Pub Date : 2022-03-14DOI: 10.1177/10534512221081264
J. Goodrich, Lisa Fitton, Jessica S. Chan, C. J. Davis
Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special education teachers, speech-language pathologists, and other practitioners (e.g., school psychologists) can utilize each other’s expertise to accurately assess language and literacy skills of multilingual learners. Five key lessons learned from research on identification of language disorders are presented, along with discussion of why these are important when screening multilingual children for learning disabilities in reading. Specifically, there is a focus on considering children’s language background, regardless of English learner status, the importance of language ability for reading achievement, common pitfalls in using standardized assessments with multilingual learners, and linguistically sensitive assessment and scoring practices to be used with multilingual students.
{"title":"Assessing Oral Language When Screening Multilingual Children for Learning Disabilities in Reading","authors":"J. Goodrich, Lisa Fitton, Jessica S. Chan, C. J. Davis","doi":"10.1177/10534512221081264","DOIUrl":"https://doi.org/10.1177/10534512221081264","url":null,"abstract":"Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special education teachers, speech-language pathologists, and other practitioners (e.g., school psychologists) can utilize each other’s expertise to accurately assess language and literacy skills of multilingual learners. Five key lessons learned from research on identification of language disorders are presented, along with discussion of why these are important when screening multilingual children for learning disabilities in reading. Specifically, there is a focus on considering children’s language background, regardless of English learner status, the importance of language ability for reading achievement, common pitfalls in using standardized assessments with multilingual learners, and linguistically sensitive assessment and scoring practices to be used with multilingual students.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"164 - 172"},"PeriodicalIF":0.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47737695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1177/10534512221081255
Kathleen N. Zimmerman, Jason C. Chow, Caitlyn E. Majeika, Reed Senter
U.S. schools are required to educate students in the least restrictive environment (LRE). The number of students with high incidence disabilities, including those with speech or language impairments (SLI), who spend most of their day in the general education classroom has increased in the last decade. Establishing classrooms that proactively address the learning needs of students with SLI is essential to ensure that students are educated in the LRE. Co-teaching is an instructional strategy that utilizes the expertise of two educators to provide instruction in the general education classroom. This article provides an overview of the research on co-teaching and rationale for use with teachers and speech-language pathologists (SLPs), defines two models of co-teaching that can be used between teachers and SLPs to provide instruction in general education classrooms, and offers examples of co-teaching models in practice.
{"title":"Applying Co-Teaching Models to Enhance Partnerships Between Teachers and Speech-Language Pathologists","authors":"Kathleen N. Zimmerman, Jason C. Chow, Caitlyn E. Majeika, Reed Senter","doi":"10.1177/10534512221081255","DOIUrl":"https://doi.org/10.1177/10534512221081255","url":null,"abstract":"U.S. schools are required to educate students in the least restrictive environment (LRE). The number of students with high incidence disabilities, including those with speech or language impairments (SLI), who spend most of their day in the general education classroom has increased in the last decade. Establishing classrooms that proactively address the learning needs of students with SLI is essential to ensure that students are educated in the LRE. Co-teaching is an instructional strategy that utilizes the expertise of two educators to provide instruction in the general education classroom. This article provides an overview of the research on co-teaching and rationale for use with teachers and speech-language pathologists (SLPs), defines two models of co-teaching that can be used between teachers and SLPs to provide instruction in general education classrooms, and offers examples of co-teaching models in practice.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"146 - 154"},"PeriodicalIF":0.8,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45580382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1177/10534512221081240
Megan Rojo, Noura Wakim
Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete–semi-concrete–abstract framework and the use of multiple visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding.
{"title":"Teaching Whole Number Addition and Subtraction to Students With Learning Disabilities","authors":"Megan Rojo, Noura Wakim","doi":"10.1177/10534512221081240","DOIUrl":"https://doi.org/10.1177/10534512221081240","url":null,"abstract":"Students with learning disabilities in mathematics often struggle with the underlying concepts of multidigit addition and subtraction. To help students build a conceptual understanding of these computations, teachers can utilize evidence-based practices such as the concrete–semi-concrete–abstract framework and the use of multiple visual representations. This column presents five key strategies that incorporate evidence-based practices and teach whole number operations that rely on place value understanding.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"190 - 197"},"PeriodicalIF":0.8,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48092392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-09DOI: 10.1177/10534512221081274
Radhika Misquitta, Apoorva Panshikar
Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.
