Promising Research topics for Students With Learning Disabilities? Sharon Vaughn Regents Professor Sharon Vaughn Regents Professor University of Texas With a little help from my friends: Amory Cable Jack Fletcher Doug and Lynn Fuchs Russell Gersten

History of Special Education  For many students with disabilities, the initial goal of special education was to ensure that they were provided an opportunity to attend and profit from education (FAPE).  The history of special education for students with LD focuses more on appropriate instruction.

“Whereas many typically achieving students can make up for lost time, learn well independently, and make up for mistakes made by educators, special education students cannot. The influence of research and evidence on decision making has even greater value for those students with disabilities who most require precision in their instructional and behavioral plans.” (Vaughn & Dammann, 2001, p.27) “Whereas many typically achieving students can make up for lost time, learn well independently, and make up for mistakes made by educators, special education students cannot. The influence of research and evidence on decision making has even greater value for those students with disabilities who most require precision in their instructional and behavioral plans.” (Vaughn & Dammann, 2001, p.27)

Research Issue # 10 How do we adequately IDENTIFY and CLASSIFY students with Learning Disabilities? WHY do we care?

Accuracy in Classification Essential:  Yields validity in the Construct  Provides for improved treatment  Issues of identification have long haunted the field of learning disabilities.

What is a Learning Disability? Is Charlie Brown LD?

Hypothetical Classification of LD: Marker Variables involving:  1. Word Recognition (Dyslexia)  2. Reading Fluency  3. Reading Comprehension  4. Math Computations (Dyscalculia)  5. Math Problem Solving  6. Written Expression (Handwriting, Spelling, Text Generation?)

Low Achievement is Necessary but Not Sufficient  Homogeneity is at the level of the academic skill  Processing subtypes currently do not explain independent variability

Research Issue #9: Should we understand underlying processes in Learning Disabilities ? The initial work in learning disabilities attempted to better link the underlying processes that “caused” the learning disability with possible cures or “remediation” of those underlying process disabilities.  Psychoeducational strengths and weaknesses  Concerns with linking process disabilities to treatment lead to strange and unreliable interventions

Does this mean all work on process deficits is hopeless? 1. Knowledge about the neurological underpinnings of learning and LD are not adequately understood. 2. The measurement needed to identify specific process disorders in learning has not been precise. 3. Matching the subtype of a learning problem with appropriate treatments has not been successfully conducted.

Do process oriented interventions live on? Modality-matched and multi-sensory approaches continue to be used as interventions for students with LD with no research to support their use. Finding from meta-analyses: There is no empirical support for the use of modality- matched or multi-sensory approaches for students with LD

Research Issue # 8 How do we Improve the Knowledge and Skills of Special Education Teachers Does Teacher Quality Matter? What are the Indicators of Teacher Quality? How do we Measure Teacher Quality?

Student Outcomes….  The ultimate goal of special education is to improve students social, behavioral, and academic outcomes  These outcomes are influenced by teacher’s practice.  Influencing teacher’s practice – how to effectively accomplish this requires further study.

Teacher practice Student outcomes

Research Issue #7 How do we Improve the Knowledge Based on Transition to Work? We need to understand much more about effective practices for individuals with learning disabilities as they transition to work and postsecondary We need to understand much more about effective practices for individuals with learning disabilities as they transition to work and postsecondary

 Students with LD will need access to post- secondary options  Investigations on how to effectively influence access and success in post- secondary settings are needed.  Investigations that increase school retention.

Research Issues #6 How do we provide effective interventions in STEM? Students with Learning Disabilities will be required to meet the increasing demands of  Science  Technology  Mathematics

Increasing knowledge… In Science, Technology, and Math will require knowledge of  effective instructional practices for improving concept learning to mastery,  effective instructional practices for accessing general education curriculum related to higher level thinking in ALGEBRA and SCIENCE

Research Issue #5 What writing interventions are effective? How to improve students’ written composition including knowledge of:  Effective practices for written expression across genres  Effective practices for basic writing elements such as handwriting/keyboarding; spelling

In particular, We need RIGOROUS, long term studies of effective practices in written composition and the elements of writing. Noteworthy is the need to look at effects over time and to examine transfer.

Research Issue #4 What language interventions are effective? What practices are associated with improved outcomes in expressive language development and listening comprehension for students with language/learning disabilities?

What do we know?  We know exceedingly little from rigorous studies of effective practices for improving expressive and receptive language outcomes for students with language/learning disabilities.

More research is needed  To identify effective language intervention practices for complex syntax, curriculum related vocabulary, receptive language and pragmatics (social communication)  To identify effective service delivery models  To examine optimal treatment dosage  To assess generalization and maintenance effects in longitudinal studies

Research Issue #3How do we effectively deliver instructional services? What practices are effective for teaching students who are learning disabled and English language learners?

Much of what we know about teaching students who are both learning disabled and English language learners has been adapted from the less-than-adequate research base on ELLs without disabilities.

Instructional practices for ELLs Instruction practices for students with LD Instruction for English Language Learners with LD ?

Research Issue #2: Models of Service? How Effective are various service delivery models for meeting the needs of students with Learning Disabilities including: Resource Room models, Inclusion, and Response to Intervention? How Effective are various service delivery models for meeting the needs of students with Learning Disabilities including: Resource Room models, Inclusion, and Response to Intervention?

Improving our understanding of practices associated with effective outcomes for students with learning disabilities based on the type of delivery service provided is required. Improving our understanding of practices associated with effective outcomes for students with learning disabilities based on the type of delivery service provided is required.

Research Issue #1 What Practices Improve Academic Outcomes for Students with LD ? When students fail to respond to traditionally effective instructional practices in reading, math, spelling, and writing --- what intensive interventions are associated with effective outcomes?

What do we know?  We have learned much in the last 2 decades about teaching students with learning difficulties.  We know considerably less about teaching students whose response to typically effective practices is low/very low.

What types of interventions hold promise for students with LD?

Academic Difficulty Intervention

We need studies to demonstrate support for: Controlling task difficulty (e.g., sequencing examples and problems to maintain high levels of success and matching task difficulty with student abilities and emerging skills) is associated with improved academic outcomes. Controlling task difficulty (e.g., sequencing examples and problems to maintain high levels of success and matching task difficulty with student abilities and emerging skills) is associated with improved academic outcomes.

The effectiveness of various group sizes in teaching students with LD: one on one very small group (n=3) small group (n=5) large group …… We need research that documents: We need research that documents:

We need research that  Better informs special education teachers on all practices related to effectively teaching students with learning disabilities And  Preparing them for success post secondary AND  Preparing them for academic and social success

Thank YOU!!!!