This article reports the results of a survey of the 51 State Departments of Education (including Washington, DC) regarding their learning disabilities definitions, identification criteria, and operationalization procedures. A conceptual framework consisting of eight components was used in analyzing the definitions and identification criteria. While revealing variations, results showed the continued impact of the 1977 federal definition and criteria. For example, several state definitions now include the discrepancy component, and the use of language criteria is increasing. To determine current trends, the data are compared with those from a similar survey published in 1985. Findings are discussed in terms of trends, prereferral interventions, assessment instruments, and discrepancy models.

This article reports the results of a survey of the 51 state departments of education (including Washington, DC) regarding their definitions of learning disabilities, identification criteria, and operationalization procedures. A conceptual framework consisting of eight components was used in analyzing the definitions and identification criteria. Results show the continued effect of the 1977 federal definition and criteria while revealing variations in state definitions and criteria. For example, several state definitions now include the neurological component, and use of discrepancy criteria is increasing. To determine current trends, the data are compared with those from a similar survey published in 1990. Findings are discussed in terms of trends, prereferral interventions, and noncategorical identification.

Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal compared to other students. Certainly, there is much to learn about achieving positive outcomes for students with EBD. This article examines the potential role that caring teacher—student relationships have in achieving better outcomes for students with EBD within their current educational contexts. A rationale for why developing caring teacher—student relationships is important to improved outcomes for students with EBD is presented based on the current literature on caring teacher—student relationships. Potential barriers are delineated, followed by a summary of practices that serve as starting points for developing caring relationships between teachers and students with EBD. Last, research implications are suggested.

This 3-year Model Demonstration Project involved the development and field testing of an individualized course-specific strategy instruction model with college students with learning disabilities and AttentionDeficit Hyperactivity Disorder (ADHD). The 46 participants received individualized semester-long strategy instruction by graduate students in special education. A variety of data sources were used to evaluate the implementation of the model as well as the academic success of students who received individualized strategy instruction. Quantitative analyses indicated that the group as a whole as well as the subset of students on probation and suspension significantly improved their grades and sustained this improvement over time. Qualitative analysis identified two factors related to improvement: independent use of strategies and the supportive nature of the strategy instructor-student relationship. Qualitative analysis also identified two factors related to nonimprovement: academic/cognitive skill deficits and emotional/medication-related issues. Implications of the model for postsecondary education and suggestions for future research are discussed.The increase in students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD) enrolled in postsecondary education is well documented Requests for reprint should be sent to

A process was developed to create Web-based video models of effective instructional practices for use in teacher education settings. Three video models, created at three university sites, demonstrated exemplary implementation of specific, evidence-based strategies in reading, math, and science. Video models of strategies were field tested with preservice and practicing teachers working with diverse student populations. The authors provide an explanation of the video development process and present field-test data that demonstrate the influence of video modeling on teacher learning.

APPROPRIATE INSTRUCTION IN CLASSROOMS WITH DIVERSE LEARNERS REQUIRES A VARIETY OF INSTRUCTIONAL METHODS TO ADDRESS INDIVIDUAL NEEDS. MANY EDUCATORS, HOWEVER, FIND THEMSELVES PHILOSOPHICALLY TIED TO ONE INSTRUCTIONAL APPROACH FOR EVERY LEARNER TO THE EXCLUSION OF OTHER APPROACHES. THIS ALLEGIANCE TO ONE METHOD OF TEACHING REDUCES CHOICES FOR TEACHERS AND STUDENTS. STRICT ADHERENCE TO A LIMITED VIEW OF LEARNING CAN ALSO HINDER INCLUSION EFFORTS BY DENYING SOME STUDENTS APPROPRIATE INSTRUCTION. A CONTINUUM OF TEACHING METHODS THAT INCLUDES “EXPLICIT” AND “IMPLICIT” INSTRUCTIONAL APPROACHES IS PROPOSED AS A MORE INCLUSIVE ALTERNATIVE. RESEARCH THAT SUPPORTS A CONTINUUM OF APPROACHES IS REPORTED ALONG WITH IMPLICATIONS FOR CLASSROOM INSTRUCTION AND TEACHER EDUCATION.

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.

This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with their peers without disabilities. Research has indicated that students who are able to transition into post-secondary settings successfully often have higher levels of self-determination than those who do not transition as successfully. PSP is grounded in effective teaching practices for students with LD/ADHD, self-determination, and positive psychology. It utilizes guided cognitive strategy instruction to assist students in identifying and using their strengths to achieve their goals related to their academic classes. Results were mixed, but do suggest there is some effect from participating in PSP on self-determination levels. Implications for students with LD/ADHD and researchers conducting intervention studies are discussed.