Secondary Special Education Research Articles

A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers

In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. They conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist, including funding for support teachers, a lack of clear federal guidance, and difficulties with holding districts accountable for teacher quality provisions. In addition, the results reveal a decided preference for course-based evidence of teachers’ content knowledge over other types of evidence. In closing, the authors discuss implications of federal policy for states, districts, and special education teacher preparation in light of the findings.

Secondary special educators' transition involvement

Background Different roles and responsibilities are required of school professionals to facilitate students' successful transition from school to post-school lives. Special educators' involvement in transition services is essential for better post-school outcomes for students with disability.Method The Transition Involvement Survey with five domains was developed for the study and a total of 343 secondary special educators in the United States participated. MANOVA and post hoc discriminant analysis were used to examine group differences across the five domains.Results Special educators rated highly in their involvement in transition planning but less so in other domains. Receiving in-service training was significantly related to educators' transition involvement but receiving pre-service training was found to be only partly related.Conclusion The gap between special educators' knowledge and involvement in extending transition services affects the provision of services. Recommendations from this study support stronger personnel preparation to improve this situation.

Restrictions in social participation of young adults with spina bifida

Purpose. To determine participation restrictions of young adults with spina bifida (SB) in relation to health condition and activity limitations.Method. A total of 179 persons aged 16–25 years and born with SB participated in a cross-sectional study. The main outcome on four domains of participation (independent living, employment, education and partner relationships) was assessed using a structured questionnaire.Results. At the mean age of 21 years only 16% were living independently, more than one-third of the participants went to special secondary education, 53% of those who finished education did not have a regular job and 71% did not have a partner. Health condition variables (type of SB, hydrocephalus and level of lesion) and to a lesser extent activity limitations (wheelchair dependence and incontinence) were significant determinants for having participation restrictions. Perceived hindrances in participation included long-distance transportation (19–36%), accessibility (10–42%), physical impairments (22–40%), emotional barriers (20–32%) and financial limits (3–17%). More severe SB, defined as hydrocephalus, high level of lesion and wheelchair dependence, was related with more experienced hindrances due to long-distance transportation accessibility of buildings.Conclusions. Many young adults with spina bifida experience participation restrictions. Severity of SB was negatively related to participation. Social integration should be a major focus in the professional guidance of youngsters with physical disabilities.

Psychometric Properties of the Foreign Language Attitudes and Perceptions Survey for College Students

The psychometric integrity of the Foreign Language Attitudes and Perceptions Survey for college students was investigated. Two hundred and seventy-eight college students were administered a modified version of the survey (FLAPS-C). Internal consistency reliabilities, as determined by Cronbach’s alpha, were .74, attitudes; .80, perceptions; and .86, combined. Testretest reliability was equally robust ( r = .83). Factor analytic data suggest a one-factor solution rather than two separate factors (i.e., attitudes and perceptions). Results provide preliminary support for the use of FLAPS-C as a measure of college students’ attitudes and perceptions toward learning a foreign language. The FLAPS-C’s potential utility for secondary and postsecondary special educators of at-risk students including those with learning disabilities is discussed.

Developing Progress Monitoring Measures for Secondary Mathematics

Secondary special educators are in desperate need of progress monitoring measures in mathematics that appropriately reflect their students' instructional content. As educators across the country respond to increasing standards for challenging curricula, growing numbers of students with disabilities are participating in more advanced mathematics courses at the secondary level, including algebra and geometry. Unfortunately, there are few measures in existence specifically designed for these content areas. In this article, the authors describe the work of Project AAIMS (Algebra Assessment and Instruction: Meeting Standards), a federally supported effort to develop and validate progress monitoring measures in algebra. The authors' focus is on describing the process used and offering recommendations for professionals who wish to develop their own measures for secondary mathematics.

A Qualitative Study of Preservice Teachers' Understanding of Self-Determination for Students With Significant Disabilities

Teaching self-determination to students with disabilities has long been a focus of the fields of special education and psychology, with much of the research focusing on why self-determination is important, the effects of self-determination skills on academic and adult outcomes, and identifying strategies teachers can use to teach self-determination in the classroom. The current study attempted to develop a greater understanding of how special education teacher candidates define and discuss self-determination within the context of a course on secondary special education and transition planning for students with significant intellectual disabilities. Researchers examined teachers' understanding of self-determination, their ability to incorporate self-determination into their daily instruction, and if their understanding reflected common misconceptions and misinterpretations.

