Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities
This study used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction.
Barbetta, P. M., Heron, T. E., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26(1), 111– 119.
Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis
This study examined individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational psychology, 88(1), 3.
Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy
Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.
Gershoff, E. T., & Font, S. A. (2016). Corporal Punishment in US Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report, 30(1).
Putting it All Together: Including Students with Disabilities in Assessment and Accountability Systems
The report is an overview of the key components of inclusive assessment and accountability and highlights how they fit together to form a cohesive whole.
Lehr, C., & Thurlow, M. (2003). Putting it all together: Including students with disabilities in assessment and accountability systems. Policy Directions No, 16.
Inclusion Versus Specialized Intervention for Very-Low- Per forming Students: What Does Access Mean in an Era of Academic
This study examined the effectiveness on achievement of very-low-performing students receiving inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS).
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion Versus Specialized Intervention for Very-Low-Performing Students What Does Access Mean in an Era of Academic Challenge?. Exceptional Children, 81(2), 134-157.
Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities
Alternate assessment and instruction is a key issue for individuals with disabilities. This report presents an analysis, by assessment system component, to identify where and when flexibility can be built into assessments.
Gong, B., & Marion, S. (2006). Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities. Synthesis Report 60. National Center on Educational Outcomes, University of Minnesota.
The National Center for Special Education Research (NCSER) in IES
This powerpoint presentation provides an overview of the National Center for Education Research (NCSER)
Kame’enui, E. and Gonzalez, P. (2006)
Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities
This report analyzes the public reporting of state assessment results for students with disabilities
Klein, J. A., Wiley, H. I., & Thurlow, M. L. (2006). Uneven transparency: NCLB tests take precedence in public assessment reporting for students with disabilities (Technical Report 43). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Technical43.html
A national profile of the classroom experiences and academic performance of students with LD: A special topic report from the Special Education Elementary Longitudinal
This report provides a national analysis of children identified as having an LD as a primary disability receiving special education services. The report looks at school and classroom experiences, student characteristics, and academic outcomes.
Schiller, E., Sanford, C., & Blackorby, J. (2008). A national profile of the classroom experiences and academic performance of students with LD: A special topic report from the Special Education Elementary Longitudinal. Menlo Park, CA: SRI International. Accessed on June, 20, 2010.
A meta-analysis of treatment outcomes
This article summarizes a comprehensive synthesis of experimental intervention studies that have included students with learning disabilities.
Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68(3), 277-321.
2005 State Special Education Outcomes Steps Forward in a Decade of Change
This report provides a snapshot of new initiatives, trends, accomplishments, and emerging issues of education reform as states document the academic achievement of students with disabilities during standards-based reform.
Thompson, S., Johnstone, C., Thurlow, M., & Altman, J. (2005). 2005 State Special Education Outcomes: Steps Forward in a Decade of Change. National Center on Educational Outcomes, University of Minnesota.