Remedial and Special Education

Participants with and without specific learning disabilities (SLD) provided responses as to background and school features, postschool plans, dream career, and most likely job after completing school. Findings suggest that participant groups are similar across most background and school features, with apparent differences for grade level and repeating of a grade (participants with SLD older and more likely to have repeated a grade), and gender (those with SLD more likely to be male). Participants without SLD reported a pattern of postschool plans that proved significantly different, including higher rates for postsecondary education, than did participants with SLD and a lower rate for direct employment and for being “unsure.” Both groups were comparable in terms of reported “dream or ideal” job, but the pattern proved significantly different for “most likely” job. Implications for future research and practice are noted.

Research has found students with high incidence disabilities to be at risk for academic difficulties and school dropout. Using data from the NLTS-2 database, relationships between social skills and grades were examined for students who were diagnosed with learning disabilities or emotional disturbance. Results revealed significant direct and indirect effects of social skills on grades. The specific roles of different types of social skills are examined in relation to grades as are the mediating roles of relationships with students and teachers as well as school enjoyment. Implications for research and practice are presented.

This study examined the relationship between self-determination and perceived quality of life for youth and young adults with chronic conditions and disabilities over time. A total of 34 individuals completed the Life Satisfaction Index—Adolescents and the Arc’s Self-Determination Scale at study baseline and again 1 year later. Controlling for perceived quality of life at baseline and other relevant health and demographic variables, linear regression analysis was performed to examine the longitudinal relationship between self-determination and perceived quality of life. Self-determination was significantly associated with two subdomains of quality of life over time. Those individuals with higher self-determination at baseline reported higher perceptions of satisfaction with both personal development and personal fulfillment 1 year later. Findings suggest that there may be a relationship between self-determination and specific subdomains of perceived quality of life for youth and young adults with chronic conditions and disabilities that extends over time. Studies using larger international samples followed over a longer period of time are required to substantiate these findings.

The authors examined predictors of offense severity, judicial disposition (e.g., diversion, prosecution, incarceration), and repeat offending. Data were obtained on approximately 100,000 individuals from the South Carolina Department of Juvenile Justice. Whites and females were more likely to be prosecuted than Blacks and males, particularly for less serious offenses. At first and second referrals, Blacks were more likely to be incarcerated than Whites. Youth referred before age 14 were more likely to recidivate and youth prosecuted for earlier offenses were more likely to recidivate than those not prosecuted. Father absence and special education status were also predictive of recidivism. Prosecution for first referral was predictive of earlier reoffending at all severity levels of first offense.

University faculty members play an essential role in ensuring that students with disabilities receive a quality postsecondary education. Many factors influence the willingness of faculty to provide quality services. The purpose of this survey study was to identify these influential factors through a structural equation modeling model. Findings indicate that faculty personal beliefs have the most direct influence on provision of reasonable accommodations; knowledge of legal responsibilities and perceived institutional support directly influence personal beliefs. Suggestions for training programs and interventions are made to improve faculty personal beliefs and enhance their provision of accommodations and support to students with disabilities.

The experiences of three students with significant disabilities and their educational teams were studied during these students’ first year of receiving general education services. Interviews were conducted with general educators, special educators, and parents to identify issues encountered during the year. Also, classroom observations were conducted throughout the year in both self-contained and general education settings for each student, and time sampling data were collected on instruction, downtime, and problem behavior. Results indicated that the education teams encountered several issues related to providing general education access for students with significant disabilities relating to two primary areas: (a) philosophical differences about the purpose of providing access to general education for students with significant disabilities, and (b) efforts to collaboratively team and meet the educational needs of the students with significant disabilities. Observational results indicated that the students received more instruction, experienced less downtime, and engaged in fewer problem behaviors in general education settings.

Factors that contribute to the development of positive peer relationships between middle-school students with and without disabilities are investigated. Eight typically developing, seventh-grade boys participate in semi-structured interviews to discern their perspectives of the personal benefits or challenges associated with having social relationships with classmates who have disabilities. Data coding reveal five themes that relate to the formation of positive peer relationships: (a) perceived similarity in interests and ability, (b) the role of the adolescent without disabilities in the relationship, (c) amount of time spent together, (d) peer reactions towards students with disabilities, and (e) adult behavior towards students with disabilities. A theory of congruence and mutuality in peer relationships emerges from the data analysis to explain middle school relationships between students with and without disabilities.