Division Of Special Education Research Articles

The Implementation of a School-Based Social Networking Site

This study examined the special education teachers’ attitudes, practices, and perceived benefits while using a school based SNS, ClassDojo, in Santa Clara County Office of Education Special Education Division. In addition, the perceived benefits while using ClassDojo, the significant relationship between their attitude towards and practices of using ClassDojo, and the significant relationship of the perceived benefits of using ClassDojo to their attitude and practice were resolved. This study made use of a descriptive-correlational research design. Data was collected through a Google form link from 105 special education teachers who gave their consent and participated in the self-reported questionnaire. The survey data was used to analyze descriptive statistics between the variables. Pearson product-moment correlation was conducted to determine the relationship between attitude and practices, attitude and perceived benefits, and practices and perceived benefits of using ClassDojo. The findings in this study showed that teachers’ attitudes towards ClassDojo use had a statistically significant influence on teachers’ intentions to use ClassDojo. Perceived ease of use had the largest statistically significant influence on teachers’ attitudes toward ClassDojo. Teachers’ attitudes towards ClassDojo also had a statistically significant influence on their practices while using ClassDojo, and on the benefits of using ClassDojo. In addition, teachers’ practices had a statistically significant influence on the perceived benefits of using ClassDojo. it was recommended that appropriate knowledge and information is provided to special education teachers both at training and workplace. It is also important to empower special education teachers to have more autonomy in the use of ClassDojo. Empowering them can motivate them to utilize ClassDojo more thereby benefiting both school and home.

Reading Skills in Malay Language Literacy of Dyslexic Students

Problems in literacy is the most significant aspect in the learning process of dyslexic students. This study was conducted to analyze the reading skills in Malay language literacy among dyslexic students. The sample of this study was 10 dyslexic students who were selected from the Malaysia Dyslexia Association. A mixed-method approach was conducted to identify reading problems according to the LINUS 2.0 construct, which was developed by the Special Education Division, Ministry of Education Malaysia. Reading problems according to the LINUS 2.0 were measured based on the construct in the Malay Language Reading Skills Literacy Diagnostic for Dyslexics. This diagnostic was used to assess 12 reading skills in the reading achievement of dyslexic students' literacy constructs. Each reading skill has 5 items to read. This diagnostic focuses on 12 reading skills that were analyzed according to the dyslexic students' level of learning. The findings of this study prove that dyslexic students have a poor level of literacy skills in reading Malay. From this study, the researcher has produced a new approach to literacy construct that is suitable for dyslexic students. Based on the reading ability of the subjects in this study, the researcher concludes that the knowledge of graphemes-phonemes and syllable segmentation is unsatisfactory. The findings of this study have an impact on the Special Education Division, Ministry of Education Malaysia, in that curriculum planning for dyslexic students can be examined. The findings of this study also have an impact on dyslexic teachers in that they can plan their teaching and learning to suit the level of mental development of dyslexic students in Malaysia.

Until We Begin Listening, There Can Be Little Hope for Understanding One Another: An Interview With Dr. Philip C. Chinn

Dr. Philip C. Chinn is professor emeritus in the Division of Special Education and Counseling, California State University, Los Angeles. He taught at the University of Utah and University of North Texas, and served for 6 years directing the office of Multicultural and Ethnic Concerns at the Council for Exceptional Children. He was department head at Texas A&M University, Commerce, and a division chair at California State University, LA. Dr. Chinn served as vice-president of the National Association for Multicultural Education (NAME) and co-editor of the organization’s official journal, Multicultural Perspectives. He was appointed to the California State Commission for Special Education and served on the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners. Dr. Chinn is the co-author of two textbooks in special education and has written several textbook chapters and journal articles. The 11th edition of his co-authored Multicultural Education in a Pluralistic Society (Pearson) was released in 2021.

CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS

Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis.
 Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data.
 Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres.
 Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.

