Educational Outcomes for Students with Disabilities

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Psychology Press, 1994 - Education - 208 pages
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Educational Outcomes for Students With Disabilities provides readers with the most current perspectives on outcomes that are certain to have an influence on the services they provide. A shift from a focus on the process of education for students with disabilities to a focus on measurable outcomes is occurring and is permeating every level of education, from policy on down to the classroom. This book helps readers think about and prepare for changes in how they provide services.

To begin preparing readers for change, the book presents a wide range of topics, beginning with clarifying definitions and historical groundings for the emphasis on outcomes. The authors cover everything from a perspective on the controversial Outcome Based Education (OBE) approach to guidelines on how to use existing data on outcomes. Ways to think about outcomes beyond academics and in alternative settings are addressed as well. Chapters also address different perspectives on what outcomes should be for even young children with disabilities.

The contributing authors of this book represent a range of professionals--researchers, policymakers, advocates--whose work helps support student attainment of positive educational outcomes. Individual subjects addressed include:
  • assessment
  • data collection
  • standards
  • opportunity to learn
  • outcome based education (OBE)
  • school reform
  • alternative programs
  • indicators
  • accountability

    Educational Outcomes for Students With Disabilities is a current synthesis of what specialists know about educational outcomes for students with disabilities. It highlights how new ideas will change how school personnel--school counselors and psychologists; supervisors; social workers; speech and language therapists; occupational and physical therapists; and SEA/LEA administrators--educate their students with disabilities.
 

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Contents

Watch Your Language James E Ysseldyke and Martha L Thurlow
1
Achieving Better Outcomes for Students with Disabilities Louis C Danielson and David B Malouf
11
Kenneth Olsen
21
James E Ysseldyke and Martha L Thurlow
39
How They Can Be Used at the Local Level Kevin S McGrew
51
James E Ysseldyke Martha L Thurlow and Hyeonsook Shin
63
Carol B Massanari
79
LaMonte Wyche Sr Bob Algozzine and Mkhael L Vandenwood
93
Martha L Thurlow James E Ysseldyke Michael L Vanderwood and Gail Spande
115
Elizabeth Bette Hyde
127
James G Shriner
139
Cheryl M Lange and James E Ysseldyke
155
Cheri J Gilman
173
A Personal Perspective Nancy Verderber
181
Ann P Turnbull and Janet R Vohs
185
Martha L Thurlow James E Ysseldyke and Kristin M Geenen
193

Michael L Vandenwood and Ron Erickson
99

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About the author (1994)

Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe.

As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities.

The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-all their potentials.

Robert L. (Bob) Wyatt III is Professor of Education at East

Martha L. Thurlow, Ph.D., is Director of the National CenCentral University in Ada, Oklahoma, where he has taught forter on Educational Outcomes in the Institute on Community In the past 13 years. He also taught education courses as a grtegration (University Center for Excellence in Developmentaladuate instructor at the University of Oklahoma while comple Disabilities) at the University of Minnesota. In this positting his doctorate. He taught at the secondary level in Texaion, she addresses the implications of contemporary U.S. pols, New Mexico, and Oklahoma, and at the college level in Newicy and practice for students with disabilities and English Mexico and Texas for 25 years prior to achieving his masterLanguage Learners, including national and statewide assessme s and doctorate degrees. He has led more than 150 workshopsnt policies and practices, standards-setting efforts, and gr and seminars for staff development during the last 15 yearsaduation requirements. Dr. Thurlow has conducted research fo. He has twice been named Teacher of Excellence at East Centr the past 35 years in a variety of areas, including assessmral, an honor that can only be awarded every four years and ent and decision making, learning disabilities, early childhis usually nominated by students and elected by peer review.ood education, dropout prevention, effective classroom instr He was among the top five teachers contending for Oklahoma uction, and integration of students with disabilities in genTeacher of the Year while teaching secondary school. He has eral education settings. She has published extensively on alpartici-pated in the Oklahoma Commission for Higher Educatiol of these topics, and also recently completed serving as con portfolio review committees for several colleges in Oklaho-Editor with Bob Algozzine of Exceptional Children, the resema as part of their preparation for NCATE reviews. Wyatt is arch journal of the Council for Exceptional Children. Dr. Tha language arts specialist with a Ph.D. in both the elementaurlow is a co-author of several books, including Testing Stury and secondary levels of language arts. He has taught undedents with Disabilities, Improving Test Performance of Studergraduate courses in methods for language arts, social studints with Disabilities, Alternate Assessments for Students wies (both elementary and secondary), and natural science (eleth Disabilities, and Critical Issues in Special Education. Dmentary); Clinicals I, II, and III; strategies for effectiver. Thurlow was one of the original developers of the dropout teaching (elementary and secondary); Portfolios I, II, and prevention program Check and Connect, which was empiricallyIII; children s literature; young adult literature; psycholo tested, and replicated in several settings. She is the authgy of education; foundations of education; Composition I; anor of numerous reports, journal articles and chapters on thed grammar. He teaches graduate courses in modern philoso-phi topic of dropouts and dropout prevention, and also addressees of education, contemporary issues of education, advanced s the dropout problem within the current context of federal language arts problems, techniques of research, and public rlegislation, high stakes testing, and standards-based educatelations for school administra-tors and librarians. Wyatt haion. s two other books published: The History of the Haverstock Tent Show: The Show With a Million Friends, published in 1997 by Southern Illinois University Press, and Making Your First Year a Success: The Secondary Teacher s Survival Guide, coauthored by Dr. Elaine White and pub-lished by Corwin Press in 2002. In addition to his teaching, Wyatt is a selling artist of watercolor and oil paintings. He also has three novels out for publisher review, is a former owner/editor of a weekly newspaper, and is the author/publisher of three books of local history and several journal articles in national, regional, and state journals. He is the president, a director, and an actor at Ada Community Theater, ACT II.

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