{"title":"Identification of Learning Disabilities in India: Current Challenges and Issues","authors":"Radhika Misquitta, Apoorva Panshikar","doi":"10.1177/10534512221081274","DOIUrl":"https://doi.org/10.1177/10534512221081274","url":null,"abstract":"Research on learning disabilities (LD) in India is in its nascent stage, and LD was only recently recognized as a disability in 2016. This column presents an overview of current identification procedures in India and suggests alternatives for the way forward. Identification of LD in India is challenging given the diversity in languages spoken and the socio-economic disparity. Estimated prevalence rates of LD in India range widely between 2% and 19%. Few assessment tools in India have been developed and normed on the Indian population or are available in Indian languages. This column recommends exploring a response to intervention (RTI) approach to identification of LD. It highlights the need for development of assessment tools in multiple languages that have been normed and standardized on an Indian population.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"213 - 217"},"PeriodicalIF":0.8,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/10534512221081233
Kyle Higgins, Randall B. Boone
Dr. Ginger Blalock has been an elementary and secondary special educator, a community college career counselor and instructor, and a professor of special education. Her teaching areas included learning disabilities, instructional methods in special education, career development/transition education, paraprofessional preparation, trends/issues in special education for doctoral students, and strategies to support inclusive education. Her research primarily focused on preparing diverse youth with support needs for adulthood. Publications included chapters on strategies for collaboration, Transition and Students with Learning Disabilities, (lead co-author) Using Community Transition Teams to Improve Transition Services (lead co-author), and the transition module series published by PRO-ED, Inc. She retired after 21 years at the University of New Mexico as professor emerita, where she held numerous roles, including division director of educational specialties, program coordinator (chair) of special education, and coordinator of the Special Education Emphasis in Learning/Behavioral Exceptionalities.
{"title":"Dr. Ginger Blalock: Finding My Educational Path—I Was Never Bored Again","authors":"Kyle Higgins, Randall B. Boone","doi":"10.1177/10534512221081233","DOIUrl":"https://doi.org/10.1177/10534512221081233","url":null,"abstract":"Dr. Ginger Blalock has been an elementary and secondary special educator, a community college career counselor and instructor, and a professor of special education. Her teaching areas included learning disabilities, instructional methods in special education, career development/transition education, paraprofessional preparation, trends/issues in special education for doctoral students, and strategies to support inclusive education. Her research primarily focused on preparing diverse youth with support needs for adulthood. Publications included chapters on strategies for collaboration, Transition and Students with Learning Disabilities, (lead co-author) Using Community Transition Teams to Improve Transition Services (lead co-author), and the transition module series published by PRO-ED, Inc. She retired after 21 years at the University of New Mexico as professor emerita, where she held numerous roles, including division director of educational specialties, program coordinator (chair) of special education, and coordinator of the Special Education Emphasis in Learning/Behavioral Exceptionalities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"218 - 222"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48825728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/10534512221081278
Marianne Rice, Carly B. Gilson
Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling these issues in schools may include using current research to implement hybrid models of identification, evaluating and improving screening tools for dyslexia risk, and addressing data-based decision-making through response-to-intervention frameworks.
{"title":"Dyslexia Identification: Tackling Current Issues in Schools","authors":"Marianne Rice, Carly B. Gilson","doi":"10.1177/10534512221081278","DOIUrl":"https://doi.org/10.1177/10534512221081278","url":null,"abstract":"Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling these issues in schools may include using current research to implement hybrid models of identification, evaluating and improving screening tools for dyslexia risk, and addressing data-based decision-making through response-to-intervention frameworks.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"205 - 209"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41895231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/10534512221081231
M. Yell, Rachel Edlein, Antonis Katsiyannis
In special education, medication often plays a critical role in meeting the needs of students with disabilities. The use of medications in schools, however, can be a problem when state laws and federal law conflict regarding the use of a medication, in this situation, medical marijuana. This column reports on a ruling by the U.S. District Court in New Mexico involving medical marijuana, in which state law in New Mexico and federal law conflicted. A short-term solution may be for school districts to consider home instruction as a means to ensure a free, appropriate public education (FAPE) for qualified students with disabilities who need medical marijuana. A long-term solution may be to amend state laws, and the federal law (i.e., the Controlled Substances Act of 1970) that prohibits marijuana use, to allow the use and administration of medical marijuana in schools.
