1 / 8

Myths About Disabilities that Defy the Research

Myths About Disabilities that Defy the Research. Bill Gustashaw. Bandwagons in Special Education. Used to make academic intervention decisions Facilitated Communication Full Inclusion Modality Training (Learning Styles) Remember:

brac
Download Presentation

Myths About Disabilities that Defy the Research

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Myths About Disabilities that Defy the Research Bill Gustashaw

  2. Bandwagons in Special Education • Used to make academic intervention decisions • Facilitated Communication • Full Inclusion • Modality Training (Learning Styles) Remember: Burton Blatt (1979) warns us that “Bandwagons Also Go to Funerals”

  3. Learning Styles • Arter and Jenkins (1977): • 99% of Special Education teachers thought that a child’s modality strength/weakness should be a consideration for academic interventions • 93% thought that students learned more when instruction was modified to match modality strengths

  4. Why teach to modality strengths? • Logical • Modality instruction is already in place • Is supported by the research

  5. Substance Over Style Kavale and Forness (1987) found that Learning styles were not supported by research • Measures: • Reliability issues • Logical issues • Teaching: • Very little to no improvement

  6. Some Methods Are More Effective Than Others Lloyd, Kavale and Forness (1998) found: • Based on effect size of instructional strategies we should: • Intervene early • Monitor progress • Provide positive consequences for improvement • Use behavioral techniques to teach soc ial and academic skills

  7. References Arter, J.A. & Jenkins, J.R. (1977). Examining the benefits and prevalence of modality considerations in special education. Journal of Special Education, 11(3), 281-298. Blatt, B. (1979). Bandwagons also go to funerals: Unmailed letters 1 and 2. Journal of Learning Disabilities, 12(4), 17-19. Coffield, F. Mosely, D. Hall, E. and Ecclestone, K. (2004). Shjould we be using learning styles? What research has to say to practice. London; learning and Skills Development Agency. Kavale, K. A. & Forness, S. R. (1987). Substance over style: Efficacy of Modality testing and teaching. Exceptional Children, 54(3), 228-239. Lloyd, J.W., Forness, S. R., & Kavale, K. A. (1998). Some methods are more effective than others. Intervention in School and Clinic, 33(4), 195-200.

More Related