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Public education in the United States has been undergoing a shift from an empirical tradition in which practices and policies are derived from research, practice, reflection, and implementation. In this empirical tradition, professionals embrace a culture and commitment to evidence-based practices (EBPs) and expect that practices and policies in the field are supported by rational, data-driven models. In this paper, we present an argument and three cases that illustrate how educators have been undergoing a gradual shift away from empiricism toward a de-evolution of EBP. We propose that this gradual shift is based on a political-social context, in which practices and policies are implemented using the language of an accountability model of reform, in which national and state regulations, and accreditation bodies, establish expectations often devoid of an empirical basis for the practices they mandate.

Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a comparable level to students with LD who received instruction in a cotaught general education classroom. The findings indicate that the students with LD in the resource classroom achieved at a better level than did those students who received their instruction in the cotaught classroom. Implications and suggestions for further research are discussed.

This study was designed to examine the effects of literacy-based behavioural interventions (Bucholz et al., 2008) to decrease acts of physical aggression with kindergarten and first grade students. The study used a multiple baseline design across three participants. The results showed a decrease in acts of physical aggression by students with significant developmental delays and autism spectrum disorders as a result of the literacy-based behavioural interventions (LBBI).

Planning for policy implementation is as important as the implementation itself. A policy's intent can be subverted by the way the policy is implemented, or when unanticipated outcomes take precedence over the true intent. This article presents three cases of specific instances of unintended outcomes from policy implementation and presents a model to assist educational reformers in minimizing the impact of unintended negative consequences. The article provides policy makers with a means to predict the full array of outcomes--both intended and unintended--when promoting educational reforms that affect the implementation of new practices and policies.

Teaching new biology concepts to ninth graders can be tough, and teaching students with disabilities even tougher--but we are accountable for "all" students. These authors used a cooperative learning strategy called "Collaborative Strategic Reading" in an inclusive ninth-grade biology class to see whether they could "hook" students and, at the same time, improve students' scientific vocabulary. This article describes their experience. (Contain 3 figures.)

Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of RtI as an assessment tool begins in the general education classroom, the following question remains: Are general educators aware of the development and implementation of RtI as a process for assessing and, eventually, possibly placing students into special education? The purpose of this study was to review the literature to answer the following two questions: (1) To what extent is RtI evident in the professional literature of educator groups (teachers, administrators, and teacher educators) who will be responsible for implementing these school practices? and (2) What is the nature of the published literature (concept papers, assessment practices, instructional practices, and research) on RtI? (Contains 2 tables.)

This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence. (Contains 2 figures.)

Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. (Contains 4 tables.)

June 22, 2007, was the 25th anniversary of the U.S. Supreme Court's decision in Board of Education of the Hendrick Hudson Central School District v. Rowley (hereafter Rowley; 1982). In Rowley, the Supreme Court interpreted congressional intent in requiring that public schools provide a free appropriate public education (FAPE) to students with disabilities under the Individuals with Disabilities Education Act (IDEA). This ruling--which is arguably the most important special education decision by the high court--has had a profound effect on the education of students with disabilities. In this article, the authors reflect on the importance of this decision and discuss how changes in IDEA in the 1997 and 2004 reauthorizations have changed the definition of a FAPE. First, the authors briefly review passage of the Education for All Handicapped Children Act (EAHCA) in 1975. Second, they examine the facts of the Rowley case and the Supreme Court's ruling. Third, they look at some court cases following Rowley, which interpreted the meaning of the Supreme Court's ruling. Fourth, they consider the effects of IDEA 1997 and 2004 on the meaning of FAPE. Finally, they discuss principles that school districts should follow when developing individualized education programs (IEPs) that provide a FAPE for students with disabilities.

