Six years of studies on assessment and identification issues for learning disabled (LD) students are summarized, and implications for instructional intervention are noted. In chapter 1, findings on four topics are highlighted (sample findings in parentheses); instruction prior to referral (only about one-half of the school day is instructional…

Most conceptualizations of learning disabilities are based on discrepancies between ability and achievement, but the dimensions of this parameter have not been documented. Discrepancies for 83 third graders, 48 fifth graders, and 50 twelfth graders were compared. The use of ability achievement discrepancies to determine the need for special…

A survey of 197 regular education teachers who had students with mild handicaps in their classrooms gathered data about structural arrangements, adapted instruction, use of adult aides, and size of groups. Results showed little indication that teachers change their instructional methods for such students. (JDD)

A technique called the Instructional Environment System-II is presented as a framework for assessing the performance and learning outcomes of students with disabilities in the context of classroom and home environments and developing an effective instructional program. A case description of a third-grade boy with difficulty in reading and…

The report summarizes findings on evaluation studies conducted over a 6 year period at the Institute for Research on Learning Disabilities. Major findings are highlighted in the first chapter. Findings are grouped under the following topics: current evaluation practices, reading evaluation, spelling evaluation, written expression evaluation, oral…

By setting academic standards, America takes its first critical step toward providing a plan that will create an excellent educational system for the 21st century. It is important for those working on standards and those educating students with disabilities to work together as standards are being developed. Four kinds of standards need to be…

This guide is intended to help develop and implement an outcomes assessment program at the school, district, or state level. An introduction summarizes the purposes of this approach to assessment, which focuses on results rather than process. A four-step process is outlined. The first step is to establish a solid foundation for assessment efforts,…

This exploration of the future of research in special education identifies components of "good research" and reasons for the existence of poor quality research. It cites the difficulty in identifying links between research findings and innovations in practice. Factors that will influence the future of research in special education are noted, such…

The monograph provides an integrative review on the environmental and instructional factors that appear to be most conducive to the complex, interactive, and interdependent process of learning. Ten instructional strategies empirically documented to have a critical impact on a student's ability to learn are discussed in detail. They are: (1) The…

A random sample of Minnesota school districts participated in a study that examined the participation rates of students with disabilities in school choice options and tuition agreements. Surveys were sent to 100 Directors of Special Education; the response rate was 74%. The Directors of Special Education were asked to document the number of…

Surveys listing 20 issues relating to school choice and special education were sent to the 102 Directors of Special Education in Minnesota. Directors were asked to rate issues as important or not important. The 54 responding directors identified the following issues as most important: (1) excess program costs; (2) effects of enrollment options on…

This book is intended to facilitate the meaningful inclusion of students with disabilities in district and state assessments as required by the 1997 amendments to the Individuals with Disabilities Education Act. First, an introductory chapter offers reasons for including students with disabilities in district and statewide accountability systems.…

Designed for general and special education administrators, teachers, and other education professionals, this book offers a "big picture" of high expectations, assessment, and accountability for students with significant disabilities. Chapters focus on the following eight steps involved in the development and administration of alternate…

This book is intended to facilitate the meaningful inclusion of students with disabilities in district and state assessments as required by the 1997 amendments to the Individuals with Disabilities Education Act. First, an introductory chapter offers reasons for including students with disabilities in district and statewide accountability systems.…

This guide presents a model for evaluation of educational outcomes appropriate for use with all students (with and without disabilities). It addresses specific post-school outcomes, associated indicators, and possible sources of data for the indicators. The model identifies seven measurable outcome domains and three to five outcomes per domain.…