The Role of the Larry P. v. Riles Case in California Due Process Complaint Adjudications

Forty years have passed since the Larry P. v. Riles (1979) decision prohibiting the use of standardized intelligence quotient (IQ) tests to assess African American children in California for special education. While the Larry P. case has governed the assessment practices of school psychologists for so many years, yet little is known about how the Larry P. decision impacts special education due process in California. A search of the Office of Administrative Hearings Special Education Division (OAH) database of decisions issued between July 2005 and August 2018 found only 31 cases where Larry P was invoked, and only 5 of these raised Larry P. as an issue, for the remaining 26 cases Larry P. is referenced in an OAH statement or determination. Of these 5 cases, the LEA was found to be in violation of Larry P. in 2 of the cases, both of which involved students who were incorrectly designated as some other ethnicity than African American in the district student database. For most of the cases (n = 16), Larry P. is cited as a footnote to support decisions about the suitability of a specific test. In 3 of the 31 cases, the district proposed or conducted testing was disputed, 7 other cases involved independent evaluators, with two of the cases involving parents wanting their child to receive cognitive testing. The results indicate that districts generally prevail by following the California Department of Education’s ban on administering published norm-referenced cognitive tests to African American students; however, this practice does little to challenge the institutional racism within our schools that was the heart of the Larry. P case.

Competence in Expanded Core Curriculum Skills: Does the Level Taught Matter to the Visually Impaired?

Educating the visually impaired requires unique consideration in which they would be provided with the tools, skills, and strategies they need to develop alternative means of obtaining information. The alternative means are compensatory access, sensory efficiency, assistive technology, orientation and mobility, independent living, social interaction, recreation and leisure career education and self-determination skills. The study sought to investigate the expanded core curriculum skills for students with visual impairment. It compares the level at which these skills were acquired and how they influence their competence. The researchers employed descriptive cross-sectional design for the study. 93 students with visual impairment were selected using multi-stage sampling technique from University of Cape Coast and University of Education, Winneba for the study. Frequency and percentages and ANOVA were used to analyse the data to answer the research questions and the hypothesis respectively. The results of the study indicated that majority of the students with visual impairment started the study of the expanded core curriculum skills from the basic level of education. It also became clear that those who started the learning of the expanded core curriculum at the basic level proved to be very competent. It was recommended that the Special Education Division of Ghana Education Service should intensify the teaching and learning of expanded core curriculum skills at the basic school so as to continue to impact ECC competence throughout a child’s academic life.

Thinking of Maintaining two Languages into Old Age? Do It For Promising Advances in Neuroscience and the Grandkids

Book Review| April 01 2020 Thinking of Maintaining two Languages into Old Age? Do It For Promising Advances in Neuroscience and the Grandkids Growing Old With Two Languages: Effects of Bilingualism on Cognitive Aging. Edited by Ellen Bialystok and Margot Sullivan. Amsterdam, The Netherlands: John Benjamins Publishing Company, 2017. 304 pp. Paper, $54. Alison L. Bailey; Alison L. Bailey Department of Education, Moore Hall 3302b, University of California, Los Angeles, Los Angeles, CA 90095-1521, E-mail: abailey@gseis.ucla.edu Search for other works by this author on: This Site Google Anna V. Osipova Anna V. Osipova Division of Special Education and Counseling, California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA 90032, E-mail: aosipov3@calstatela.edu Search for other works by this author on: This Site Google The American Journal of Psychology (2020) 133 (1): 111–116. https://doi.org/10.5406/amerjpsyc.133.1.0111 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Alison L. Bailey, Anna V. Osipova; Thinking of Maintaining two Languages into Old Age? Do It For Promising Advances in Neuroscience and the Grandkids. The American Journal of Psychology 1 January 2020; 133 (1): 111–116. doi: https://doi.org/10.5406/amerjpsyc.133.1.0111 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressThe American Journal of Psychology Search Advanced Search The text of this article is only available as a PDF. Copyright 2020 by the Board of Trustees of the University of Illinois2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Experiences of Students with Visual Impairment in Higher Education in Ghana: Bodily Perspective on Inclusive Education