A survey of 1,042 special educators found that disability severity and number of students served in the classroom were the variables that most affected caseloads in special education. Educators spent most of their time instructing, but also spent time doing behavior management, case management, and individualized education program development. (Contains references.) (CR)

A survey of secondary school-to-work and tech-prep teachers from 45 states concerning inclusion of students with disabilities found that the 169 respondents did not feel prepared to meet the needs of their students with disabilities, had received little or no in-service training regarding inclusive practices, and had not participated in developing Individual Education Programs for students with disabilities. (Author/DB)

A survey of Wisconsin teachers of 230 students with emotional/behavioral disorders found that classroom observations, student interviews, and behavior rating scales were most helpful in instructional planning. Teachers generally found student evaluation data helpful in planning Individualized Education Programs. Teachers chose evaluation instruments and procedures based on the ease of administration and scoring. (Author/JDD)

This article examines the special education teacher's role in Wisconsin's Designated Vocational Instruction interdisciplinary approach to providing vocational skills and competencies to disabled high school students in the least restrictive environment. Both direct support to students and indirect support to vocational instructors and the program are considered. (DB)

Project SELECT (Special Education Licensing for Emergency Certified Teachers) was created to alleviate Wisconsin's teacher shortage for students with learning disabilities and emotional disturbances by offering practicing teachers an opportunity to receive vital training and certification for teaching such students. The program includes an alternative delivery system, a modified curriculum or modular instruction, and a portfolio-review process. (SM)

Wisconsin's Designated Vocational Instruction model emphasizes identification and use of vocational program competencies before placement, during participation, and through transition. It enables special and vocational educators to cooperate in preparing high school students with disabilities in the least restricted environment. (SK)

A Wisconsin model called Designated Vocational Instruction establishes linkages among vocational and special educators, guidance and administrative personnel, adult support agencies, parents and students. Its goal is to help students with special needs learn entry-level job skills and competencies. (Author/JOW)

In Wisconsin teachers who work in special education and vocational teachers are teaming up to integrate special needs into mainstream education. The project also links others concerned with integration such as administrative personnel, agencies, parents and children. A special needs teacher and a vocational instructor have worked together to develop a curriculum and grading system which is fair to all students.

Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of RtI as an assessment tool begins in the general education classroom, the following question remains: Are general educators aware of the development and implementation of RtI as a process for assessing and, eventually, possibly placing students into special education? The purpose of this study was to review the literature to answer the following two questions: To what extent is RtI evident in the professional literature of educator groups (teachers, administrators, and teacher educators) who will be responsible for implementing these school practices? What is the nature of the published literature (concept papers, assessment practices, instructional practices, and research) on RtI? [ABSTRACT FROM AUTHOR]

• Mediation was required by the Individuals With Disabilities Education (IDEA) 1997, and resolution sessions were added to the IDEA 2004. • This study examines the perceptions of 260 special education directors in Georgia, Massachusetts, Washington, and Wisconsin to determine their perceptions regarding alternative dispute resolutions in which they had been involved between 1997 and 2004. • Findings indicate that school districts are less likely to use due process as a preferred method of resolving disputes, are using mediation because they are pleased with the outcome, and will use resolution sessions as an option in the future. • In the future, state and local educational agencies need to develop guidelines for, encourage the use of, and implement alternative dispute resolutions to resolve differences as it is a win-win situation for all. [ABSTRACT FROM AUTHOR]

The purposes of this study were to (a) examine the evaluation procedures and instruments used for placement decisions in programs for children and adolescents with emotional or behavioral disorders (EBD), and (b) determine the usefulness of evaluation information in the development of individual education programs (IEPs) and instructional planning. Four hundred fifty of the approximately 1300 teachers of students identified as EBD in Wisconsin were randomly selected to respond to a questionnaire. The questionnaire was designed to provide information about two recent referrals, including: (a) whether the student was placed in an ED program, (b) what evaluation instruments/ procedures were used by each member of the multi-disciplinary (M-team), (c) how helpful the evaluation data were in the development of IEPs and as well as for instructional planning, and (d) what factors influenced the choice of evaluation instruments/procedures.The most frequently used evaluation instruments/procedures typically have been the Wechsler Intelligence Scale for Children - Revised (WISC-R), student interviews, Behavior Rating Profile (BRP), Behavior Evaluation Scale (BES), and classroom observations, respectively. EBD teachers rated the classroom observations, student interview and behavior rating scales as the instruments most helpful in the instructional planning process. Teachers generally found the evaluation data to be helpful in planning their IEPs. Teachers chose their evaluation instruments and procedures based on the ease of administration and scoring. [ABSTRACT FROM PUBLISHER]