Lucinda S. Spaulding

Book Review: G. Richardson and Justin J. W. Powell. Comparing Special Education: Origins to Contemporary Paradoxes. Stanford, CA: Stanford University Press, 2011. 380 pp. Cloth $60.00

Lucinda S. Spaulding — Mon, 30 Jul 2012 12:37:23 PDT

DIS2ECT: A Framework for Effective Inclusive Science Instruction

Lucinda S. Spaulding et al. — Wed, 04 Jul 2012 20:05:57 PDT

The purpose of this article is to provide special education and general education teachers a framework (DIS2ECT) for teaching science in inclusive settings. DIS2ECT stands for Design (Backwards); Individualization; Scaffolding and Strategies; Experiential learning; Cooperative Learning; and Teamwork. This framework was derived from our experiences as special education and general education co-teachers, and was developed from a synthesis of evidence-based best practices in special education and science.

Overcoming Co-Teaching Challenges

Sharon Gerst et al. — Wed, 02 May 2012 20:11:29 PDT

This presentation provides research results from a systematic grounded theory study conducted in an urban school district in Eastern Iowa. The study sought to explain the process by which general education and special education teachers overcome challenges inherent in co-teaching. The theory developed by the study explains how teachers can overcome problems frequently encountered in co-teaching. Recommendations for how administrators and teachers can apply this theory to improving and facilitating co-teaching partnerships are provided.

Strategies for Fostering Doctoral Student Persistence

Amanda J. Rockinson-Szapkiw et al. — Thu, 19 Apr 2012 07:02:11 PDT

Strategies for Fostering Doctoral Student Persistence

Amanda J. Rockinson-Szapkiw et al. — Thu, 19 Apr 2012 06:54:16 PDT

The purpose of this session is to present research-based strategies for improving doctoral candidate retention and completion rates. We will first discuss findings from a qualitative phenomenological study examining factors associated with doctoral persistence. Derived from these findings and a synthesis of the literature on doctoral attrition, we present 5 practical strategies for improving doctoral persistence. Throughout this discussion, we will model specific practices that are found to be effective on an individual, course, program, and institutional level for increasing social presence, cognitive presence, and teaching presence. Session attendees will learn about technologies and practices they can implement to increase sense of community and, thus, persistence in their own doctoral programs. We conclude the session with a reflective discussion about how participants can modify current practices to encourage increased persistence in their doctoral programs.

Hearing their Voices: Factors Doctoral Candidates Attribute to their Persistence

Lucinda S. Spaulding et al. — Thu, 19 Apr 2012 06:05:10 PDT

The purpose of this phenomenological inquiry was to examine persistence factors associated with the successful completion of a doctoral degree in the field of education. Standardized open-ended interviews with a purposeful sample of 76 participants (42 females, 34 males) generated data leading to themes describing what doctoral students experience (personal sacrifice, delayed ex-pectations, dissertation challenges) and the personal factors (motivations for pursuing the degree, reasons for persisting, strategies for dissertation completion), social factors (support systems and coping mechanisms), and institutional factors (program characteristics) participants associated with their persistence. These findings provide a composite understanding of the essence of the struggles inherent in the journey and the factors associated with doctoral persistence. Implications and recommendations for doctoral candidates are discussed.

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.