The study examined experiences of students with visual impairment in Ghana’s public universities. The study employed the cross‐sectional descriptive survey design using semi-structured questionnaire for data collection to provide answers to the research questions. The study population included all students with visual impairment across the three Public Universities namely; University of Ghana, University of Cape, and University of Education, Winneba. In all, 87 students with visual impairment were purposively selected to participate in the study. The study revealed that students with visual impairment in these three public universities experience several attitudinal challenges both from teachers, resource persons and fellow students which affect their academic achievement. Also, students with visual impairments in Ghana’s public universities are constantly challenged by classroom instructional strategies, and that it is difficult for them to access course outlines, textbooks, among other relevant facilities in advance. It is recommended that the Special Education Division of the Ministry of Education in conjunction with the Resource Persons in the various universities should organize periodic in-service training programmes for university teachers who teach in the inclusive public universities to adequately equip them in handling the visually impaired. Keywords: visual impairment, inclusive education, resource person, disabilities and Ghana DOI : 10.7176/JEP/10-18-17 Publication date :June 30 th 2019

Study The Relationship Between Learning Performance And Facilities In The Vocational Special Education Secondary School Malaysia

Education is very important for all individual; disabled and non-disabled; to succeed in the development of a country. The increase in the number of disabled people (OKU) registered in every year, leads to the increase number of disabled students (OKU) at government special needs school. Due respect to the condition of the students, facilities in special needs schools should be always in good condition to ensure the education and learning process occurred in smoothly. However, there is always a problem with limited number of facilities in special education schools for a number of specific areas and consists of just a few basic things; provision of ramps, defective passages and disabling toilets and so on. Beside provision of non-compliance facilities within the schools also inhibit student movement and activity. Hence, this study aims to critically examine the relationship of facilities at special school in Malaysia and learning performance. This study focus on the Vocational Special Education Secondary School within Peninsular Malaysia. To understand the idea of study in depth many information had been reviewed from previous related study areas. Based on the questionnaire of previous study proved that learning performance of disable people can be effect by facilities. An important factor to increase the learning performance of the disable people are to providing the requirement by build OKU-friendly facilities. The results of the study represent the relationship of learning performance and facilities that can be used as a guideline and awareness to Ministry of Education (Special Education Division) in order to give equalities between normal people and disabled people. Keywords: Disabled Student, Facilities, Special Education School, Learning Performance

قلق المستقبل المهنى والرضا عن التخصص الدراسى کمنبئات بالتحصیل الأکادیمى لدى طلاب شعبة التربیة الخاصة بجــــامعــــة قنــــاة الســــویــــس Vocational Future Anxiety and Satisfaction with Academic Major as predictors of Academic Achievement among Students of Special Education Division at Suez Canal University

