Educational Studies 737Research Issues in Special EducationWinter 2002Thursday 1:00-4:00Prof. Addison StoneOffice: 1323 SEBPhone: 615 9604Email: [email protected] course provides an analysis of historical and contemporary trends in theory and research in thefield of special education, with particular emphasis on language and learning disabilities. Studentsare encouraged to evaluate alternative theoretical frameworks for conceptualizing atypical childrenand to engage in the analytic reading of research in the field of special education. The major topicscovered will be: alternative theoretical perspectives on ‘high incidence’ disabilities; generalmethodological issues in the study of atypical children; and an introduction to the history ofresearch on atypical patterns of development of oral language, reading, written language, math, andsocial behavior. Within each area, history and trends in the field will be outlined, specific researchdesign and measurement issues will be addressed, theoretical and methodological controversies willbe highlighted, and selected empirical studies will be critically examined. Students will be expectedto produce three papers: a brief critique of an individual research article, a comparative critique oftwo related research studies, and a critical review of the research literature addressing a specificsubstantive issue in the field of special education. In addition, students will give an oralpresentation based on their final paper.METHODS OF EVALUATIONTwo article critiques (20% of grade), a term paper (30%), a class presentation (15%), andparticipation in class discussion (35%).COURSE OBJECTIVES1. To appreciate the sociohistorical context of the field of Special Education, with an eye tocontextualizing past, present, and future trends in the field.2. To identify and discuss major theoretical and empirical issues in the study of language andlearning disabilities, both historically and currently;3. To refine skills for analyzing research studies in the area on both conceptual andmethodological grounds;4. To develop critical thinking and effective scholarly communication—both oral and written.COURSE REQUIREMENTSRequired ReadingsIndividual chapters and research articles.Research Issues in Spec Educ. - 2Recommended ResourcesPublication Manual of the American Psychological Association (5th ed.). (2001).Washington, DC: American Psychological Association.A recent text on research design (see me if interested).Article CritiquesStudents will write two short papers in which they provide a detailed summary and analysisof research studies. The first paper (approx. 3 to 4 pages) will focus on a single study,while the second paper (approx. 5 to 6 pages) will provide a comparative critique of tworelated studies. Each study should be described in enough detail so that a naive readercould understand the hypotheses, methodology, findings, and conclusions presented.Following this summary, you should provide an analysis of the strengths and weaknessesof the study, concentrating on the clarity and significance of the research question(s), theadequacy of the subject selection and description, the appropriateness of the tasks andprocedures, and the interpretation of results. In the case of the comparative paper, each ofthe articles should be summarized briefly, but the heart of the paper will be a criticalevaluation of the articles, both internally and in comparison with each other. The targetarticles for both papers should be approved in advance, and you should turn in a copy of thearticles along with your paper.Research Review Paper and PresentationStudents will complete one longer paper (approximately 15-20 pages) and conduct a one-hour class session on the topic. The paper will consist of an analytic review of theory andresearch related to a topic of relevance to the field of language or learning disabilities. Priorto your class session, you should identify a key paper (theoretical or empirical) that allstudents will read in advance. The class session will involve the coordination of a groupdiscussion about the issues raised in the target paper and in your broader review.A draft of the final paper will be due two weeks in advance of the final deadline. The draftwill be returned with comments and suggestions for revision. You will then incorporate thatfeedback into the final version of the paper.Research Issues in Spec Educ. - 3DISCUSSION TOPICS AND ASSOCIATED READINGSTopic 1: Historical and Conceptual IssuesDeschenes, S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schoolsand students who don’t fit them. Teachers College Record, 103, 525-547.Kalyanpur, M. & Harry, B. (1999). Culture in special education. Baltimore, MD: Brookes.Chapter 2: Legal and epistemological underpinnings of the construction of disability.Hallahan, D. P., & Mercer, C. D. (2001). Learning disabilities: Historical perspectives. Paperpresented at the Learning Disabilities Summit. Washington, DC, August 2001.Torgesen, J. K. (1998). Learning disabilities: An historical and conceptual overview. In B. Y. L.Wong (Ed.), Learning about learning disabilities, 2nd ed. (pp. 3-34). San Diego:Academic Press.Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don’tsay: A critical analysis. Journal of Learning Disabilities, 33, 239-256.Topic 2: General Theoretical IssuesKavale, K. A., & Forness, S. R. (1994). Models and theories: Their influence on research inlearning disabilities. In S. Vaughn & C. Bos (Eds.), Research issues in learningdisabilities: Theory, methodology, assessment, and ethics (pp. 38-65). New York: SpringerVerlag.Torgesen, J. K. (1993). Variations on theory in learning disabilities. In G. R. Lyon et al (Eds.),Better understanding learning disabilities (pp. 153-170). Baltimore, MD: Paul BrookesPublishing.Feagans, L. V., & McKinney, J. D. (1991). Subtypes of learning disabilities: A review. In L. V.Feagans, E. J. Short, & L. J. Meltzer (Eds.), Subtypes of learning disabilities: Theoreticalperspectives and research (pp. 3-31). Hillsdale, NJ: Lawrence Erlbaum.Anzul, M., Evans, J. F., King, R., & Tellier-Robinson, D. (2001). Moving beyond a deficitperspective with qualitative methods. Exceptional Children, 67, 235-249.Topic 3: Behavioral and Neuropsychological Perspectives on DisabilityKoorland, M. A. (1986). Applied behavior analysis and the correction of learning disabilities. InJ. K. Torgesen & B. Y.