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In the Expert Connection part of the site, TeachingLD.org
solicits answers to common questions about teaching students with learning
disabilities (submit your own), selects those that
are of general interest, and asks professionals with expertise in learning
disabilities to summarize--in practical terms--the research relevant to
those questions. The Editors of TeachingLD.org have been fortunate in
securing the un-compensated assistance of people with substantial knowledge
and experience in preparing answers.
As Expert Connection features are replaced by subsequent
questions (and answers), the previous questions are moved to an archive.
By coming to this page you can find features that have appeared previously
as well as the current one.
Expert Connection Archives
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Transition Part I
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Transition Part II
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Transition Part III
Q: “I work with students with learning disabilities at the high school level. Many of them are hoping to attend college but few know what to expect. I am not sure how to help them. Can you provide some information about the transition?”—Timothy, Va.
A:Timothy, TeachingLD looked at the literature and posted our own poll on this topic. It appears you are not alone. Many special educators, students, and parents do not know what to expect when it comes to services for students with disabilities in higher education. The topic of transition is so broad that we decided to answer your question in a series of Expert Connection articles. Each article will address a different aspect of transition, including what services are provided, how to get services, and what study skills may make the transition go smoothly. Jennifer Lindstrom, a member of the faculty in special education at the University of Georgia and an expert in this area, has
written our series. We hope that you will check back for all of the responses.
Over the past decade, postsecondary education has become an increasingly viable option for students with learning disabilities. Postsecondary education is targeted as an important transition outcome for students with disabilities because of the impact of a college degree on future adult outcomes (Madaus & Shaw, 2006). Exploring postsecondary options, however, is often a daunting task for parents and students alike, but with the right planning, support, and information this can be a positive and truly successful next step for every student...
What should we look for in good reading software?
Q: My LEA is planning on investing in reading software for help with elementary students who are struggling in any area of reading. There's such a bewildering mass of different programs out there and I don't want to waste the money. What should we look for in good reading software for decoding, fluency, comprehension, etc.?—Kevin F., Herndon, VA.
To address this question, TeachingLD turned to one of the world’s top researchers on the use of technology in reading, Dr. Joseph Torgesen of the Florida Center for Reading Research at Florida State University. Here’s the beginning of Dr. Toregsen’s answer. Joe, thanks a lot for you help!—WebEditors.
A: This is an excellent question, and I’m glad that your LEA is considering the purchase of computer software to assist in providing instruction and systematic practice for students struggling in learning to read. I have believed for some time that part of the solution to preventing serious reading difficulties in students with learning disabilities involves the use of computer technology as a support for teacher led instruction….
What growth should kids make on CBM measures?
Q: What are the sensible "Standards for Weekly Growth" in reading and math CBM? And what is the research behind them? Beth W., Kansas City, MO.
A: To answer this question, TeachingLD.org turned right to one of the foremost experts on CBM, Dr. Lynn Fuchs of Vanderbilt University. Dr. Fuchs has conducted scores of studies about assessing students' progress and she whipped up this answer for TeachingLD.org. Thanks, Lynn!--WebEditors. Read Dr. Fuchs' response here.
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What Does Responsiveness to Intervention Mean
for Me?
Q: I have a case load
of more than 24 middle school students and I have been doing a lot
of inclusion during English, social studies, and math for them. Lately
though, most of what I'm hearing about is response-to-intervention
teams and plans, which leaves me curious about what role a special
education teacher like me will play. What should I know and be ready
to do?--Chuck, Washington, DC.
We asked Dr. Douglas Fuchs to be our Expert
for this question. Dr. Fuchs, who is a professor at Vanderbilt University's
Peabody College and is the co-director of the National Research Center
on Learning Disabilities, has contributed to the Division for Learning
Disabilities in many ways over the years and TLD appreciates him taking
the time to help with this question.--Eds.
A: Chuck, I'm not surprised
that you've heard a lot about responsiveness-to-intervention (RTI).
It's been a popular topic in many circles the last few years. There
has been a lot said and written about it, and much of what has been
said and written is conflicting. Given the ambiguity, I can understand
your question about what role you, and other special educators, will
play in an RTI context. My Answer: Not much of one. Why? Read
the rest of Dr. Fuchs' response here.
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"Highly Qualified" Teachers
Q: I've
heard so much about IDEA's definition of "highly qualified"
teachers and what this means for teachers of students with learning
disabilities. Does this mean we will have to go through more training
and take more tests in order to keep our jobs? Can you explain what
highly qualified really means? Monica, Ocala, Florida
A: We
asked Dr. Bonnie Billingsley to be our Expert for this question. Dr.
Billingsley is an Associate Professor at Virginia Tech and she has
written extensively on special education teacher issues.
Monica, thank you for your question.
The topic of what makes a "highly qualified" special educator is important
to teachers, administrators, school personnel, parents, and those
studying to be special educators. I'll answer your question by giving
you an overview of the requirements of NCLB and IDEA and I'll also
provide you with some resources to consult for further information.
An Overview of IDEA's 2004 "Highly
Qualified Teacher" Requirements
There are three overall requirements to be considered "highly
qualified" under IDEA 2004 and special education teachers must
meet these requirements by the end of the 2005-06 school year. The
first two requirements must be met by all special education teachers
to be considered highly qualified under IDEA. These two requirements
are:
- Having a bachelor's degree, and
- Holding full state certification as a special education
teacher or passing the State special education licensing exam.
Teachers who hold a State certification waiver or hold
an emergency, provisional, or temporary certification, are not highly
qualified under IDEA 2004. However, IDEA indicates that full State
certification can be obtained through alternative routes.
The third requirement for meeting the "highly qualified"
mandate under IDEA 2004 applies to special educators who teach core
academic subjects, meaning that these teachers must:
- Demonstrate competence in each "core academic
subject" taught.
IDEA 2004 references NCLB to define the following as
core academic subjects: English, reading or language arts, mathematics,
science, foreign languages, civics and government, economics, arts,
history, and geography (NCLB, 2001). Read
the rest of Dr. Billingsley's response here.
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Curriculum-Based Measures
Q: "I'm a big fan of using curriculum-based measures
for evaluating progress in reading and other skill areas, but I need
help with using the same ideas for evaluating students' learning in
middle- and high-school content. How can I use CBM for mastering science
or social studies?" Ken, Denver, CO
A: Dr. Christine Espin of the College of Education at the
University of Minnesota, an expert on many uses of formative evaluation,
addresses this question. After she provides background about monitoring
progress, she explains exactly how to create and use measures for
assessing progress in content areas as well as providing cautions
about appropriate use of them. Read our expert's
answer.
- Phonological
Skills
Q: I've heard a lot about how important phonological skills
are in early reading, but there seem to be so many of them. There's
rhyming, deletion, segmenting, blending, substitution, and on and
on. My question is, "Do I really need to teach all of these skills?
Which ones are most important? What are good ways for me to teach
them?" Trina, Boise, ID.
A: Dr. Paige C. Pullen of the Curry School of Education at
the University of Virginia addresses this question, providing not
just background about phonological awareness, but also useful teaching
techniques for improving young children's awareness of the phonological
basis of English. Read our expert's answer.
- Memory
Q: My kids seem to know something one day
and forget it the next. It's like their memories are leaky buckets.
They just can't hold onto what they learn. How can I help them retain
things? Brian, San Francisco, CA
A: Dr. Frederick J. Brigham of the Curry School of Education
at the University of Virginia provides techniques that teachers can
use to promote retention plus resources for learning more about tackling
memory deficits. Read our expert’s answer.
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