RehabWire: Volume 4, Number 6, September 2002.

RehabWire heads back to school for its September edition. The projects and organizations highlighted help students with disabilities achieve academic and personal success throughout their careers as students and beyond.

NIDRR Projects: Research in the New Millenium.

Role Models for Youth with Disabilities: Career Exploration for Youth in Transition, InfoUse (ED-01-CO-0127) led by Lita Jans, PhD. Judith Fein, Project Officer.
Abstract: In this project InfoUse develops a series of multimedia products featuring adults with disabilities as role models for transition-age students with disabilities. The products, developed for students, their parents, and professionals who work with them, provide students with both an ongoing opportunity for career awareness and exploration, and an aid to eventual career selection. The multimedia products depict adult role models, including people with different disabilities, from different ethnic groups, who are working in a range of careers that require a variety of postsecondary education and vocational preparation. The materials include a web site, CD-ROM, videos, and curriculum guide.

National Center for the Study of Postsecondary Educational Supports: A Rehabilitation Research and Training Center, University of Hawaii at Manoa (H133B980043) led by Robert Stodden, PhD. Joyce Y. Caldwell, Project Officer.
Abstract: The research this project conducts on educational supports is designed to increase access to postsecondary education programs and improve outcomes for people with disabilities. The research includes: examining and evaluating the current status of educational supports, including individual academic accommodations, adaptive equipment, case management and coordination, advocacy, and personal counseling and career advising; identifying effective support practices and models of delivery that contribute to successful access, performance, and retention and completion of postsecondary programs; assessing the effectiveness of promising educational practices and disability-related services that are important to career mobility and success in the workplace; and identifying the types of educational and transitional assistance that postsecondary programs provide to improve educational and subsequent labor market success.
Find out more at: http://www.rrtc.Hawaii.edu

Louisiana's Self-Determination Research Project, Louisiana State University Health Sciences Center(H133G990169) led by Jane M. Everson, PhD. Roseann Rafferty, Project Officer.
Abstract: This project investigates short- and long-term effects that self-determination instruction, participation in a Youth Leadership Forum (YLF), or both have on the self-determination abilities, IEP involvement, and adult outcomes of adolescents with disabilities. The curricula and the YLF are based on these premises: (1) self-determination is a critical factor for successful transition into adulthood, (2) individuals with disabilities do not easily achieve desired adult outcomes because they generally do not possess self-determination skills, and (3) self-determination instruction improves these students' adult outcomes.

Teacher and students gathered around a computerMiddle School Phonemic Awareness Study, George Mason University (H133G000142) led by Barbara Given, PhD. Richard Johnson, EdD, Project Officer.
Abstract: This project focuses on the role of phonemic awarenes in adolescents with low reading skills. The project has two thrusts: The first focuses on a cost/benefit analysis of a computer-driven phonemic awareness program of elongated tones and speech sound called Fast ForWord (FF). FF intervention has been provided during school, after school, while adolescents attended a summer camp alternative to summer school, and in speech and language clinics. The second thrust focuses on identifying psycho-physiological differences in low readers as a result of phonemic awareness, word recognition, and reading comprehension instruction provided by teachers during school hours.

National Center on Accessible Information Technology in Education, University of Washington(H133D010306) led by Kurt Johnson, PhD. Carol Cohen, Project Officer.
Abstract: This program helps educational and governmental institutions make IT accessible to all students and employees, including those with disabilities. The Center: compiles, redesigns, and develops materials that assist educational entities and their constituents in understanding and fulfilling their legal obligations to provide accessible IT, including an ADA self-evaluation guide for schools, and Section 504 and ADA guidance for educational entities; and develops, disseminates, and provides technical assistance with implementation of policies, procedures, and practices that promote the use and procurement by educational entities of accessible IT that meets the standards for Section 508 or follows universal design principles. The Center works with the NIDRR-funded National Center on the Study of Postsecondary Education Supports and the National Center on Secondary Education and Transition in its dissemination efforts.
Find out more at: http://www.washington.edu/accessit

Did You Know...?

The National Center on Secondary Education and Transition (NCSET) provides technical assistance and disseminates information to provide students with disabilities with improved access and success in the secondary education curriculum; ensure that students achieve positive postschool results in accessing postsecondary education, meaningful employment, independent living, and participation in all aspects of community life; support student and family participation in educational and postschool decision making and planning; and improve collaboration and system linkages at all levels through the development of broad-based partnerships and networks at the national, state, and local levels. Visit them online athttp://www.ncset.org

