{"title":"Re-Examination of Classroom Rules","authors":"B. Malone, Cheryl L. Tietjens","doi":"10.1300/J008V16N01_11","DOIUrl":"https://doi.org/10.1300/J008V16N01_11","url":null,"abstract":"Abstract This article provides a contemplative, research-based discussion of classroom management by examining classroom rules. The introduction contains a discussion establishing the importance of effective classroom management strategies. The article also provides a consideration of the literature to gain a better understanding of ineffective and effective rules.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132124974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Comparison of Temperament and Social Skills in Predicting Academic Performance in First Graders","authors":"Ronald K. Bramlett, P. Scott, R. Kevin Rowell","doi":"10.1300/J008v16n01_10","DOIUrl":"https://doi.org/10.1300/J008v16n01_10","url":null,"abstract":"Abstract This study examined the relationship between temperament, social skills, academic competence, and reading and math achievement in a group of rural first grade children. At the beginning of first grade, parents and teachers rated 104 children with the Temperament Assessment Battery and the Social Skills Rating System. At the end of first grade, the children were administered the Woodcock-Johnson Psychoeducational Battery (Reading and Math). Results showed that the teacher ratings of persistence and approach/withdrawal along with parent ratings of activity were the best predictors of academic competence. These variables accounted for 61% of the variance in teacher's ratings of academic competence. Teacher and parent ratings of persistence accounted for 24% of the variance on Woodcock-Johnson reading scores. Adaptability and persistence had the highest correlations with social skills. Teacher ratings of temperament were better than parent ratings at predicting classroom success. Practical implications are discussed.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"383 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133322748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Managed Health Care and School-Based Services","authors":"T. D. Crespi, K. S. Nissen, Paula Gill Lopez","doi":"10.1300/J008v16n01_07","DOIUrl":"https://doi.org/10.1300/J008v16n01_07","url":null,"abstract":"Abstract Mental health care delivery has undergone massive changes. In this regard managed care has profoundly altered system delivery models in mental health. Further, organizational downsizing and mergers are occuring throughout health care, reshaping professional practice opportunities both inside and outside public schools. Many school-based mental health professionals may lack information on the breadth of these changes. This article examines the confluence between managed care and school-based services, with particular attention to school psychology and related special services and provides a reorientation framework.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131235440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Vulnerabilities of Academically Gifted Students","authors":"S. Pfeiffer, Vicki B. Stocking","doi":"10.1300/J008v16n01_06","DOIUrl":"https://doi.org/10.1300/J008v16n01_06","url":null,"abstract":"Abstract It is often assumed that gifted students enjoy relatively good social and emotional adjustment, vibrant mental health, and overall well being. Unfortunately, this is not always the case, and a significant number of gifted students experience painful, troubling and often debilitating psychological problems. Gifted children and youth possess a set of personality characteristics that make them uniquely vulnerable. School personnel and parents need to be cognizant of these risk factors so that they can provide coordinated and comprehensive educational and social opportunities to foster resilience and, when needed, provide preventive and therapeutic mental health interventions for those gifted students with actual psychological problems.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123622993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning Disorders and Learning Disabilities","authors":"I. Z. Holowinsky","doi":"10.1300/J008v16n01_09","DOIUrl":"https://doi.org/10.1300/J008v16n01_09","url":null,"abstract":"Abstract Since the introduction of the concept of learning disabilities into school psychology and special education, lack of clarity continues as to the precise terminology and classification. The problem of terminology to logical and socio-political issues is complex. This article reviews complex logical and socio-political issues of learning disabilities as they relate to current educational and social realities.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121059825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Inclusion Inventory","authors":"H. Becker, Greg Roberts, S. Dumas","doi":"10.1300/J008v16n01_04","DOIUrl":"https://doi.org/10.1300/J008v16n01_04","url":null,"abstract":"Abstract While several studies have investigated the effects of inclusive education on children receiving special education services, less effort has been directed toward assessing implementation of inclusive educational practices. This article describes development of the Inclusion Inventory, a 90-item tool designed to survey educators' perceptions of inclusive educational practices in their school. Administration of the Inventory to 2,763 respondents from 72 schools across a large southwestern state yielded internal consistency reliability coefficients of .72 and above for the seven subscales. Respondents with experience in inclusive educational practices and those from schools where teams implement inclusive education tended to have higher ratings on the Inclusion Inventory. Implications are considered for educators and others involved in inclusive education.