In order to examine the relationship between reported levels of teacher self-efficacy, collective efficacy, and job satisfaction in special educators, teachers in one school district completed three surveys measuring these constructs. The results indicated that teacher self-efficacy had a direct effect on job satisfaction. It was further found that collective efficacy directly affected teacher self-efficacy but that it did not have a direct effect on job satisfaction. No significant differences were found in reported levels of these areas across subgroups of teachers categorized by teaching level (elementary, middle, and high), teaching setting (self-contained, resource, or inclusion), and certification type (highly qualified, not highly qualified, or emergency).

The purpose of this study was to compare the perceptions of future educators on two dichotomous scales (i.e., hostility/receptivity and anxiety/calmness) regarding serving students with disabilities in general education settings. Graduate and undergraduate preservice teachers (n ϭ 326) from three universities completed the Preservice Inclusion Survey (PSIS) during the first and last class sessions of enrollment in a survey of exceptionalities course. The results of this study have implications for future teachers' acceptance and disposition in serving students with disabilities in general classrooms. Participants in a survey of exceptionalities course significantly decreased their level of anxiety and hostility toward serving students with disabilities in general education settings. More research is needed to define disposition toward serving students with disabilities.

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The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule-based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single-subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention.Writing is a complex metacognitive activity that draws on an individual's knowledge, basic skills, strategies, and ability to coordinate multiple processes. Graham (1997) identified the following four vital areas in the writing process: (1) knowledge of writing and writing topics, (2) skills for producing and crafting text, (3) processes for energizing and motivating participants to write with enthusiasm, and (4) directing thoughts and actions through strategies to achieve writing goals. Scardamalia and Bereiter (1986) also described the cognitive factors that influenced writing. These researchers noted factors such as the speed at which memory is searched, the amount of information stored in shortterm memory, the speed at which information is placed in long-term memory, the number and nature of competing demands for attention, and the efficiency with which the writer can switch attention among competing demands have profound effects on the writing process.Requests for reprints should be sent to

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9—12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2—6) and skill area (whole numbers: addition, subtraction, multiplication, division; rational numbers: fractions, decimals) using the Mathematics Operations Test— Revised (MOT-R). The findings indicated that these high school students with MD were fluent only in computational skills at the second- and third-grade levels. Computational fluency was found with most whole number basic facts in addition, subtraction, multiplication, and division. Lack of computational fluency was demonstrated on many items dealing with subtraction of multiple digits or items requiring regrouping, most multiplication and division items, and rational number items involving fractions and decimals. The results are discussed in regard to instructional programs and curriculum organization for high school students with MD.