A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place

A Model for Conducting Research with Learning Disabled Adolescents and Young Adults

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.Issues from the field of learning disabilities and the field of education in general which impact the learning disabled individual are discussed as they relate to research with learning disabled adolescents and young adults . Based on this knowledge of the context in which the LD adolescent is required to function, a research model that allows a commitment to programmatic research leading to the validation of interventions as well as the generation and investigation of new research questions is presented. Critical questions within the three research areas of the Institute epidemiology, intervention, and generalization-- are discussed as they relate to this research model

Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review

As many studies have now demonstrated that morphological awareness contributes to students' literacy development, there is growing interest in the educational value of instruction in morphological awareness. This review was undertaken to integrate findings of studies that sought to determine whether such instruction contributed to improvement in literacy. Analysis of the 16 studies that met selection criteria is organized around researchers' purpose(s) in studying the relation of morphological awareness instruction to key components of literacy development (i.e., phonology, orthography, word meaning). Results indicate that morphological awareness has the potential to contribute to students' literacy development in all three areas—most notably when it deepens students' understanding of the morphemic structure, spelling, and meaning of written words. However, examination of the design and quality of the studies of instruction in morphological awareness suggests that this is an emerging area of research. Much needs to be done to provide a clearer understanding of how, when, and why morphological awareness instruction contributes to students' literacy development. تزايد الاهتمام بالقيمة التعليمية للتدريس في مجال المعرفة الصرفية لأن العديد من الدراسات قد أثبتت الآن أن المعرفة الصرفية تسهم في تطوير القراءة والكتابة بالنسبة للطلاب. لقد تم العمل على هذه المراجعة النقدية لدمج النتاتج التي توصلت إليها الدراسات التي سعت إلى تحديد إن كان هذا التدريس قد أسهم في تحسين القراءة والكتابة. يتمحور تحليل الدراسات الستة عشرة التي تخضع لمعايير الانتقاء حول غرض/ أغراض الباحثين في دراسة العلاقة بين تعليم المعرفة الصرفية والمكونات الرئيسية لتطوير القراءة والكتابة ( أي علم الأصوات الكلامية والإملاء ومعنى الكلمة ). تشير النتائج أن للمعرفة الصرفية قدرة على الاسهام في تطوير القراءة والكتابة بالنسبة للطلاب في المجالات الثلاثة – لاسيما عندما تعمق فهم الطلاب للبنية الصرفية والاملاء وكذلك معنى الكلمات المكتوبة. ومع ذلك فإن دراسة التصميم وجودة دراسات تعليم المعرفة الصرفية توحي بأنها مجال ناشئ للبحث. نحتاج إلى القيام بالكثير من الأبحاث من أجل توفير فهم أوضح عن كيف ومتى ولماذا تسهم المعرفة الصرفية في تطوير القراءة والكتابة لدى الطلاب. 现今许多研究已证明词法意识有助学生的读写能力发展，而人们对词法意识在读写教学方面的教育价值之兴趣也日益俱增。本文献综述旨在结合有关确定词法意识教学对改善读写教学成效之研究结果。本文献综述分析16个符合挑选标准的相关研究进行。分析内容围绕着研究者在考查词法意识教学与读写能力发展的关键组成部分(即语音、拼字法，词义）之关系时所持之研究目的。分析结果显示，词法意识教学有促进学生在这三方面的读写能力发展的潜力，而最显著的是在加深学生对书面字词的语素结构、拼写及单词意义之认识方面的潜力。然而，考查词法意识教学研究之设计与素质结果显示这是一个新兴的研究领域。对于词法意识教学如何、何时及为何有助于学生读写能力发展，仍需要进一步研究， 寻求更清晰的认识。 Du fait que beaucoup d'études ont maintenant fait la preuve que la conscience morphologique contribue au développement de la littératie des élèves, il existe un intérêt croissant à l'égard de l'intérêt pédagogique que présente l'enseignement de la morphologie. Cette revue a été entreprise afin d'intégrer les résultats des études conçues pour déterminer si un tel enseignement contribue au développement de la littératie. L'analyse des seize études répondant aux critères de sélection a été effectuée sur les recherches ayant pour but d'étudier la relation entre l'enseignement de la conscience morphologique et des composants‐clé du développement de la littératie (c'est‐à‐dire la phonologie, l'orthographe, la signification des mots). Les résultats montrent que la conscience morphologique peut contribuer au développement de la littératie des élèves dans les trois domaines — elle permet en particulier d'approfondir la compréhension de la structure morphémique, l'orthographe, et la signification des mots écrits. Cependant, l'examen des plans expérimentaux et la qualité des recherches sur la conscience morphologique suggère qu'il s'agit là d'un secteur émergent de recherche. Il reste beaucoup à faire pour comprendre plus clairement comment, quand, et pourquoi la conscience morphologique contribue au développement de la littératie des élèves. Множество исследований свидетельствуют о том, что для развития грамотности учащихся важно понимание морфологического состава слова, поэтому растет интерес к соответствующим обучающим программам. Данный обзор охватывает результаты шестнадцати исследований, которые помогают определить, какой вклад вносят подобные программы в развитие грамотности. Исследования были проанализированы с точки зрения цели или целей, которые ставили перед собой ученые при изучении морфологического сознания учащихся в контексте общего развития грамотности по ключевым компонентам (фонология, орфография, семантика). Результаты подтверждают, что знание морфологии способно продвинуть учащихся во всех трех компонентах грамотности, поскольку углубляется понимание структуры слов, особенностей их написания и смысла. Однако, экспертиза уже предпринятых исследований показывает, что их качество оставляет желать лучшего и эта работа только начинается. Ученым еще предстоит понять как, когда и почему надо заниматься с учениками морфологией и какое значение имеет морфология для развития грамотности. Ya que muchos estudios han mostrado que la conciencia morfológica contribuye al desarrollo de la alfabetización de los estudiantes, está creciendo el interés en el valor docente de la enseñanza de la conciencia morfológica. Este repaso se ha hecho para integrar las conclusiones de estudios que trataron de determinar si dicha instrucción contribuyó al mejoramiento en la alfabetización. El análisis de los 16 estudios que cumplían los criterios de selección fue organizado de acuerdo a los objetivos de los investigadores para estudiar la relación que la instrucción sobre la conciencia morfológica tiene con los componentes claves del desarrollo de la alfabetización (o sea, la fonología, la ortografía, el significado de palabras). Los resultados indican que la conciencia morfológica tiene el potencial de contribuir al desarrollo de la alfabetización de los estudiantes en las tres áreas—particularmente cuando dicha conciencia profundiza el entendimiento de la estructura del morfema, la ortografía, y el significado de las palabras escritas. Sin embargo, la revisión del diseño y la calidad de los estudios de instrucción sobre la conciencia morfológica sugieren que esta área de investigación está comenzando. Falta mucho por hacer para tener un entendimiento claro de cómo, cuándo y por qué la instrucción sobre la conciencia morfológica contribuye al desarrollo de la alfabetización del estudiante.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88040/1/RRQ.45.4.5.pd

EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM

The purpose of this study was to investigate the effects of proximity fading and task breaks on responding during small group Direct Instruction in mathematics with students with ASD and the extent to which students demonstrate academic accuracy and generalization of responding. Using a multiple probe across participants design no functional relation was identified between group responding and proximity fading and task breaks. All students demonstrated improvement in mathematics performance from pre-test to posttest. Social validity indicated “strongly agree” for group responding instruction and “strongly disagree” for mathematics curriculum with regards to pacing of instruction and amount of language demands placed on participants. Future research on optimal group size, prerequisite skills required for effective group participation, and longer duration of DI mathematics instruction on skill acquisition is suggested

Exploring Public School K-12 Educators’ Experiences With The Special Education Eligibility Process For African American/Black And Hispanic/Latino Students In Rural Communities

Rural school districts often face unique challenges such as limited resources, attracting and retaining qualified teachers, and varied offerings of professional development opportunities and training. This study substantiated these challenges and revealed the challenges presented when educators do not consider the cultural and linguistic factors that exist among the student population when considering academic and behavioral interventions. This qualitative investigation explored how general education teachers in a public school district in the northeastern United States experienced the special education eligibility process for African American/Black and Hispanic/Latino students in a rural community. Guided by the theories of intersectionality and systems view of school climate, and employing a phenomenological analysis, this study addressed the lack of professional development training programs related to academic and behavioral interventions as part of the special education eligibility process and gaps in literature related to African American/Black and Hispanic/Latino students in rural communities. Analysis of semi structured interviews with eight public school general educators who had experience in working with African American/Black and Hispanic/Latino students yielded three findings. The research questions focused on the special education eligibility process for African American/Black and Hispanic/Latino students, their understanding of the function of academic and behavioral interventions in the eligibility process, and the role that cultural factors within a rural community serve in determining special education eligibility. The participants’ answers revealed (a) the need for increased professional development and training in academic and behavioral interventions, (b) consistent application of these interventions as part of the prereferral process in special education eligibility, and (c) the need for increased awareness of school personnel about cultural factors that impact African American/Black and Hispanic/Latino students’ academic and social-emotional progress. The findings of the current research study suggest that changes must be made in how teachers are trained in academic and behavioral interventions and how to create a culturally responsive educational learning environment for students who are historically overrepresented in receiving special education services