هدفت الدراسة الحالية إلى محاولة الکشف عن طبيعة العلاقة بين کل من (قلق المستقبل المهنى، والرضا عن التخصص الدراسى) والتحصيل الأکاديمى لدى طلاب شعبة التربية الخاصة بکلية التربية بالإسماعيلية، وکذا الکشف عن علاقة قلق المستقبل المهنى بالرضا عن التخصص الدراسى، وذلک مضافا إلى معرفة الإسهام النسبى لقلق المستقبل المهنى، والرضا عن التخصص الدراسى فى التنبؤ بالتحصيل الأکاديمى لدى طلاب شعبة التربية الخاصة بکلية التربية بالإسماعيلية. وقد تکونت عينة الدراسة من (136) طالبا وطالبة من طلاب شعبة التربية الخاصة بالفرق الأربعة، وذلک بکلية التربية بالإسماعيلية، للعام الجامعى (2016– 2017م)، بلغ متوسط أعمارهم الزمنية (20.80) سنة بانحراف معياري قدره (1.11) سنة. وباستخدام مقياسي قلق المستقبل المهنى، والرضا عن التخصص الدراسى وهما من إعداد/ الباحثة، توصلت الدراسة الحالية إلى النتائج التالية: 1- وجود علاقة ارتباطية سالبة وغير دالة إحصائيا بين قلق المستقبل المهنى والتحصيل الأکاديمى لدى أفراد عينة الدراسة من طلاب شعبة التربية الخاصة بکلية التربية بالإسماعيلية. 2- وجود علاقة ارتباطية موجبة ودالة إحصائيا عند مستوى (0.05) بين الرضا عن التخصص الدراسى والتحصيل الأکاديمى لدى لدى أفراد عينة الدراسة. 3- وجود علاقة ارتباطية سالبة دالة إحصائيا عند مستوى (0.01) بين قلق المستقبل المهنى والرضا عن التخصص الدراسى لدى لدى أفراد عينة الدراسة. 4- يمکن التنبؤ بالتحصيل الأکاديمى لدى طلاب شعبة التربية الخاصة بکلية التربية بالإسماعيلية من خلال درجاتهم في الرضا عن التخصص الدراسى، فى حين لا يشکل قلق المستقبل المهنى تأثيرا دالا فى التنبؤ بالتحصيل الأکاديمى. الکلمات المفتاحية: قلق المستقبل المهنى- الرضا عن التخصص الدراسى- التحصيل الأکاديمى- التربية الخاصة. The present study aimed to attempt to detect the nature of the relationship between each of the (vocational future anxiety, satisfaction with academic major) and academic achievement among students of Special Education Division of the College of Education in Ismailia, as well as disclosure of relationship between the vocational future anxiety, and satisfaction with academic major, that combined with the knowledge to contribute relative to the vocational future anxiety, and satisfaction with academic major in predicting academic achievement of students in the Special Education Division of the College of Education in Ismailia. The study sample consisted of (136) male and female students from the Special Education Division of the four teams, in the Faculty of Education in Ismailia, for the academic year (2016-2017 AD), the average age of the time (20.80) with a standard deviation of the year (1.11 years). Using measurements of the vocational future anxiety, and satisfaction with academic major, two of the Setup / researcher, concluded the current study to the following: 1- There are a negative correlation but not statistically significant between vocational future anxiety and academic achievement of students in the Special Education Division of the College of Education in Ismailia. 2- There are a positive statistical significant correlation at the level of (0.05) between satisfaction with academic major and academic achievement of students in the Special Education Division of the College of Education in Ismailia. 3- There are a negative statistical significant correlation at the level of (0.01) between vocational future anxiety, and satisfaction with academic major of students in the Special Education Division of the College of Education in Ismailia. 4- It can predict with academic achievement of students in the Special Education Division of the College of Education in Ismailia through the grades in satisfaction with academic major, while There are not a significant effect for the vocational future anxiety in predicting academic achievement.

Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

<p>Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students’ perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As many as 70 deaf students from three special education primary schools in Selangor and Federal Territory were gathered as research respondent. Data were analyzed by using descriptive and inferential statistics of t-test. Findings from the t-test analysis showed that MFTM has a significant effect on multiplication facts achievement among deaf students whereas conventional teaching method does not given a significant effect on multiplication facts achievement among them. The findings from questionnaires found that the deaf students have high level of perception towards MFTM in the dimensions of interest, self-confidence, persistence and motivation in learning multiplication facts. The findings serves as an implication towards students, parents, teachers, Special Education Division and Malaysia Education Ministry in terms of awareness, involvement, planning and implementation in the context of diversifying of multiplication facts teaching method, and the suitability of supporting materials in teaching and learning multiplication facts.<strong></strong></p>

Schools 2010:Connect, Create, Innovate in Las Vegas

Schools 2010:Connect, Create, Innovate in Las Vegas

Growing Diversity in Our Schools—Roles and Responsibilities of Speech-Language Pathologists

