Practical Strategies for Conducting and Documenting Classroom Observations in SLD Evaluation

Nearly half of all students receiving special education services are identified as students with a specific learning disability (SLD; National Center for Learning Disabilities [NCLD], 2014). The Individuals with Disabilities Education Act (IDEA) requires evaluation teams to analyze multiple data to determine if a student qualifies for special education services. In accordance with the federal law, a student must be observed in the regular classroom setting, and a description of the relationship between the behavior and academic functioning must be noted in a written Full and Individual Evaluation (FIE) report. Discussed in this article are recommendations and practical strategies related to conducting and documenting classroom observations that may be used by educational diagnosticians and other assessment professionals in an SLD evaluation

Linking Hydrothermal Geochemistry to Organismal Physiology: Physiological Versatility in Riftia pachyptila from Sedimented and Basalt-hosted Vents

Much of what is known regarding Riftia pachyptila physiology is based on the wealth of studies of tubeworms living at diffuse flows along the fast-spreading, basalt-hosted East Pacific Rise (EPR). These studies have collectively suggested that Riftia pachyptila and its chemoautotrophic symbionts are physiologically specialized, highly productive associations relying on hydrogen sulfide and oxygen to generate energy for carbon fixation, and the symbiont's nitrate reduction to ammonia for energy and biosynthesis. However, Riftia also flourish in sediment-hosted vents, which are markedly different in geochemistry than basalt-hosted systems. Here we present data from shipboard physiological studies and global quantitative proteomic analyses of Riftia pachyptila trophosome tissue recovered from tubeworms residing in the EPR and the Guaymas basin, a sedimented, hydrothermal vent field. We observed marked differences in symbiont nitrogen metabolism in both the respirometric and proteomic data. The proteomic data further suggest that Riftia associations in Guaymas may utilize different sulfur compounds for energy generation, may have an increased capacity for energy storage, and may play a role in degrading exogenous organic carbon. Together these data reveal that Riftia symbionts are far more physiologically plastic than previously considered, and that -contrary to previous assertions- Riftia do assimilate reduced nitrogen in some habitats. These observations raise new hypotheses regarding adaptations to the geochemical diversity of habitats occupied by Riftia, and the degree to which the environment influences symbiont physiology and evolution

Summary of Performance Portfolio: Supporting Post-secondary Transition for Students with Learning Disabilities

Students with disabilities, including those with learning disabilities (LD) experience difficul-ties transitioning to post-school environments. A Summary of Performance (SOP) document,provided to students with disabilities during their final year of high school, may serve as aplatform for requesting access to services from post-secondary service providers and conse-quently improve students’success in adult life. However, a SOP portfolio may help specialeducators effectively bridge services offered in high school and post-secondary settings andensure smooth transition experiences for students with LD. This article outlines how specialeducators can use the SOP portfolio as part of comprehensive transition planning to helpengage students with LD in the SOP portfolio development process. A brief summary of theliterature surrounding the SOP and its use in transition planning is provided. In addition, ascenario is provided to illustrate guidance for SOP portfolio development and implementa-tion. Finally, conclusions are summarized

Summary of Performance: Bridging the Transition from High School to Post-Secondary Education for Students with SLD

Transition for students with disabilities has been the focus of educational policies for several decades. Still, students with disabilities, including those with a specific learning disability (SLD), continue to experience difficulties transitioning to post-school environments, particularly post-secondary education (PSE). The Individuals with Disabilities Education Improvement Act (IDEA, 2004) requires schools to provide a Summary of Performance (SOP) to students receiving special education services during their final year of high school. Although the SOP must include recommendations for helping students meet their post-secondary goals there is little guidance leading to inconsistencies across states. The purpose of this article is to review the SOP, provide recommendations for implementation based on available research, and provide resources for educators to help prepare students with SLD for transition to PSE

Self-Determination Skills: Building a Foundation for Student Success

Among different transitions that happen in a young person’s life, transition to adulthood can be one of the most challenging. The new post-school environment requires increased self-determination, including self-awareness, self-advocacy, self-management, and other important skills that help one function as an independent adult. Because it takes time to develop and nurture self-determination skills, it is important to begin early and continue infusing self-determination into various aspects of instruction. Discussed in this article are SCORE strategies for embedding self-determination skills into classroom settings. Multiple tools and resources are provided to aid with the selection and application processes. A vignette is offered to illustrate guidance for implementation with the goal of improved self-determination skills and enhanced experiences for all learners while in school and beyond