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128622424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Implementing the Transition Mandate","authors":"D. Test","doi":"10.1300/J008v16n01_02","DOIUrl":"https://doi.org/10.1300/J008v16n01_02","url":null,"abstract":"Abstract For more than a decade, professional literature has been available demonstrating which transition services lead to successful student outcomes. However, only a few studies have investigated how to effectively deliver these recommended services. The North Carolina Transition Services Survey was designed to evaluate the impact of the federally-funded transition systems change grant. Data regarding the current status of providing transition services to all youth with disabilities was gathered via a questionnaire completed by 76 of 119 (63.8%) school systems. A post-hoc analysis of these data was conducted to evaluate the relationship between different types of transition services implementation strategies (i.e., a coordinated program, presence of Transition Coordinator, and/or Transition Teacher) and the delivery of best practice services (i.e., transition planning, interagency collaboration, community-based training, trial worksites, inservice, and post-school data collection). Results indicated that public school systems which focused on implementing a coordinated transition program, rather than hiring transition personnel, tended to provide a more complete array of “best practice” transition services.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114244740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Within District Transfers and Student Achievement","authors":"R. Audette, B. Algozzine","doi":"10.1300/J008v16n01_05","DOIUrl":"https://doi.org/10.1300/J008v16n01_05","url":null,"abstract":"Abstract Schools are grounded in routine. From following a standard course of study to regularly monitoring progress, schooling requires stability. For many urban schools, the regularity of standard procedures is frequently upset by erratic patterns of student mobility. The purpose of this research was to evaluate relations between within district transfers and achievement among elementary schools in a large metropolitan system. Relations between school transfer rate and achievement were evaluated. Moderate to high negative correlations were indicated with significant differences in reading, mathematics, language and total achievement battery scores favoring schools with little or no student mobility. Implications are discussed with regard to policy changes and concern for reversing the negative effects of within district transfers on the lives of students who can least afford them.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124268929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Inclusion","authors":"J. Thousand, Richard A. Villa","doi":"10.1300/J008v15n01_05","DOIUrl":"https://doi.org/10.1300/J008v15n01_05","url":null,"abstract":"Summary In a growing number of schools in the United States, it now is possible to walk into elementary, middle, and secondary classrooms and observe students who could be identified as having moderate and severe cognitive, physical, and emotional disabilities successfully receiving their education together with similar-aged classmates who have no identified special education needs (Falvey, 1995; Lipsky & Gartner, 1997; Schrag, 1998; Villa & Thousand, 1995). This practice of welcoming, valuing, and supporting the diverse learning needs of all students in shared general education environments is referred to as inclusive education, inclusive schooling, or inclusion. This article examines inclusive education along a number of dimensions. First, the evolution of the inclusion moment is briefly examined. After the construct of “severe disability” is considered in the context of inclusive education, various rationale for inclusion are examined along with outcome data, legislation, and legal and U.S. Department of Education decisions which forward inclusive policy. Next, eight factors most frequently associated with successful inclusive education are described and discussed. In describing the factors, examples are provided of specific assessment, planning, and communication processes that support the inclusion of students with intensive cognitive, physical, and emotional disabilities. The article ends with a discussion of the implications of inclusive education for a 21st Century democracy.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116458034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Inclusion","authors":"T. Lombardi, Diane Woodruma","doi":"10.1007/978-3-319-95870-5_300125","DOIUrl":"https://doi.org/10.1007/978-3-319-95870-5_300125","url":null,"abstract":"","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117104908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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