Search results

Students with learning disabilities are a large part of the population of students with disabilities as well as the total student body. In fact, for many students the general education classroom is where most of these students acquire their content knowledge. This, however, is not the only school placement in which students can receive services. This chapter will describe the historical perspectives regarding placement of students with learning disabilities. Next, it will compare the different instructional settings and interventions that have been effective for these individuals. The impact of the individualized education program will be discussed as well as controversial issues regarding the placement of these students. After reading this chapter readers will have a better understanding of placement issues surrounding students with learning disabilities.

The evaluation of minority children for special education by law should be nondiscriminatory. To be in compliance with federal mandates such as the Individuals with Disability Education Act (IDEA), No Child Left Behind (NCLB), and Public Law 94-142, minority children who are also English language learners (ELLs) should be assessed in their native language or other appropriate mode of communication. During assessment, the child's language skills in terms of both Cognitive Academic Language Proficiency (CALP) and Basic Interpersonal Communication Skills (BICS) should be considered. Assessments like the Woodcock-Munoz and Student Oral Language Observation Matrix (SOLOM) can be used to determine the child's dominant language and proficiency in both their first (L1) and second (L2) languages. Models such as that proposed by Olvera and Gomez-Cerrillo (2011) which includes procedures for formal and informal assessments, as well as data collection and observation, can help guide a school psychologist or diagnostician when assessing a bilingual child. One main goal of this type of evaluation is to distinguish academic delays caused by a learning disability from those caused by a lack of proficiency in English. Cautions with respect to the testing of ELLs are highlighted.

Misidentification of students with disabilities is a widely publicized aspect of the shortcomings of our special education programs. Many factors can contribute to misidentification. In the Congressional Research Service (CRS) Report for Congress (Apling, 2001), three issues were specifically identified as reasons for possible misidentification. “Misidentification can result from failing to identify those with disabilities, from identifying children with disabilities they do not have, and from delaying identifying children with disabilities” (p. 2). In addition to the aforementioned concerns, an overrepresentation of minorities in special education programs has been a focal point for critics of special education programs and eligibility criteria for decades (see Harry & Klinger, 2006). Biases in assessment often lay the foundation for overrepresentation of minorities. Others express serious concerns regarding misidentification due to a direct result of the referral (or lack of effective prereferral) and evaluation practices used in many states (Ysseldyke, Algozzine, Richey, & Graden, 1982). Last, misidentification due to the changing eligibility criteria and differences in eligibility criteria across states has been added to the concerns in the field of special education.

The use of celebrities, and particularly athletes, to influence consumers and sell products is not a new practice, but one that is gaining considerable steam in the sports marketplace. However, many academics and practitioners have long questioned the means by which celebrity endorsement is measured and evaluated. Through the use of validated surveys among US students and the inauguration of the Celebrity-Hero Matrix (CHM), some of their questions are answered. Being labelled a 'heroic' athlete does, it seems, have tremendous power for marketers, and provides endorsement clout for the athlete.

Empirical research suggests that traffic enforcement is the most common type of proactive activity police officers engage in on a daily basis. Further, agencies often use traffic enforcement to achieve both traffic safety and crime control. Given these goals, the purpose of this paper is to investigate whether (and to what extent) officers are accurately targeting their proactive traffic enforcement with crime and vehicle crashes in two agencies.

The study examines traffic enforcement patterns in two agencies to see whether proactive traffic enforcement aligns spatially with crime and vehicle crashes. This study employs negative binomial regression models with clustered standard errors to investigate this alignment at the micro-spatial level. Key variables of interest are measured with police calls for service data, traffic citation data and vehicle crash data from two law enforcement jurisdictions.

High levels of spatial association are observed between traffic accidents and crime in both agencies, lending empirical support to the underlying theories of traffic enforcement programs that also try to reduce crime (i.e. “DDACTS”). In both agencies, traffic accidents also appear to be the most prominent predictor of police proactive traffic enforcement activities, even across different times of day. However, when vehicle crashes are accounted for, the association between crime and traffic stops is weaker, even during times of day when agencies believe they are using proactive traffic enforcement as a crime deterrent.

No prior study to authors knowledge has examined the empirical association between police proactive traffic activities and crime and traffic accidents in practice. The current study seeks to fill that void by investigating the realities of traffic stops as practiced daily by police officers, and their alignment with crime and vehicle crashes. Such empirical inquiry is especially important given the prevalent use of traffic enforcement as a common proactive policing tool by police agencies to control both traffic and crime problems.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

AN older librarian, we think, looking at the Annual Report of the Library Association, which is the principal publication of June, must almost rub his eyes in bewilderment at the recent progress made. In the outer world of libraries, that part which the public sees, there are symptoms, and actual signs, of development; new branch libraries, such as those at Sheffield, at Croydon, and at Dartford, are portents of a sort—pleasant substitutes, and most effective ones, for the larger, orthodox (in size at least) branches such as Yardley Wood, Crossgates, Firth Park and Leith. Greater development must be a problem for a few years to come, as every librarian must acknowledge. It is in the development of librarianship and bibliology that this record of the L.A. is so significant. The bare fact that the Centenary Year sees the L.A. with a membership rapidly approaching ten thousand and an income of £36,000 seems almost incredible. Even more so is the fact, not quite so pleasing, that by £347 this income proved insufficient; but, on reflection, that, too, is a sign of activity. The Association has almost ceased what was once thought to be its main pre‐occupation; its own organization, or, as one of our writers called it, “the moving about of its domestic furniture.” It is now deeply concerned with international librarianship, an attitude which in no small measure it owes to Mr. H. M. Cashmore and to Mr. Welsford's flair as host at Chaucer House; its gradual adjustment of its benefits, including the education ones, so that they appeal to other than public librarians, as they formerly did, and to such an extent that over one thousand special and university librarians are grouped in it; the immense, for it is that, educational and examination scheme, which from the accounts appears to cost: the administration about £1,900 more than the candidates' fees provide; its extending publishing business, now costing in all £12,150 a year, but bringing in returns more valuable than the substantial sales would suggest, and the quite remarkable library, information, and research work. The Association has become a large business, influencing the life of every librarian and energizing most of the work now done in libraries. The Report has a general acknowledgment paragraph recording the debt owed to the chairmen of committees. It is a modest tribute to a group of men who give great labours to our interests. To be the chairman of a Library Association Committee today is to be a leader and hard‐driven worker. We owe them much. And this does not reduce our admiration for the manner in which the official staff of the Association do their work.

In a world of ever-changing educational trends, it is essential for educators to provide a continuum of services to meet the needs of all students. Therefore, employing an inclusive structure or environment is imperative to the implementation of Special Education laws, according to Individuals with Disabilities Education Act and Every Student Succeeds Act. As stipulated in law, all students should be educated in the least restrictive environment with their typically developing peers. This chapter focuses on the role of the special education professional as it specifically relates to the mainstream or inclusion setting. Topics covered in this chapter include an overview of inclusion, the inclusion model, an in-class support model, a content mastery model, and characteristics of an effective special educator, understanding disabilities, assessing and referring to appropriate supports, collecting data for individualized education program meetings, differentiated instruction, and strategies for inclusion. The goal of the chapter is to provide the overall view of inclusion in today’s classrooms in relation to the role of the special education teacher.