Self-Determination and Access to the General Education Curriculum

Addressing federal mandates regarding both the delivery of transition services and access to the general education curriculum has been a challenge for secondary special educators. A practice common to both initiatives, however, has been efforts to promote self-determination. This study examined the impact of promoting self-determination as an instructional strategy to examine (a) the relationship between self-determination and access to the general education curriculum and (b) the impact of promoting self-determination as a curriculum augmentation on access to the general education curriculum for high school students with disabilities. The study implemented a randomized trial control group design in which classroom observations were conducted to determine student access to the general education curriculum before and after the implementation of an instructional model to enable students to self-regulate learning. Analyses were conducted using multilevel model methods. The findings indicated the potential positive impact of promoting self-determination on access to the general education curriculum for students with disabilities as well as the degree to which curriculum modifications and other supports are needed to further access and student progress.

Evaluating a Transition Personnel Preparation Program: Identifying Transition Competencies of Practitioners

To date, research has not sufficiently addressed the impact of personnel preparation programs on secondary special educators in relationship to specialized competencies needed to impact students during transition from school to adult life. This study sought to evaluate transition competencies gained by secondary practitioners involved in a transition teacher education program. We were particularly interested in examining whether graduates of our programs reported increased levels of competence upon completion of the program. Responses were compared to a pre-assessment measure to determine significant levels of change. Using quantitative and qualitative methods, findings were overwhelmingly positive. Over time, our evaluation methods have expanded in terms of sophistication. Finally, this article addresses strategies for evaluating personnel preparation.

韓国の中等特殊教育の性格に関する研究

Given the unique demands of educating adolescents with disabilities, the long-term focus on elementary and early-childhood special education, and the recent emphasis on the enhancement of the quality of education and accountability issues and on inclusive education at the secondary level, there is a need to examine the current status and unique functions of secondary special education in Korea. The present paper reviews the current status of secondary special education and explores 7 themes defining the features of secondary special education in Korea. Some functions of secondary special education and indicators of the quality of the practice of secondary special education and transition services are also examined. Establishing the unique territory and nature of secondary special education and providing a quality education and services for adolescents with disabilities is a critical agenda for the advancement of Korean special education.

Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities

The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized Education Program (IEP); a brief survey regarding their perceptions of the WAA; and a curricular access questionnaire that documented which WAA items were part of the student's curriculum during the current or previous school year. A stepwise multiple regression analysis was conducted to determine the relationship between predictor variables and teachers' perceptions as reported on the teacher survey. The results indicated student grade level accounted for the small amount of the variation in teacher's positive perceptions of the WAA. These results are discussed in the context of consequential evidence for the validity of the WAA.

Enhancing Secondary Special Education Teachers' Knowledge and Competencies in Working With Culturally and Linguistically Diverse Families Through Online Training

Although numerous studies have identified the importance of family involvement during transition planning, they have also identified significant barriers to such involvement among culturally and linguistically diverse (CLD) families. The purpose of this study was to determine the effects of online training on secondary special education teachers' knowledge of, attitudes toward, and competencies in working with CLD families during transition planning. Results indicated significant knowledge gain for teachers who participated in online training compared to the control group members, who did not receive the training. However, teacher attitudes and perceived levels of competence related to involving CLD families did not show significant changes. The authors discuss the implications for future research and training to improve transition practices specific to CLD families.

The Impact of Teacher Beliefs on the Provision of Leisure and Physical Activity Education Curriculum Decisions

This study investigated (a) variables that predict amount of time students with severe disabilities spend in leisure and physical activity education and (b) teacher beliefs about provision of these services. Participants included 35 secondary special education teachers and 170 students with severe disabilities. Findings suggest that special education teachers provided recommended duration, but valued other curriculum domains over leisure and physical activity education. Hierarchical linear modeling (HLM) indicated individual teacher differences are a significant predictor of students' participation in leisure and physical activity. Further, HLM analysis indicated that teachers' beliefs about their role in providing leisure education explained a significant portion of the variance among teachers. Recommendations for policy development and teacher education are provided.

Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d) preparation to use and frequency of use of effective instructional strategies; and (e) factors contributing to the use of effective instructional strategies. The number of methods courses taken by teachers uniquely and significantly contributed to the number of effective instructional approaches that both general and special educators reported using. Significantly more special educators than general educators reported the use of specific, empirically validated instructional practices. Additional results, implications, and suggestions for future research are provided.