{"title":"Medical Marijuana Use: Considerations for a Free, Appropriate Public Education","authors":"M. Yell, Rachel Edlein, Antonis Katsiyannis","doi":"10.1177/10534512221081231","DOIUrl":"https://doi.org/10.1177/10534512221081231","url":null,"abstract":"In special education, medication often plays a critical role in meeting the needs of students with disabilities. The use of medications in schools, however, can be a problem when state laws and federal law conflict regarding the use of a medication, in this situation, medical marijuana. This column reports on a ruling by the U.S. District Court in New Mexico involving medical marijuana, in which state law in New Mexico and federal law conflicted. A short-term solution may be for school districts to consider home instruction as a means to ensure a free, appropriate public education (FAPE) for qualified students with disabilities who need medical marijuana. A long-term solution may be to amend state laws, and the federal law (i.e., the Controlled Substances Act of 1970) that prohibits marijuana use, to allow the use and administration of medical marijuana in schools.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"210 - 212"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45632860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/10534512221081250
E. E. Biggs
Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration. Effective collaboration is critical, including between teachers and speech-language pathologists (SLPs), with students’ parents and other family members, and with other related service providers or specialists. This article draws from social network theory and special education research to offer practical guidelines for special education teachers and SLPs to develop and strengthen their own professional networks and more effectively serve students with autism who have communication needs. Guidance is also offered for school and district leaders. Strong professional networks can improve communication outcomes for students with complex communication needs by fostering educators’ knowledge, skills, confidence, and collective action toward effective and integrated AAC intervention.
{"title":"Strengthening Professional Networks to Serve Students With Autism Who Have Communication Needs","authors":"E. E. Biggs","doi":"10.1177/10534512221081250","DOIUrl":"https://doi.org/10.1177/10534512221081250","url":null,"abstract":"Many students with autism have complex communication needs and benefit from the use of aided augmentative and alternative communication (AAC), which can include picture symbols, communication boards or books, or speech-generating devices. However, many of the challenges to high-quality AAC intervention are amplified by inadequate collaboration. Effective collaboration is critical, including between teachers and speech-language pathologists (SLPs), with students’ parents and other family members, and with other related service providers or specialists. This article draws from social network theory and special education research to offer practical guidelines for special education teachers and SLPs to develop and strengthen their own professional networks and more effectively serve students with autism who have communication needs. Guidance is also offered for school and district leaders. Strong professional networks can improve communication outcomes for students with complex communication needs by fostering educators’ knowledge, skills, confidence, and collective action toward effective and integrated AAC intervention.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"173 - 182"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48933075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/10534512221081218
K. Murphy, J. Pentimonti, Jason C. Chow, PhD
Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support young children’s learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities.
{"title":"Supporting Children’s Language and Literacy Through Collaborative Shared Book Reading","authors":"K. Murphy, J. Pentimonti, Jason C. Chow, PhD","doi":"10.1177/10534512221081218","DOIUrl":"https://doi.org/10.1177/10534512221081218","url":null,"abstract":"Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support young children’s learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"155 - 163"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1177/10534512221081260
L. Hampton, Y. Stern, Elizabeth Rodriguez
Building effective partnership with parents of young children with language delays has strong face value and is supported by multiple areas of research; however, building and maintaining partnerships to optimize child outcomes in practice can be difficult. This article provides a guide to teachers and speech-language pathologists who work with young children with language delays for how to collaborate toward building and maintaining effective parent partnerships. Building effective partnerships starts with, first, getting to know the family using responsive interview questions and communication rooted in clinical psychology practices; second, instructing parents to implement instructional approaches at home using effective adult learning strategies; third, maintaining partnerships through effective ongoing communication; and, finally, problem-solving with motivational interviewing. Taken together, this article presents a feasible and family-focused model for increasing implementation of language strategies across settings.
{"title":"Building Effective Partnerships With Parents to Support Language Development in Young Children","authors":"L. Hampton, Y. Stern, Elizabeth Rodriguez","doi":"10.1177/10534512221081260","DOIUrl":"https://doi.org/10.1177/10534512221081260","url":null,"abstract":"Building effective partnership with parents of young children with language delays has strong face value and is supported by multiple areas of research; however, building and maintaining partnerships to optimize child outcomes in practice can be difficult. This article provides a guide to teachers and speech-language pathologists who work with young children with language delays for how to collaborate toward building and maintaining effective parent partnerships. Building effective partnerships starts with, first, getting to know the family using responsive interview questions and communication rooted in clinical psychology practices; second, instructing parents to implement instructional approaches at home using effective adult learning strategies; third, maintaining partnerships through effective ongoing communication; and, finally, problem-solving with motivational interviewing. Taken together, this article presents a feasible and family-focused model for increasing implementation of language strategies across settings.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"183 - 189"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48237138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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