrooms: cultural awareness, cultural relevance, culturally supportive environment, equitable access, instructional flexibility, and instructional integration. These six elements are based on research on effective teaching of diverse students. They are not exhaustive of good instructional practices for technology use with diverse learners. Nevertheless, the author found their application in the evaluation of 32 technology-integrated units both informative and effective in identifying how teachers integrated computers for diverse learners. The author recognizes the need for further validation of these criteria and for research on effective teacher use of technology in multicultural settings.     

提高课堂教学质效的有力举措：自然分材教学

自然分材教学,通过普读、补读、知者先行等可操作性举措切实保证针对学生的差异进行教学,意在使优生更优,差生转优,是提高教学质效的举措。