Nicholas D. Young - Making the Grade: Promoting Positive Outcomes for Students with Learning Disabilities

Making the Grade

ROWMAN & LITTLEFIELD

Lanham Boulder New York London

Library of Congress Cataloging-in-Publication Data Available

ISBN 9781475841930 (hardback: alk. paper) | ISBN 9781475841947 (pbk. : alk. paper) | ISBN 9781475841954 (electronic)

TM The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992.

Printed in the United States of America

Nicholas D. Young

With great humility, I dedicate my contributions to this book to my uncle, Robert O. Young, who at the age of 92, is a role model for how to live life to the fullest. Uncle Robert is a WWII veteran who served in the U.S. Navy (1942-1948) before switching branches to complete his distinguished military career in the U.S. Air Force (19491969). Among his many interesting assignments, Uncle Robert served on the U.S. Navys first aircraft carrier, the USS Langley, for a short period as part of its initial commissioning before transferring for a longer stint on the USS Humboldt. While on the Humboldt, as part of D-Day preparations, his vessel recovered naval personnel who were on a sinking ship hit by the Germans; and they towed the captured German U-boat 505 to shore, which is now the only submarine of its kind on display in the United States (as part of an exhibit in the Museum of Science and Industry in Chicago, Illinois). On a more personal level, Uncle Robert, as the oldest of twelve children of his generation, always took a personal interest in each of the members of the large Young family; and I publicly thank him for letting me win at checkers and spending time talking with me about our mutual interest in poultry when I was young. He continues to be one of the few people in my life who knows anything about the New Jersey Giant chickens I have in my backyard. For his honorable service, and living a life committed to family and friends, I want the readers of this book to admire my Uncle Robert as much as I do.

Kristen Bonanno-Sotiropoulos

I would like to take this opportunity to dedicate my portion of this book to my father, Thomas Bonanno. Dad - you have shown me what hardwork and dedication can help you achieve in life. Even though I didnt understand when I was little that you were simply trying to teach me how to grow up to be a strong and self-sufficient woman, I do now. I cant thank you enough for the love, guidance, and support you have and continually show to me on a daily basis. Your belief in me and my abilities gives me the courage to achieve my goals and dreams. You are my strength, wisdom, and my hero.

Jennifer Smolinski

With pride and gratefulness, I would like to dedicate my portion of this book to my family, Chad, Hannah, Ben, and Ryan. Not only did they have much more patience with the writing process than I did, they took care of the world around me. If it was not for their love and support this project would not have been possible.

Making the Grade: Promoting Positive Outcomes for Students with Learning Disabilities is an informative primer for educators (including special education and general education teachers), school administrators, parents, and other service providers, who, armed with the knowledge of best practices across all domains, become better advocates and interventionists for struggling students. While their general education peers naturally access academics, make social connections, and regulate their emotions, students with learning disabilities may not be as fortunate and often benefit from specific strategies and interventions to improve outcomes.

The unique characteristics of students with learning disabilities are but one piece of a much larger puzzle considered in this tome. The requirements under federal law as they pertain to special education in general, and students with disabilities specifically, include identification and use of evidence-based interventions during both the pre-referral process and after, examples of supports for meeting the needs of this population, and the importance of teacher knowledge in supporting the teaching and learning process.

Designed to be a valuable resource, this book provides educators, administrators, practitioners, and families with a clear understanding of how to meet the instructional, emotional, and social needs of students with learning disabilities. Readers will benefit from the extensive research provided and will gain an appreciation for the importance of collaboration, creating safe and supportive learning environments, and effectively implementing interventions.

The motivation for writing this book comes from several concerns:

• Our belief that creating learning environments that incorporate collaboration and acceptance of all students is essential for students with learning disabilities;

• Our knowledge that approximately 42 percent of children receiving special education services are identified as having a learning disability (National Center for Learning Disabilities, 2014; US Department of Education, 2014);

• Our awareness that students with learning disabilities can achieve positive outcomes through consistent and effective teaching strategies;

• Our commitment to ensuring that all students experience positive academic, emotional, behavioral, social, and independence gains; and

• Our confidence that partnering with families, practitioners, educators, and peers best supports all students in the quest for positive outcomes.

Each chapter describes and explains the many facets necessary for student success. Chapter 1 provides an overview of students with learning disabilities and delineates the most common disabilities. Also described are district and educator roles and responsibilities according to federal law.

Advocacy and collaboration are the cornerstones of student success, especially for those with learning disabilities. Chapter 2 takes a closer look at how schools and families can partner to provide valuable support systems and offers the reader a better understanding of procedural safeguards meant to protect students.

Chapter 3 carefully examines the prereferral process. This includes a detailed look at Response to Intervention (RTI) as a multilevel support system that can be used to identify struggling students so that appropriate research-based interventions can be put into place quickly instead of waiting for students to fall behind.

Exposing the reader to the importance of the Individualized Education Plan/Program (IEP), chapter 4 offers a breakdown and a thorough explanation of each critical federally required component. In addition, the writing of IEP goals is discussed in depth and the reader is provided with concrete examples of well-written objectives. Finally, the chapter includes alarming outcome statistics of students with disabilities that further highlight the need for effective programming.