Search

A survey investigated special educators' and special education administrators' perceptions of special education within Portugal. Using a 4-point Likert scale, a 15-item questionnaire written in Portuguese was given to 106 participants attending inservice training in Benavente and Seixal, Portugal. Items dealt with attitudes, money, support, curriculum, and preparation. The same questionnaire was given to 107 special educators and administrators from West Virginia, Ohio, Maryland, and Pennsylvania. Results from the questionnaires indicate that the Portuguese administrators' attitudes, teachers' attitudes, development of Individualized Education Programs (IEPs), classroom management, and implementation of the IEP were rated highest, although all were within the "fair" categorical range. The lowest Portuguese scores were for monetary support, number of related services, number of classroom aides, community support, and number of special education teachers tied with teacher preparation. Similar findings were identified within the United States sample. Classroom management, development of the IEP, implementation of the IEP, and teachers' attitudes were the highest scores. Low scores were number of teacher aides, community support, monetary support, number of special education teachers, and number of related services. Samples differed on teacher preparation, with the United States respondents viewing this as a strength and the Portuguese respondents as a weakness. (CR)

West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those special education students whose individualized education programs (IEP) exclude them from testing. State Department of Education inclusion and exclusion guidelines state that for a student to receive an 11th-grade warranty, the student must have taken the tests with no modifications. A preliminary test given in the fall of 1996 to 420 students in Mineral County schools showed that all grades in all schools increased in percentile ranks when students with IEPs were eliminated from aggregate scores. Following the test, a survey of general and special education teachers revealed concerns about inclusion of special education students in aggregate test scores; support needed for classroom inclusion; pressure to exclude standardized testing on students' IEPs; and the effect on special education students' self-concept, motivation, and desire to stay in school if excluded from testing. Primary teachers questioned the appropriateness of standardized testing for first and second graders. As a result of generally mandated standardized testing, it is feared that teachers will teach to the test and that special education students will once again become isolated from their peers. (SAS)

The study, based on data from the Phi Delta Kappa national study of 22,018 elementary and secondary students, investigated four questions: (1) what percentage of students enrolled in regular classes possess known categorical special education labels? (2) how many of these students could also be considered to be at risk for failure in school and/or life? (3) how often is special education used as an intervention strategy for at-risk students? and (4) how effective is special education as an intervention strategy? All students were enrolled in regular fourth, seventh, or tenth grade classes. The study found 2,179 students identified as special education students, of whom approximately 64% were categorized as learning disabled. Application of a scale of 45 factors contributing to risk showed that about 63% of special education students met the criterion of being at risk as contrasted to 22% of the regular education population. The data also indicated that principals (N=276) and teachers (N=9,652) view special education as one of the more appropriate and effective intervention strategies for use with at-risk students. Contains 11 references. (DB)

This booklet identifies major trends and practices in special education and relates them to current and expected changes in school policies and practices. Four specific trends are identified as grounded in evolutionary social forces that are likely to persist and result in lasting changes in school and society. These trends include integration and inclusion, collaboration and teaming, acceptance of diversity, and use of advanced technology. Individual sections briefly address the following broad areas in light of these trends: individualized instruction (including early intervention, responsible inclusion, and noncategorical program models); personnel preparation (including collaborative preparation models, innovative delivery systems, and national standards); emerging technologies (including assistive technologies and distance education); policy development (including education reform, family support, and transition programs); and diverse environments (including rural programs, urban programs, and learning from other countries). A concluding section stresses the continuing importance of federal legislation such as the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. (Contains 41 references.) (DB)

This pamphlet provides an overview of the philosophical, legal, and research bases of responsible inclusion of students with disabilities in regular classes. Educators are urged to not disregard the continuum of service placement, which is legally required, but to recognize that most students with disabilities can be educated in regular classes in their home schools, provided that they have appropriate support systems. Four educational approaches effective for students with disabilities are described: direct instruction, the Strategy Intervention Model, teacher assistance teams, and the Vermont Consulting Teacher Model. The need for teachers, administrators, and other school personnel to receive training to learn new skills and to accept new roles is discussed. The importance of consultation and collaboration are noted, along with the need for modifications in curricula, methods of instruction, and materials. Checklists are presented for administrators, teachers, and parents to assess their inclusion philosophy. (Contains 28 references.) (JDD)

The Special Education Distance Learning Consortium in West Virginia has developed a program offering core special education courses to teachers unable to attend courses at the campus sites of the state's three graduate teacher preparation programs. The three courses which constitute the core are: "Introduction to Exceptional Children and Adults"; "General Special Education Programming"; and "Educational Assessment for Exceptional Chldren and Adults." The core courses were reconceptualized for satellite delivery and have involved 13 to 17 sites and 400 registrants. Two-way telephone communication allows students to call in and ask questions. Site facilitators receive special training. Program evaluation found that no student completing a course received less than a C, that students rated the faculty highly, and that students expressed primarily positive attitudes in a follow-up telephone survey. Suggestions for similar programs include utilizing the ease of peer review provided by the delivery mechanism, taping to improve instructional presentations, and cooperating with similar institutions. Includes four references. (DB)