New Research: Selections from REHABDATA

Gregg, N., Coleman, C., Stennett, R. B., Davis, M. (2002) Discourse complexity of college writers with and without disabilities: A multidimensional analysis. Journal of Learning Disabilities, 35(1), p23-38, 56. PRO-ED, Inc. Accession Number: J43542.
Abstract: Study examined the occurrence of specific linguistic features most frequently used in academic writing across four groups of college writers with learning disabilities, attention-deficit/hyperactivity disorder, combined LD and ADHD, or no documented disabilities. Each participant completed an expository writing task. The frequency of linguistic features, not errors, was analyzed. The results indicated that all the groups of writers were using language in the same way and that functional use of linguistic features appears to be similar for students with and without disabilities.

boy with a book covering his faceHooper, S. R., Swartz, C. W., Wakely, M. B., de Kruif, R. E. L., Montgomery, J. W. (2002)Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35(1), p57-68. PRO-ED, Inc. Accession Number: J43544.
Abstract: Study examines the integrity of selected executive functions across good and poor writers. Executive functions are the control processes that affect one's overall output. This study uses a model of executive functioning reflecting four key domains: initiating behavior, sustaining behavior, inhibiting/stopping behavior, and set shifting. Findings revealed that executive functions involving initiative, set shifting, and sustaining significantly separated good writers from poor writers. Children with writing problems performed poorly in each of these domains.

Ehren, B. J. (2002) Speech-language pathologists contributing significantly to the academic success of high school students: A vision for professional growth. Topics in Language Disorders, 22(2), p60-80. Aspen Publishers, Inc. Accession Number: J43552.
Abstract: Article discusses the need for effective speech-language services in high schools for students with language learning disabilities. Author suggests that speech-language pathologists (1) accept new or expanded roles; (2) provide curriculum-relevant therapy to students and assistance to teachers; and (3) design and implement service delivery models based on the demands of the high school setting, the realities of teaching, and the challenges faced by high school students.

Nelson, L. G. L. (2002) Goal setting with urban, at-risk youth: The effect on students, teachers, and families. University of Kansas, Beach Center on Families and Disability Special Education Department. Accession Number: O14362.
Abstract: Dissertation of a study that investigated the effects of goal setting by at-risk urban middle school students and examined the attitudes of the students, parents, and teachers toward goal setting were affected. Results reflect the significant impact that parents' and teachers' attitudes have on the students' abilities to set and achieve self-determined goals.

Jackson, L., Panyan, M. V. (2002) Positive behavioral support in the classroom: Principles and practices. Paul H. Brookes Publishing Co. Accession Number: R08200.
Abstract: Book presenting a cohesive framework for implementing positive behavioral supports (PBS) for students with challenging behaviors in grades K-12. The book describes the characteristics and processes of a PBS program, including planning and assessment, and implementation of PBS in school and community settings.

Downing, J. E. (2002) Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers, second edition. Paul H. Brookes Publishing Co. Accession Number: R08213.
Abstract: Book on strategies for teachers of students with severe and multiple disabilities in general education classrooms, from preschool through high school. The book discusses instructional methods to reach students with and without disabilities, determining individual abilities and how best to support individual students, the role of peers in the inclusion process, teamwork in the inclusive general education classroom, and assessing student progress.

Rosenwasser, B., Axelrod, S. (eds.) (2002) Autism, part 2. Behavior Modification, 26(1), p1-116. Sage Publications, Inc. Accession Number: R08224.
Abstract: Journal issue with six articles related to behavior modification for children and adults with autism. Specific topics include: more contributions of applied behavior analysis to the education of people with autism, intensive behavioral treatment at school for four- to seven-year-old children with autism, and intensive behavioral treatment for a toddler at high risk for autism.

Turnbull, R., Turnbull, A., Shank, M., Smith, S., Leal, D. (2002) Exceptional lives: Special education in today's schools, 3rd edition. University of Kansas Merrill/Prentice Hall. Accession Number: R08238.
Abstract: Textbook for the preparation of special and general educators. The authors use the stories of real students with real disabilities to describe the characteristics, causes, and challenges that both general and special education teachers must consider when making decisions about how, where, and what to teach.

Goldstein, H., Kaczmarek, L. A., English, K. M. (eds.) (2002) Promoting social communication: Children with developmental disabilities from birth to adolescence. Paul H. Brookes Publishing Co. Accession Number: R08245.
Abstract: Book provides an overview of the literature on strategies for promoting social communication in children with developmental disabilities from birth through the school years. The first section presents the bases and model for developing social skills. The second section provides a chronological approach to promoting social and communication skills across four age groups: infants and toddlers, preschool children, school-age children, and adolescents.

Bender, W. N. (2002) Differentiating instruction for students with learning disabilities: Best teaching practices for general and special educators. Corwin Press, Inc. Accession Number: R08254.
Abstract: Text identifies strategies and tactics for teachers to use to improve reading comprehension, language arts, and math skills in students with learning disabilities in special education and inclusive general education classrooms.

 

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