What do we need to know on disability ed?

What do teachers and parents need to know on educating students with learning disabilities and students with emotional and behavioral problems? What should researchers be investigating? As a “crowd-sourcing” exercise, John Wills Lloyd is looking for questions that can be “investigated using rigorous scientific methods.”

For example:

Does RTI really help prevent problems in (a) reading, (b) writing, (c) math, and (d) social-behavioral outcomes? Does effectiveness vary by age?

The National Board for Education Sciences is inviting comments on research priorities.


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Comments

  1. Great idea. After 35 years of law and rules, the National Board of Education Sciences wants to find out what actually works.
    And, after writing RTI into the law and funding programs around the country, let’s see if it is effective. Better late than never?

    And not a moment too soon!

  2. Here are some of the “big ideas” floated by John to spark discussion at the Learning Disabilities blog:

    http://ldblog.com/2010/08/11/what-do-we-need-to-know/

    * Does RTI really help prevent problems in (a) reading, (b) writing, (c) math, and (d) social-behaviorl outcomes? Does effectiveness vary by age?
    * Do curricular approaches produce different benefits for students with LD?
    * What procedures produce the best outcomes for students with LD when they are 25 years old?
    * What specific competencies make teachers more or less successful in promoting learning by students with LD?

    More big ideas at the Emotional and Behavioral disorders blog (remember this includes autism, ADHD, and conditions such as severe anxiety disorders):

    http://ebdblog.com/2010/08/what-do-educators-need-to-know/

    * Do consultation teams have greater benefits than school-wide behavior plans in reducing problem behavior?
    * Do students with EBD benefit differentially from highly structured classroom arrangements?
    * What procedures produce the best outcomes for students with EBD when they are 25 years old?
    * How can teachers monitor progress in student behavior across time, a la CBM for academic performance?
    * What specific competencies make teachers more or less successful in promoting learning by students with EBD?

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