Editors\u27 Notes

Editors\u27 Note

Pre-Service Teachers’ Knowledge of Special Education Laws

As more and more children are being identified as needing special services, all teachers need to know special education laws. One hundred and thirty-eight preservice teachers answered an online survey about their knowledge and confidence level of IDEA and Section 504. Our participants, on average, did not have accurate knowledge of IDEA or Section 504 laws (overall IDEA X = 42%; 504 X = 40%). Having coursework related to IDEA and Section 504 laws did increase participants’ scores, regardless of whether they were majoring in a special education related degree or not. However, their scores were still low, basically at chance level. Having coursework related to IDEA and Section 504 laws also increased participants’ confidence in their scores. Except for participants who had not taken a class with Section 504 information, participants’ confidence levels were also associated with their scores. The qualitative data showed that the majority of the relevant responses were from participants who had had coursework on special education laws. Overall, the results showed a general lack of knowledge about specific details of these special education laws

Editors\u27 Notes

Editors\u27 Notes: Volume 35, Issue

Adoption Children\u27s Book

This project is about designing a book that helps explain why several children are adopted and includes a note that will facilitate conversation between parents and children on adoption

Making the Most of the Peer Review Process

In this brief mentoring corner article, we focus on defining what different editorial decisions mean (e.g., accept with revisions; revise and resubmit; reject: revise and resubmit), discussing factors you might consider when deciding what to do after receiving a decision (e.g., resubmit or move on) and considering how to best approach the revisions. We also provide guidance on effective communication with editors, including an example of a successful response to review table and cover letter

Effectiveness of Increasing Decoding Skills through the Read Well Curriculum For Elementary Students with Learning Disabilities

The purpose of this study was to examine the effectiveness of the Read Well Curriculum within the special education setting for students who have a learning disability within the area of reading through a quantitative research design. Six students ranging from third through fifth grade with specific learning disabilities in the area of reading participated in this study. Before and after the intervention process, students participated in a screener using FastBridge CBMEnglish reading probes. Students were given 3-one minute reading passages to assess their average number of words read correctly in one minute, before and after the six-week intervention phase. During the intervention phase, students participated in small reading groups using the Read Well Curriculum for six weeks. Students learned various decoding strategies to implement into their reading. Throughout the intervention phase, students were given a one-minute fluency probe, once a week, to monitor their progress. Only students whose parents signed an informed consent form, Appendix B, participated in the study. Screening and progress monitoring scores were stored in an individual student folder within a locked filing cabinet in the special education room during the study. Due to the COVID-19 pandemic, schools were required to follow a Distance Learning Model during this research study. Results of the Read Well Curriculum study were inconclusive, and the focus of the research study shifted to focus on experiences of being an educator during COVID-19

2001 July, University of Memphis bulletin

Vol. 88 of the University of Memphis bulletin containing the graduate catalog for 2001-2003.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1189/thumbnail.jp

2001-2003, University of Memphis bulletin

University of Memphis bulletin containing the graduate catalog for 2001-2003.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1423/thumbnail.jp

A literatura na escola: concepções, práticas e recepção pelos alunos : um estudo de caso da realidade portuguesa

Tese de doutoramento em Estudos da Criança (especialidade de Literatura para a Infância)Este trabalho analisa as concepções dos professores e as suas práticas relativamente à leitura e à literatura infantil e juvenil, prestando igualmente atenção à recepção que os alunos manifestam destes conceitos. A pesquisa foi realizada nos anos de 2007/ 2008, através de um estudo de caso etnográfico, num conjunto de seis turmas do Ensino Básico¸ representativas do universo de um agrupamento de escolas. Os resultados obtidos evidenciaram a existência de um conjunto de lacunas por parte dos professores ao nível de conhecimentos teóricos e práticos nestas áreas, pelo que se implementou um programa de formação junto destes mediadores. O objectivo era o de averiguar em que medida os clubes de leitura (Raphael, Pardo & Highfield, 2002; Raphael, Florio-Ruane, George et al, 2004; Reilly, 2008; Hall, 2009; Lapp & Fisher, 2009; Certo, Moxley, Reffitt & Miller, 2010) potenciavam o desenvolvimento da competência literária e da literacia nos alunos envolvidos. Através de uma metodologia de investigação-acção, implementou-se um programa de leitura fundamentado na literatura em quatro turmas do 1.º ciclo do Ensino Básico e duas do 2.º ciclo do Ensino Básico, tendo-se verificado que pela dinâmica do clube de leitura, os professores, através de formação, assimilaram conhecimentos teóricos, assim como estratégias inovadoras de promoção da leitura. Para além disso, os alunos, aos quais foi dada a oportunidade de interagir com obras literárias para crianças e jovens potenciadoras da fruição leitora e aumento da competência literária, registaram um incremento nas actividades de natureza literácica.This study examines teachers’ conceptions and practices concerning reading and children’s and youth literature, focusing, likewise, on the way students understand these concepts. The research was conducted between 2007 and 2008, through an ethnographic case study of a group of six classes of basic education which belonged to and were representative of the same consortium of schools. Since the results demonstrated that teachers lacked theoretical and practical knowledge in these areas, they were provided with a training programme. This programme aimed at ascertaining to what extent book clubs (Raphael, Pardo & Highfield, 2002; Raphael, Florio-Ruane, George et al, 2004; Reilly, 2008; Hall, 2009; Lapp & Fisher, 2009; Certo, Moxley, Reffitt & Miller, 2010) would promote the development of the participating students’ literary competence and literacy. Through a research-action methodology, a literature-based reading programme was implemented in four classes belonging to the first cycle of basic education and two classes belonging to the second cycle of basic education. The results gathered showed that due to the dynamics of the book club, teachers, through the training programme, achieved theoretical knowledge, as well as innovative strategies regarding the promotion of reading. Furthermore, the students, who were given the opportunity to interact with literary works for children and youth which have the power to enhance the enjoyment of reading and increase literary competence, showed a better performance in activities focusing on literacy