Lucinda S. Spaulding

Applying Maslow's Hierarchy to the Parent/Teacher Relationship

Deanna L. Keith Dr. et al. — Mon, 28 Nov 2011 11:29:48 PST

We examine the parent/teacher relationship through Maslow’s (1943) Hierarchy of Needs, which theorizes that physiological and safety needs must be met before someone feels a sense of belonging, and that sense of belonging and esteem are needed for self-actualization (reaching one’s full potential). We discuss ways to meet the basic needs of parents with the purpose of fostering positive collaborative partnerships between parents and special education teachers.

The Efficacy of Special Education

Kenneth A. Kavale et al. — Wed, 07 Sep 2011 09:06:55 PDT

Learning Challenges for Adults with Learning Disabilities

Mark P. Mostert et al. — Wed, 07 Sep 2011 09:04:45 PDT

DISSECT: A Framework for Effective Inclusive Instruction in Science

Jenny Sue Flannagan et al. — Wed, 31 Aug 2011 06:58:30 PDT

In this presentation we present a framework for effective inclusive education in science.

The Effects of Poverty in the Role of Schools: Implications for Teacher-Preparation Programs

Deanna L. Keith Dr. et al. — Tue, 09 Nov 2010 08:26:27 PST

Factors that Influence Teachers’ Views on Standardized Tests

Christine T. Schuette et al. — Mon, 08 Nov 2010 11:25:24 PST

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.

The History of Special Education: Lessons from the Past, Implications for the Future

Lucinda S. Spaulding et al. — Mon, 08 Nov 2010 11:25:22 PST

We identify three eras in the history of special education: Early Reform (1800 – 1870), Stagnation and Regression (1870-1950), and Contemporary Reform (1950 – present). Next we examine parallels between eras and consider implications for people with disabilities today, highlighting the importance of the systematic study of historical perspectives in preparation programs for special educators.

Is Brain Gym® an Effective Educational Intervention?

Lucinda S. Spaulding et al. — Wed, 31 Mar 2010 12:24:42 PDT

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.

"Education will be our mother": An Exploration of Resilience Mechanisms Relating to the Educational Persistence of Sudanese Refugees

Lucinda S. Spaulding — Wed, 31 Mar 2010 11:13:26 PDT

The purpose of this study was to explore the cultural and contextual resilience mechanisms operating in the lives of Sudanese refugees living in Virginia. A convenience and snowball sampling of 10 Sudanese refugees (1 female, 9 male) living in Virginia were selected to participate in this study. Through interviews, I gathered and documented participant narratives. For the purpose of triangulation, I collected demographic information and data about the level of traumatic events experienced and the impact of these events using quantitative instruments. I analyzed the data using grounded theory methodology in order to explore the meaning attributed to past events and understand how collective and personal history and culture contribute to persistence toward and achievement of educational goals. Findings from this study confirm prior research findings related to resilience as well as add to the literature base. This study reinforces the importance of turning points, the development of steeling effects, and the need to examine resilience mechanisms as opposed to generating lists of risk and protective factors. Furthermore. this study affirms the integral role of culture and context in the development of resilience. Additionally, this study uncovers a new phenomenon that has not yet been discussed in the literature, the concept of altruistic resilience, which I define as overcoming personal adversity for the selfless advancement of others who lack the means, resources, or opportunity to do so for themselves. These findings are depicted in a theoretical model that illustrates the development of resilience mechanisms in the adult Sudanese refugees who participated in this study.

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

Mervyn Wighting et al. — Wed, 31 Mar 2010 11:13:25 PDT

This paper reports on a research study measuring the constructs of community and academic achievement and examining the relationship between them. The authors' 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.

Determining Best Practices and Interventions in Special Education

Lucinda S. Spaulding — Mon, 29 Mar 2010 04:55:24 PDT

A current critical issue in special education is no longer the assurance of access but the assurance of intervention 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.

Best Practices for Inclusive Science Instruction

Lucinda S. Spaulding et al. — Thu, 07 Jan 2010 08:05:39 PST

The purpose of this session is to provide an overview of evidence based best practices for inclusive science instruction and to equip teachers with applicable strategies for scaffolding instruction and responding to learner needs based on research in special education and science instruction. As a result of this session, participants will learn strategies and methods for helping students learn to independently design experiments, use the scientific process, and develop critical thinking skills. There will also be an emphasis on effective co-teaching practices and employing instructional strategies for reinforcing skills and content knowledge across the curriculum, providing more time for instruction and additional opportunities for reinforcement and review of science and reading/writing skills.

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

Kenneth A. Kavale et al. — Thu, 17 Sep 2009 07:35:38 PDT

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.

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

Lucinda S, Spaulding — Mon, 31 Aug 2009 07:40:48 PDT

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.

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

Kenneth A. Kavale et al. — Mon, 31 Aug 2009 07:40:39 PDT

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.