No AccessPerspectives on Language Learning and EducationArticle1 Jul 2003Growing Diversity in Our Schools—Roles and Responsibilities of Speech-Language Pathologists Ann Derr Ann Derr Early Childhood Intervention Services, Saint Paul SchoolsSaint Paul, MN Google Scholar More articles by this author https://doi.org/10.1044/lle10.2.7 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Campbell, G. L. (1995). Concise compendium of the world’s languages. New York: Routledge. Google Scholar Cheng, L. (1991). Assessing Asian language performance—Guidelines for evaluating Limited-English-Profi-ciency students. Oceanside, CA: Academic Communications Associates. Google Scholar Goldstein, B. (2000). Cultural and linguistic diversity resource guide of speech-language pathologists. San Diego: Singular Publishing Group. Google Scholar Gutierrez-Clellen, V. (1999). Language choice in intervention with bilingual children.American Journal of Speech-Language Pathology, 8, 291–302. LinkGoogle Scholar Kayser, H. (1998). Assessment and intervention resource for Hispanic children. San Diego: Singular Publishing Group. Google Scholar Langdon, H., & Cheng, L. (2002) Collaborating with interpreters and translators—A guide for communication disorders professionals. Eau Claire, WI: Thinking Publications. Google Scholar McGregor, K. K., Williams, D., Hearst, S., & Johnson, A. C. (1997). The use of contrastive analysis in distinguishing difference from disorder: A tutorial.American journal of Speech-Language Pathology, 5, 45–56. Google Scholar Minnesota Department of Children, Families and Learning. (2002). Talk with me: A resource guide for speech-language pathologists and early childhood special education teams working with linguistically diverseyoung children and their families. Roseville, MN: Division of Special Education, Minnesota Department of Children Families and Learning. Google Scholar Pearson, B., Fernandez, S., & Oiler, D. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms.Language Learning, 43, 93–120. CrossrefGoogle Scholar Pettito, L., Katerelos, M., Levy, B., Gauna, K., Tetreault, K., & Ferraro, V. (2001). Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition.Journal of Child Language, 28, 453–496. Google Scholar Roseberry-McKibben, C. (1995). Multicultural students with special language needs—Practical strategies for assessment and intervention. Oceanside, CA: Academic Communications Associates. Google Scholar Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority studen t ‘s long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz. Retrieved May 23,2003, from http://www.crede.ucsc.edu/re-search/llaa/1. l_final.html Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited ByAmerican Journal of Speech-Language Pathology30:5 (1940-1948)23 Sep 2021Exploring Outcomes of an Asynchronous Learning Module on Increasing Cultural Competence for Speech-Language Pathology Graduate StudentsBelinda Daughrity Volume 10Issue 2July 2003Pages: 7-12 Get Permissions Add to your Mendeley library History Published in issue: Jul 1, 2003 Metrics Downloaded 43 times Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & Permissions© 2003 American Speech-Language-Hearing AssociationLoading ...

Supporting the non-traditional student teacher: a community learning centre model

Significant personnel shortages in all areas of special education are being experienced throughout the USA, and in California in particular. This substantial shortage of trained special education teachers hampers the efforts of school districts to staff schools with well-prepared teachers, and to develop programmes and approaches that best serve children and youth with disabilities. Currently, great numbers of special education teachers are employed without the proper credentials. As large numbers of teachers on emergency permits or waivers enter teacher preparation programmes, university faculty must design practical experiences that are supportive of the candidate's teaching situation, but also allow for development of specific instructional and professional competencies. This article describes an innovative approach to providing support to non-traditional teacher candidates as developed by faculty in the Division of Special Education at California State University Los Angeles. The unique aspects of the programme are described.

Regional Comprehensive System of Personnel Development Council Activity in Big Sky Country

The Montana Office of Public Instruction, Special Education Division, initiated its state Comprehensive System of Personnel Development (CSPD) Council 15 years ago in compliance with Public Law 94–142, The Education of All Handicapped Children Act. The state council has remained active and has become stronger from its beginning to the present time. Because of the large geography of the state and diversity of needs across the state, however, the state council was somewhat limited and fragmented in meeting personnel development needs. Consequently, the state council implemented a CSPD regionalization concept based on the five existing Developmental Disabilities Planning and Advisory Council (DDPAC) and Montana Council of Administrators of Special Education (MCASE) regions. The purpose of this article is to report on strategies and activities of regional CSPD actions in Montana. The regional model holds promise for replication as a framework of personnel development in other large rural states. This information is represented within the context of the recently enacted amendments to the Individuals with Disabilities Education Act through the provisions of Public Law 105–17.

