This study evaluated the perceptions of 36 deaf college students concerning the utility of C-Print, a real-time speech-to-text transcription system. Questionnaire responses and interviews indicated students rated C-Print highly for leading to good comprehension, better than that of an interpreter. They also rated the hard copy printout provided by…

This study examined effects of an intervention consisting of a classwide peer tutoring program, multi-element curriculum, and accommodations on the academic responding and competing behaviors of three students with severe disabilities enrolled in general junior high school classes. Results indicated improved academic responding and reduced rates…

A primary responsibility of elementary schools is to help children become independent readers. Once children have started decoding, teachers work hard to make sure that students have access to "just right" books--books that they can read with fluency, good understanding and at least 95% accuracy. Effective teachers support students by offering…

The author outlines the major elements of the No Child Left Behind Act of 2001 and describes the law's impact on deaf education. The law's stated purpose is to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind. The specific goal of the law is to ensure that all students are 100% proficient in…

Based on prior research and theory, we propose a conceptual definition of instructional communication that is holistic, transactional, expansive, and assessable. Second, we extend instructional communication research to test this definition by engaging students with learning disabilities (SWLDs) in interviews and focus groups, employing a…

This paper outlines and reviews two types of interventions used with students with learning disabilities. Cognitive cue cards are regarded as a form of cognitive intervention and correspondence training is regarded as a behavioural intervention. It is concluded that both kinds of interventions are valuable and result in improvements in the…

Since the publication of the Warnock Report (DES, 1978) the behavioural objectives model of curriculum planning has become inextricably linked with the special educational needs curriculum. It has generally been taken for granted, particularly in official circles, that pupils deemed as having special educational needs are best taught when their…

Over the past decade, a growing number of complaints have been made against Australian education authorities over the language of instruction used to teach deaf children. The complaints, made under the "Disability Discrimination Act", were lodged with the Human Rights and Equal Opportunity Commission for investigation and possible…

In providing needed services to individuals that claim a disability and meeting legal standards, issues linger in grey areas for institutions of higher education in the United States. While postsecondary schools are legally obligated to provide mobility access for physical disabilities, given the questions over defining disability, service…

The purpose of this study was to gain information about the high school general educational context for students with and without disabilities. A questionnaire was administered to general education teachers who taught required high school courses in which students with disabilities and students who were low achievers were enrolled. Instructional…

The purpose of this booklet is to introduce parents of students with disabilities to the "big ideas" contained in school improvement efforts under the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Act (IDEA), and to provide them with the information they need to help ensure that their children…

This study investigated the perspectives of high school students with learning disabilities on co-teaching. Two focus groups were conducted at two high schools in southern California, involving 10 students with learning disabilities. Guiding questions were used to seek students' perceptions on how participation in co-taught general education…

This brochure for faculty at the University of Illinois discusses accommodations for students with disabilities. Problems such students have in the areas of time management, accessibility, and coping with sudden changes are considered first. Teachers are urged to address the question of disabilities directly during the first class by inviting any…

This study examined facilitating factors and barriers in the process of accommodating college students with learning disabilities in the classroom. Surveys were mailed to 485 faculty members at the University of Massachusetts who had received an accommodation form from the university's Learning Disabilities Support Services Office. The survey…

This brief paper summarizes legal requirements for non-standard accommodations for students with special needs or disabilities in educational assessments based on the Individuals with Disabilities Education Act (IDEA) and Section 504 of the 1973 Rehabilitation Act. After noting that all students have due process rights under the 14th Amendment,…