Expert Connection
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
Q: "I'm finding that with inclusion, my students have to write lots of essays. What can I do to help them with making their essays organized and coherent?"—Laura M., Highland Park, IL.
Teaching composition is a substantial task, but plenty of research indicates that it can be done. To address this question, we turned to Professor Linda Mason, one of the people who has contributed to educators' understanding of how to teach written expression effectively. Professor Mason, who teaches and conducts research at Pennsylvania State University, provides a quick overview of the complex processes involved in teaching students how to write essays. We're hoping to convince her to create a HotSheet on this topic, so that we can make it available to our members.—Eds.
Written composition is difficult for many students with learning disabilities (LD) and, given the demands of the inclusive classroom for essay writing, it is even more complicated these days. Of course, we should be providing careful instruction in written expression regardless of the setting, but your question is an excellent one.
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...
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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….
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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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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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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.