Foreword

Professor and Director Division of Special Education and Rehabilitation School of Education Syracuse University Syracuse, New York Co-ordinator DEAL Communication Centre Victoria, Australia

Enhancing Opportunities in Postsecondary Education for Deaf Students by John G. Schroedel and Douglas Watson (review)

BOOK REVIEW Enhancing Opportunities in Postsecondary Education for Deaf Students. John G. Schroedel and Douglas Watson. 156 pages, soft cover. University of Arkansas Rehabilitation Research and Training Center on Deafness and Hearing Impairment, Little Rock, AR, 1991. This book, composed of eight chapters, reports the results of a series of national research projects that examined the impact of postsecondary education on deaf students. Specifically, the authors present the results of six studies that investigated (1) the types of programs, administration, staff, and services available to postsecondary deaf students; (2) the characteristics, aspirations, and attainments of prospective graduates; (3) the availability and use of support services; (4) a follow-up of program graduates; (5) vocational rehabilitation policies and practices; and (6) the attitudes and opinions of professionals regarding the goals, needs, and conditions in postsecondary education of deaf students. The final chapter summarizes the results of each of these studies and presents a list of 14 recommendations for policy and practice in the future. The research presented in this text suggests that many deaf and hard-of-hearing people are succeeding and benefiting from the quality of their education and rehabilitation services. The authors report that, currently, a variety of programs provide diverse career training options and support services, that students have many opportunities to interact socially, and that graduates are generally satisfied with the quality of their training programs. However, the authors also note areas that are in need of improvement. For example, they found that 40% to 50% of deaf and hardof -hearing students who begin postsecondary training programs eventually drop out. Of those who do graduate, one in every five are unemployed nearly two years after completing their postsecondary training. The authors' recommendations have important implications for professionals in the field of deaf education and rehabilitation, regardless of the age of the people that they work with. For instance, the authors point out that more than half of the new jobs in the year 2000 and beyond will require postsecondary training. As a result, it has become increasingly more important for professionals working with deaf and hard-of-hearing students to focus on helping their students and clients develop the skills, attitudes, and strategies necessary for becoming life-long learners. Simultaneously , additional research efforts such as the studies presented in this text need to be undertaken so that interventions and practices that are effective can be continued and those that are not beneficial can be eliminated. In summary, the authors of this publication have examined an important component of the development and preparation of deaf students: postsecondary education. They present the results of their research in a highly readable manner and provide suggestions for future improvements . It is my hope that research and resources such as this become more readily available for professionals in the field of education and rehabilitation of deaf and hardof -hearing people. John Luckner, Ed.D. Deaf Education Program, Division of Special Education, University of Northern Colorado Greeley, CO 380 AAD Vol. 136, No. 5 ...

Early intervention for childrenʼs reading problems

Associate Professor Division of Special Education and Rehabilitation Syracuse University Syracuse, New York

AN EVALUATION OF THE PLAN TO REVISE SPECIAL EDUCATION IN NEW JERSEY FINAL REPORT

ABSTRACT In response to the recommendations of the New Special Education Study Commission and input from parents, educators, and the general public, the New Departme'it of Education's Division of Special Education developed A Plan To Revise Special Education in New Jersey (1986), commonly called P2R. P2R calls for changes in the focus and process of service delivery, specifying that the instructional needs of students, not etiological or disability label, will be the keystone for service delivery decisions. An integral part of the pilot implementation if P2R was a 3-year evaluation by the Educational Testing Service. This report presents findings of the third year, examining implementation and operations, assistance plan contents, and the impact of the planned changes. Regular and special education staff have found the changes occurring under P2R to be professionally sound and of benefit to students. The largest programmatic change under P2R has been the provision for in-class services, which were found to improve student skills, self-esteem, work habits, and social skills. Parents have generally been well-satisfied with P2R changes. Twelve tables present evaluation findings. Four appendixes contain responses of those surveyed about the changes, survey data, and eductor and parent questionnaires, (SLD)

Flexibility in the National Curriculum

The following contribution on the National Curriculum comes from Deirdre Fordham, Assistant Secretary, Special Education Division, Department of Education and Science, and is based on her speech to the NCSE annual conference in Birmingham in March. The full text will be published shortly in the conference report.