In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's…

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now…

Minimum competency testing in Louisiana emphasizes individual needs (as delineated in the indiviualized education program) regardless of special education classification. Nine format/procedural modifications are allowed on the Basic Skills Test, including braille editions and extended time. Test administration and score reporting may also be…

Handicapped students' scores on timed and untimed editions of the Scholastic Aptitude Test (SAT) were studied. Of the approximately 1800 students studied, 79 percent were learning disabled. Handicapped students' performance improved with extended time, the increase being greater than that for nonhandicapped students tested with extra time.…

Discrepancy scores for four global scales and the Nonverbal Scale were examined for the Kaufman Assessment Battery for Children using the standardization sample as the data source. The range of subtest scores and the profile variability of subtest scores were determined for each sex, race, and age level. (Author/CL)

The purpose of this discussion is to describe and contrast several tenets of scientific behavior and practice with the behaviors and practices associated with advocacy. We argue that scientists must focus their efforts on solvable problems, consider their efforts to be uncertain, and present their findings dispassionately, so that others might…

The article presents educators with specific strategies to consider in constructing teacher-made tests to optimize the performance of mainstreamed students. Guidelines relating to content and format of tests as well as test-taking behaviors are discussed. (Author/CL)

To eliminate some of the unfairness in graduation requirements for handicapped students, the author proposes a system in which secondary students would leave school when their goals were achieved. In doing away with the diploma, his approach would also mark the end of compulsory attendance, required classes, and competency testing. (CL)

Analysis of questionnaires completed by 79 special education supervisors revealed that (1) schools are satisfied with appraisal services provided; (2) the majority of districts contract for appraisal services; (3) employed examiners are more involved in total assessment processes than contracted examiners; and (4) examiners do not participate in…

The article suggests that results of psychological assessment should be communicated to families of disabled children in a way that would combine understandable information with a family treatment plan. Case examples illustrate the use of feedback to alter cognition as well as family structure. (CL)

This article addresses the need for guidelines for accommodating students with disabilities on the Wechsler Intelligence Scale for Children--Third Edition. Urged are guidelines concerning: initial selection of tests to administer; modifications in administration; and interpretation and reporting of results. Guidelines should be based on student…

Examples are provided of a computerized special education management system used to manage assessment data for exceptional students. The system is designed to provide a simple yet efficient method of tracking data from educational and psychological evaluations (specifically the Wechsler Intelligence Scale for Children--Revised scores). (CL)

Comparison of state graduation requirements found significant differences in the exit documents awarded to students with disabilities, with similar requirements sometimes earning different types of exit documents in different states. It was also found that 44 states use Carnegie course unit requirements and 17 states have minimum competency…

A study investigated the kinds of instructional and assessment accommodations received by 280 students with disabilities and the extent to which instructional accommodations match assessment accommodations. Most students who had Individualized Education Programs in specific content areas received instructional accommodations in those areas.…

The study assessed effects of computer assisted or noncomputer assisted curriculum-based measurement (CBM) on the instructional planning of 30 special education teachers. After 12-15 weeks, analysis indicated no differences between the CBM groups but compared to a contrast group, CBM teachers used more specific goals and monitored student programs…