Exceptional Children articles from February 1995

Exceptional Children archives from February 1995

Processing of bottom-up and top-down information by skilled and average deaf readers and implications for whole language instruction.
February 1, 1995... If we identify those components of competence that enable skillful reading by the relatively few deaf youth who are proficient readers, this knowledge may suggest instructional goals that will help the many deaf youth with low reading ability....

General education teacher planning: what can students with learning disabilities expect?
February 1, 1995... Most students with disabilities receive some or all of their instruction in general education classrooms. In addition, recent surges in immigration have led to increased cultural diversity in classrooms (Correa & Tulbert, 1991). Because of these...

Isolation timeout used with students with emotional disorders.
February 1, 1995... Few behavioral management techniques have generated as much controversy as isolation timeout. Timeout has been defined as a behavior-reduction technique involving contingent withdrawal from reinforcing stimuli for a specified period of time...

Communication versus compliance: African-American parents' involvement in special education.
February 1, 1995... Ever since the Moynihan report on African-American families (U.S. Department of Labor, 1965), it has become common to point to the breakdown of the African-American family unit and parental noninvolvement as one of the sources of many...

Follow-up of children from academic and cognitive preschool curricula at age 9.
February 1, 1995... Early childhood special education is undergoing substantial changes in curriculum models (e.g., Carta, Schwartz, Atwater, & McConnell, 1991; Mallory, 1992). Challenges are mounting to approaches that have historically been considered appropriate...

A comment on "Must instructionally useful performance assessment be based in the curriculum?" (this journal, number 61, p15-24)
February 1, 1995... The Fuchs and Deno (1994) article "Must Instructionally Useful Performance Assessment Be Based in the Curriculum?" provides a useful footing for examining a seemingly unambiguous issue: the definition of curriculum. At least some understanding of...

Much ado about something (though we're not sure it's our article): a reply to Howell and Evans. (Kenneth W. Howell, David G. Evans, this issue)
February 1, 1995... In our article "Must Instructionally Useful Performance Assessment Be Based in the Curriculum?" (Fuchs & Deno, 1994), we raised the question of whether instructionally relevant assessment of student performance must be based in the curriculum...