February 2007
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February 2007 | Volume 64 | Number 5
Improving Instruction for Students with Learning Needs
Feature Articles
Perspectives / Challenges and Possibilities
Marge Scherer
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Confronting Ableism
Thomas Hehir
To maximize opportunities to participate, we must focus on what students can do.
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Discarding the Deficit Model
Beth Harry and Janette Klingner
The disproportionate placement of minorities in special education remains a central problem of the field.
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A New Approach to Attention Deficit Disorder
Thomas E. Brown
Specialists believe ADD is a complex disorder primarily affecting the brain's executive functions.
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Autism from the Inside
Temple Grandin
A university professor with autism describes how her teachers helped her succeed at learning.
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Extending Inclusive Opportunities
Michael F. Giangreco
These strategies help students who perform well below grade level.
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Special Education: A Service, Not a Sentence
Patrick A. Schwarz
Successful inclusion practice includes welcoming students back into neighborhood schools after they have attended schools in special settings.
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Differentiation: Lessons from Master Teachers
Jennifer Carolan and Abigail Guinn
Expert teachers show how to offer personalized supports for each learner.
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The Coteaching Partnership
Marilyn Friend
How classroom teachers and special education teachers can effectively work together.
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Peers Helping Peers
Margo A. Mastropieri, Thomas E. Scruggs and Sheri L. Berkeley
Peer assistance, cooperative learning, and tutoring benefit students with and without disabilities.
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Narrowing Gaps for Special-Needs Students
Vincent J. Hawkins
Rhode Island's action research found that a number of schools are narrowing test score gaps between students with IEPs and the student population as a whole.
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Enhancing What Students Can Do
Elissa Wolfe Poel
From furthering communication to facilitating participation in sports, assistive tools enhance learning.
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Special Topic / The Gully in the “Brain Glitch” Theory
Judy Willis
A neurologist turned teacher takes exception to brain research that suggests there is one effective way to teach reading.
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Special Topic / What Neuroscience Really Tells Us About Reading Instruction: A Response to Judy Willis
Sally E. Shaywitz and Bennett A. Shaywitz
The researchers reiterate that a deficit in phonology is the most robust correlate of reading disability.
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Departments
All About Accountability / The Twin-Win Tactic
W. James Popham
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Leading to Change / Academics and the Arts
Douglas Reeves
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The Principal Connection / Asking for Strength
Joanne Rooney
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Educational Leadership Themes for 2007–2008
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The Best of the Blog
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Parents' Voices
We asked parents, What would you like educators to know about your child?
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ASCD Community in Action
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Journal Staff
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Online Only
A Model for Collaboration
Amy Brodesky, Fred Gross, Anna McTigue and Allysen Palmer
Study groups are an effective way to plan math instruction for students with special needs.
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Parents' Voices
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Special Report / Early Intervention
Amy M. Azzam
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EL Study Guide
Naomi Thiers
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Copyright © 2007 by Association for Supervision and Curriculum Development
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