In Alternative Facts Are Alive in Education As Well: A Response to Johns, Kauffman, and Martin, a group of psychologists, special educators, school administrators, and others interested in educational policy respond to the monograph by Johns, Kauffman, and Martin (2016) published on SpedPro. The signatories to the response, who are listed in the appended table, raise and respond to a series of three questions. Here are those questions, drawn from the document:
- Is their [Johns et al.] distain for RTI an implicit endorsement of the use of ability achievement discrepancy models or its more complicated and even less reliable counterpart, patterns of cognitive strengths and weaknesses, as their preferred method of SLD identification?
- Do the authors believe that general education is committed to, and successfully implementing research- based intervention(s), that promote early intervention, prevent disabilities, and reduce the need for special education for some students?
- Do the authors believe that as currently implemented, that beyond procedural compliance, special education provides the powerful intervention(s) that students with disabilities need to be successful in school and the workplace?
View a copy of Alternative Facts Are Alive in Education As Well: A Response to Johns, Kauffman, and Martin in your browser; to download a copy, control- or right-click on the link and follow the directions in the dialog box that appears.
|Mark R. Shinn, Ph.D.
||Jack M. Fletcher, Ph.D.
||Jim Ysseldyke, Ph.D.
|Robert Pasternack, Ph.D.
||Stevan Kukic, Ph.D.
||W. Alan Coulter, Ph.D.
||Susan M. Koceski, Ph.D.
||Ed P. O’Connor, Ph.D.
|Chris Birr, Ed.S.
||Rebecca C. Davis, M.Ed.
||Erica Lembke, Ph.D.
|Ed Steinberg, Ph.D.
||John L. Hosp, Ph.D.
||Kim Gibbons, Ph.D.
|Daniel J. Reschly, Ph.D.
||Corey D. Pierce, Ph.D.
||David Tilly. Ph.D.
|Jeremy W. Ford, Ph.D.
|Judy Elliott, Ph.D.
||George M. Batsche, Ed.D.
||Leanne S. Hawken, Ph.D.
|Joseph F. Kovaleski, D.Ed.
||James A. Tucker, Ph.D.
||Lisa H. Stewart, Ph.D.
The Concept Of RTI: Billion-Dollar Boondoggle
by Beverley Holden Johns, James M. Kauffman, and Edwin W. Martin.
The writers argue that RTI and iterations known as tiered frameworks for education (e.g., one known as a multi-tiered system of supports, MTSS) are being widely implemented without necessary research confirming their superiority to the framework created in 1975 and known generally as IDEA. Widespread implementation of RTI and similar frameworks without reliable research evidence of their superiority to IDEA could, like many other efforts to improve education without reliable empirical evidence, be a very expensive mistake.
View a copy of The Concept Of RTI: Billion-Dollar Boondoggle in your browser (or, to download and save a copy on your own computer [189 KB], right- or control-click on the link and follow the directions in the dialog box that appears).
The transition from high school to work, post-secondary education, and other alternatives is a challenge, especially for students with disabilities. In “Diplomas Count 2015: Report and Graduation Rates—Next Steps: Life After Special Education“, Education Week writers present their 10th analysis of how high-school graduates make that transition. Here’s how Christina Samuels, one of the contributors, described the work:
Each year, hundreds of thousands of students in special education graduate from their high schools.
And then what happens?
In the 10th annual edition of its Diplomas Count report, Education Week tries to answer that question.
The report is a blend of journalism and reseach: the Education Week Research Center delved into federal data to offer an important snapshot of where students with disabilities end up after they leave high school. My journalist colleagues and I give life to those numbers by talking to students as they make important future decisions about college and about work.
For example: Do students with disabilities tell their colleges about their special needs, or do they try to go without any of the supports they may have used in high school? (The answer: most of them do not disclose.) For students who are headed directly to the workplace, have they been taught how to advocate for themselves? (The answer: it’s hit-or-miss.)
Toward a Science of Education: The Battle Between Rogue and Real Science by James M. Kauffman was named the winner in the Education/Academics section of 2011 International Book Awards (IBA). JPX Media Group announced the winners and finalists of the IBA on 11 May 2011 in Los Angeles (CA, US).
In his summary of his book, Professor Kauffman wrote
Continue reading Kauffman’s ‘Science’ book recognized