Learning Disability Quarterly

Teachers' beliefs about learning and their ability to effect change largely influence classroom practice. In this study, we examined the theoretical, personal, and instructional assumptions of 29 general educators through a design-of-instruction and instructional efficacy framework. A three-part sequence of tasks (i.e., assignment of points to a theoretical model and analysis and modification of a curricular lesson) was used to examine primary and elementary educators' attributions and assumptions regarding the role of instructional tools (e.g., published programs) in student learning and teachers' ability to effect change. Findings indicate that general educators: (a) ascribe substantial emphasis to within-learner variables, (b) question the adequacy of commercial curricular programs for students with learning disabilities, and (c) believe they have adequate knowledge and skills to rectify the limitations of commercial curricular lessons for students with learning disabilities.

Over the past decade, we have conducted research exploring methods by which general educators introduce instructional adaptations to meet the needs of students with learning disabilities (LD). This article provides an overview of this research in the area of mathematics. To create a context and rationale for this program of study, we begin by summarizing the levels and types of instructional adaptation general educators typically incorporate into their classrooms. Then, we provide an overview of the methods we have developed to extend general educators' adaptation strategies for students with LD. Finally, we describe a series of studies in which we have explored teachers' planning methods and the associated learning outcomes for children with LD with and without these special interventions in place. Implications for preparing general educators and for the special education full inclusion movement are considered.

This article reports on a cross-case analysis using Miles and Huberman's framework to examine and describe issues related to teacher engagement and disengagement with receiving “coaching,” or expert consultation, on effective teaching strategies. Results were gleaned from two research studies that implemented a coaching model and a series of earlier data analyses. The focus of the current analysis was to identify factors that led to high levels of impact on teaching as well as high levels of engagement on the part of general education teachers working with special educators.

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The two schools had recently restructured their special education program to include students with LD in the general education class full-time. Teachers were taught four reading and writing practices (one during each nine-week grading block). All but two of the teachers partially or completely implemented the practices during the nine-week period. Sustained implementation during the school year was maintained by four of the seven teachers, and three of the seven teachers continued high implementation of the instructional practices during the next school year. The components of successful professional development programs are discussed and implications for teacher education are offered.