For those who missed the series of talks about response to intervention at the 2007 meeting of the Council for Exceptional Children, the presenters’ slides are available from Teach Effectively. The presenters included
- Dixie Huefner (University of Utah) and Perry Zirkel (Lehigh University)
- Yvonne Bui (University of San Francisco), Jose Luis Alvarado (San Diego State University), & Rosalind Simpson (University of San Francisco)
- Diane Pedrotty Bryant (University of Texas) and Brian R. Bryant (Psycho-Educational Services, Austin, TX)
- Charles Hughes (Penn State University) and Donald Deshler (Kansas University)
- Kathleen Lane (Vanderbilt University)
- Lynn S. Fuchs (Vanderbilt University) and Douglas Fuchs (Vanderbilt University)

Popped myth
The US National Center on Educational Statistics, a part of the Institute for Education Sciences, issued a report about special education. In the report, billed as an “issue brief” and published in March of 2007, Emily W. Holt, Daniel J. McGrath, and William L. Herring describe the results of a study based on the cohort of children who started kindergarten in 1998 and followed in the Early Childhood Longitudinal Studies (ECLS-K). It’s worth reading, in part because it pops a common myth about special education.
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