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One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
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Methods for identifying students with learning disabilities continue to be an area of controversy. The present investigation examined the impact of implementing statewide guidelines for the identification of these students. Data were collected from multidisciplinary team reports on 718 students with learning disabilities who were referred and labeled during the 1983-84 school year (before implementation of statewide learning disability guidelines) and 790 students who were identified during 1987-88 (after implementation of the guidelines). The results of the study revealed that the statewide guidelines significantly changed the characteristics of students who were identified. After the implementation of the guidelines, students with much more severe academic problems were identified. These students were much more likely to have a severe discrepancy and be chronically failing in the regular classroom. However, even with explicit, widely accepted guidelines, approximately one third of all students identified in 1987-88 failed to meet the stated criteria for identification. The implications of these findings for professional practice and future research are discussed. 相似文献
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Developing local oral reading fluency cut scores for predicting high‐stakes test performance 
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下载免费PDF全文 Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献
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We compared the effects of (1) accurate and (2) surreptitiously augmented performance feedback on power output and physiological responses to a 4000 m time-trial in the heat. Nine cyclists completed a baseline (BaseL) 4000 m time-trial in ambient temperatures of 30°C, followed by two further 4000 m time-trials at the same temperature, randomly assigning the participants to an accurate (ACC; accurate feedback of baseline) or deceived (DEC; 2% increase above baseline) feedback group. The total power output (PO) and aerobic (Paer) and anaerobic (Pan) contributions were determined at 0.4 km stages during the time-trials, alongside measurements of rectal (Trec) and skin (Tskin) temperatures. There were no differences (P > 0.05) in any of the variables between BaseL, ACC and DEC, despite increases (P < 0.05) in Trec and Tskin. Typical pacing profiles were demonstrated; however, there was no interaction (P > 0.05) between feedback condition and time-trial stage. Providing surreptitiously augmented performance feedback to well-trained cyclists did not alter their performance or physiological responses to a 4000 m time-trial in a hot environment. The assumed influence of augmented performance feedback was nullified in the heat, perhaps reflecting a central down-regulation of exercise intensity in response to an increased body temperature. 相似文献
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ABSTRACT The effectiveness of 8-week force-velocity optimised training was assessed in highly trained professional rugby league athletes. Players (age 24 ± 3 years; body mass 94.9 ± 21.6 kg; height 181.3 ± 6.0 cm) were strength-matched and assigned to a force-velocity optimised group (OP; n = 15) or a general strength-power group (GP; n = 14). Tests included 10-m, 20-m sprints, 3 repetition-maximum squat and squat jumps over five load conditions to ascertain vertical force-velocity relationship. ANCOVA revealed there was a group effect for force-velocity deficit (P < 0.001), with the OP two-fold greater than the GP group (OP pre: 51.13 ± 31.42%, post: 62.26 ± 31.45%, GP pre: 33.00 ± 19.60%, post: 31.14 ± 31.45%, P < 0.001). There were further group effects for 3RM squat (OP pre: 151.17 ± 22.95 kg, post: 162.17 ± 24.16 kg, GP pre: 156.43 ± 25.07 kg, post: 163.39 ± 25.39 kg, P < 0.001), peak power (OP pre: 3195 ± 949 W, post: 3552 ± 1033 W, GP pre: 3468 ± 911 W, post: 3591 ± 936 W, P < 0.001), and SJ (OP pre: 39.79 ± 7.80 cm, post: 42.69 ± 7.83 cm, GP pre: 40.44 ± 6.23 cm, post: 41.14 ± 5.66 cm, P < 0.001). Prescribing F-V deficit training is superior for improving physical performance within highly trained RL players. 相似文献
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Kimberly Knesting Carol Hokanson Nancy Waldron 《International Journal of Disability, Development & Education》2008,55(3):265-276
The present qualitative study examined the experiences of nine students with mild disabilities during their first year in an inclusive middle school in a Midwestern state of the United States (US). Data were gathered through interviews with students, teachers, and parents; classroom observations; and document analysis. Following the data analysis, three themes were identified: how the demands of navigating a new environment increased students’ anxiety; how students satisfied their need for belonging; and how students’ perceptions of school influenced their attitude towards help. Suggestions for facilitating school transitions for early adolescents with mild disabilities are provided. 相似文献
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Shelby Waldron J. D. DeFreese Johna Register-Mihalik Brian Pietrosimone Nikki Barczak 《Quest (Human Kinetics)》2020,72(1):1-18
ABSTRACTThere is a growing trend toward specialization in American youth sport, evident in the number of elite youth competitions and position statements from major medical organizations. Despite growing interest on this topic for kinesiology professionals within higher education, there is a dearth in research regarding the relationship between specialization and athlete health outcomes, especially psychosocial outcomes. This critical review describes specialization theory and the limited extant research on the costs and benefits of single-sport specialization. Topics include: (a) the proposed benefits of specialization from the performance perspective; (b) early specialization and alternative sport participation pathways; (c) the posited psychosocial and physical health risks of sport specialization; (d) ethical concerns; and (e) methodological issues and recommendations for future research. Deeper understanding of the costs and benefits of sport specialization has significant practical implications for youth athletes’ performance and well-being and for other relevant stakeholders in the youth sport system. 相似文献
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Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献
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There is concern that the violations of conventional grammar (both accidental and deliberate) often seen in text messages (e.g., hi how is ya?!!) could lead to difficulty in learning or remembering formal grammatical conventions. We examined whether the grammatical violations made by 244 British children, adolescents and young adults in their text messages was related to poorer performance on tasks of grammatical knowledge, including translating grammatically unconventional text messages into standard English. We found that variance in the production of grammatical violations in naturalistic messages was inconsistently predicted by grammatical task performance. Specifically, primary school children who made poorer grammar-based spelling choices were more likely to make more grammatical violations in their everyday messages, and university students who failed to correct more grammatical errors in a given set of messages were also more likely to make such errors in their own messages. There were no significant relationships for secondary school students. We conclude that using unconventional grammar when texting is not a consistent sign of poor grammatical abilities, although there may be links between some aspects of grammatical skill and grammatical violations in text messages. 相似文献
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