"Don't Sell Them Dreams without the Foundations": Collaboration for the Transitional Needs of Foster Care Adolescents with Disabilities

The 1999 Revisions of the Individuals with Disabilities Education Act (IDEA), now known as the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), confirmed the legal role of foster parents in special education decision making on behalf of the youth in their care. The present study responded with a multiple case study of seven secondary special education teachers and their attitudes, experiences, and recommendations for collaboration with foster parents of adolescent youth. Collaborative theory was used to frame the study and analyze the data. The participants reported that they lacked full awareness of foster care and limited the scope of their collaboration to address youth's behavioral and vocational needs. This report includes noted gaps between the participants' accounts and the literature, and implications for ongoing research.

A Map of the Intervention Literature in Secondary Special Education Transition

The intervention-based literature that has appeared in the past 20 years in the field of secondary special education transition is reviewed. Published and unpublished original research studies that were written in English and whose sample was secondary-age youth with disabilities were acquired through the use of typical library electronic search processes, hand searches, and other techniques to identify and access the widest literature set possible. Using a standardized coding protocol, this literature set is described in terms of its interventions, outcomes, sample features, study contexts, and methodological features. The final literature set of 164 studies is tabulated according to six intervention areas: transition planning, vocational/employment preparation, social skills, self-determination, life skills curricula, and counseling.

Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators

A nationwide random sample of 179 secondary general education math and special education teachers completed a survey asking them about their use of specific instructional practices to help teach math to students with learning disabilities (LD) and emotional/behavioral disorders (EB/D) and their use of specific assessment accommodations with these students. Although general education teachers were generally more knowledgeable about higher level mathematics content (e.g., algebra) than special education teachers, they were less likely to report that they used specific instructional practices and testing accommodations. The number of methods courses taken by teachers and knowledge of course topics both contributed to the number of instructional practices and accommodations used by teachers.

Service Delivery and Instructional Programming in Rural, Suburban, and Urban Secondary Special Education: An Exploratory Study

In this exploratory study, the intersection of curriculum and instructional environments for secondary students with mild mental impairment and learning disabilities was examined with respect to school location—rural, urban, or suburban. A survey was mailed to 378 secondary special education teachers in Michigan. Findings revealed differences exist in the curricular options and instructional environments available to students in different settings. Rural schools were more likely to offer the same curriculum and instructional environments to students with mild mental impairment and learning disabilities. However, rural schools were not more similar to urban schools across curriculum options or instructional environments for either population, which contradicted findings from the general education research.

Promoting Positive Special Education Practices

Special education is defined as specialized instruction for students with disabilities. Sometimes, however, legal requirements as well as the day-to-day demands of teaching secondary students with disabilities cloud the real intent of special education. This article acknowledges some poor practices occurring in secondary special education and provides suggestions for school administrators who desire to strategically address these issues in order to provide exemplary programs for students.

Relationship between vision and reading performance among low vision students

To determine the reading performance of low vision students after providing optimum reading material and to determine the relationship between vision and reading performance. 53 students (Form 1 to Form 5) who can read print from a Secondary Special Education School (Blind) took part in this study. Distance and near visual acuity were measured. Reading performance was determined using a comprehension test and reading speed. The students were divided into two groups based on their reading speed; Group A was those who could read at a normal reading speed ± 1S.D. while Group B was those who read at a slower reading speed (normal reading speed below 2S.D.). The normal reading speed was determined from 150 students from the main secondary stream. Comprehension test results showed that there was a significant difference (p=0.047) between the two groups. Group A showed a higher comprehension test result than Group B. However, there was no significant difference in the distance and near visual acuity between the two groups. There were also no significant relationship on visual status (distance and near visual acuity) and reading performance (reading speed and comprehension) in the two groups. Low vision students who have a normal reading speed have better comprehension ability compared to low vision students with slower reading speed. Slower reading speed may reduce comprehension ability but it is not necessarily due to the visual status.

The Use of Problem-Based Learning in Rural Special Education Preservice Training Programs

This manuscript presents a case for the use of problem-based learning (PBL) in the preservice training of rural special educators. The PBL process is defined and its implementation procedures are outlined. A PBL case scenario is presented from a course on secondary special education methods from a rural university. Additionally, preservice teachers' PBL analyses of the case are displayed and discussed. Implications for the use of PBL are offered, in particular with rural preservice teachers in mind.