Best Practices and Interventions in Special Education: How Do We Know What Works?

The critical issue in special education today is no longer the assurance of access, but rather, the assurance of effectiveness. Determining which practices and interventions are most effective and efficient for ensuring optimal student achievement is a fundamental concern of special education teachers in this era of accountability. In this discussion I examine three designs commonly used in special education research (experimental research designs, meta-analyses, and narrative research syntheses) and their utility and appropriateness for determining the efficacy of classroom practices and interventions

Is Response-to-Intervention Good Policy for Specific Learning Disability?

The reauthorized Individuals with Disabilities Education Improvement Act (IDEA, 2004) established new provisions for specific learning disability (SLD) identification, including: (a) no longer requiring consideration of IQ-achievement discrepancy, and (b) permitting response-to-intervention (RTI) as part of SLD evaluation procedures. We discuss several policy implications of these new regulations by considering the original construct of SLD, the still “experimental” status and implementation of RTI, the closer alignment of RTI objectives with No Child Left Behind (NCLB, 2001) than former IDEA regulations, and the shift in focus from serving as a special education identification procedure to a general education instructional procedure. We conclude by proposing several recommendations for the appropriate inclusion of both RTI and psychometric evaluation within the continuum of SLD identification procedures

Factors Influencing Restaurant Managers’ Willingness to Feature Locally Produced Meat

Food Consumption/Nutrition/Food Safety,

Relationships between Sense of Community and Academic Achievement: A Comparison among High School Students

This paper reports on a research study measuring the constructs of community and academic achievement and examining the relationship between them. The authors\u27 research compares sense of community and academic achievement among 11th grade students attending three independent high schools in a southeastern US state. Implications for teachers of high school students are discussed

Is Brain Gym an Effective Educational Intervention?

Brain Gym® (BG) (BGI, 2008) is a popular commercial program sold by Brain Gym® International (BGI). Making extravagant claims for improved intellectual and physical development, it used in more than 80 countries. While BGI’s claims are persuasive, to date there is little empirical evidence validating the approach. We examine some theoretical assumptions from which BGI was developed, review the efficacy literature, and provide suggestions for making informed decisions about the judiciousness of investing time and resources in this program

Interactive Multi-Instrument Database of Solar Flares

The fundamental motivation of the project is that the scientific output of solar research can be greatly enhanced by better exploitation of the existing solar/heliosphere space-data products jointly with ground-based observations. Our primary focus is on developing a specific innovative methodology based on recent advances in "big data" intelligent databases applied to the growing amount of high-spatial and multi-wavelength resolution, high-cadence data from NASA's missions and supporting ground-based observatories. Our flare database is not simply a manually searchable time-based catalog of events or list of web links pointing to data. It is a preprocessed metadata repository enabling fast search and automatic identification of all recorded flares sharing a specifiable set of characteristics, features, and parameters. The result is a new and unique database of solar flares and data search and classification tools for the Heliophysics community, enabling multi-instrument/multi-wavelength investigations of flare physics and supporting further development of flare-prediction methodologies

A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability

Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition of SLD has responded to new knowledge and understanding about the construct, the formal definition has remained static for 40 years, creating a schism between theory and practice. Using concepts gleaned from the scientific study of formal and operational definitions as well as the history of another special education category (i.e., mental retardation), in this article we demonstrate why change in the SLD definition is necessary. Finally, we propose a change in the SLD definition in federal regulations to redress the disconnect between theory and practice and restore integrity to the SLD field

Factors that Influence Teachers’ Views on Standardized Tests

The central aim of this study was to explore K-12 teachers’ (N = 183) attitudes about standardized tests as a function of experience, instructional level, student population, and type of school. The Teachers’ Views on Standardized Tests Questionnaire was developed to assess teachers’ perceptions of the impact of standardized tests on practice. All survey items were intended to measure a facet of teachers’ attitudes regarding the necessity of standardized tests and their influence on best practices. Findings from this study indicated that special education and inclusion teachers viewed standardized tests as more negatively influencing instruction than general education teachers. There were also significant differences by instructional level and type of school (i.e., public vs. independent). Compared to elementary teachers, middle and high school teachers’ views were more negative, and public school educators perceived standardized assessments as having a more negative influence on instruction than teachers in independent schools. Finally, elementary school teachers reported that the standards of learning were more appropriate in contrast to middle and high school teachers