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Special Education

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Advances in Special Education

Series editors: Festus E. Obiakor and Jeffrey P. Bakken

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Advances in Special Education Volume 38

Special Education: Advancing Values

Edited by

Festus E. Obiakor

Sunny Educational Consulting, USA

And

Jeffrey P. Bakken

Bradley University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Editorial matter and selection © 2024 Festus E. Obiakor and Jeffrey P. Bakken.

Individual chapters © 2024 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

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A catalogue record for this book is available from the British Library

ISBN: 978-1-83753-467-8 (Print)

ISBN: 978-1-83753-466-1 (Online)

ISBN: 978-1-83753-468-5 (Epub)

ISSN: 0270-4013 (Series)

About the Contributors

Innocent J. Aluka is a Professor in the College of Arts and Sciences at Prairie View A & M University, Prairie View, Texas. He is a well-known professional who mentors at-risk and vulnerable students and faculty on college campuses. His research interests are in Geological sciences, equity in science education, and recruitment and retention of minority students and faculty. His interest in STEM programs has inspired him to work with college students with special needs.

Nkechi Amadife is a Professor and Head of the Department of Public Services and Coordinator of Library Instruction at Kentucky State University. She earned her PhD degree in Educational Policy Studies with specialty in Higher Education from the University of Kentucky. Dr Amadife has over 20 years of experience working in higher education, and her research interests include information literacy, special education, biculturalism, and inclusion.

Jeffrey P. Bakken is a Professor of Special Education at Bradley University. He has a Bachelor's Degree in Elementary Education from the University of Wisconsin-LaCrosse and graduate degrees in the area of Special Education-Learning Disabilities from Purdue University. Dr Bakken has received the College of Education and the University Research Initiative Award, the College of Education Outstanding College Researcher Award, the College of Education Outstanding College Teacher Award, and the Outstanding University Teacher Award from Illinois State University. He also just recently received the College of Education and Health Sciences Faculty Achievement Award for Research at Bradley University. His specific areas of interest include: learning disabilities, emotional and behavioral disorders, reading comprehension, response to intervention, collaboration, transition, teacher effectiveness, assessment, learning strategies, assistive technology, smart classrooms and smart universities. He has published over 215 works that include books, chapters, journal articles, proceedings at international conferences, audio tapes, encyclopedia articles, newsletter articles, book reviews, a monograph, a manual, and one publisher website. He has also made over 275 presentations at International/National and Regional/State conferences. Lastly, he has authored or co-authored numerous grants totaling over $1,000,000.00.

David F. Bateman, PhD, is a Principal Researcher at the American Institutes for Research. He is a former professor at Shippensburg University in the Department of Educational Leadership and Special Education where he taught courses on special education law, assessment, and facilitating inclusion. He is a former due process hearing officer for Pennsylvania for hundreds of hearings. He uses his knowledge of litigation relating to special education to assist school districts in providing appropriate supports for students with disabilities and to prevent and to recover from due process hearings. He has been a classroom teacher of students with learning disabilities, behavior disorders, intellectual disability, and hearing impairments. Dr Bateman earned a PhD in special education from the University of Kansas. He has recently co-authored the following books: A Principal’s Guide to Special Education, A Teacher’s Guide to Special Education, Charting the Course: Special Education in Charter Schools, Special Education Leadership: Building Effective Programming in Schools, Current Trends and Legal Issues in Special Education, and A School Board Members Guide to Special Education.

Floyd D. Beachum is the Bennett Professor of Urban School Leadership at Lehigh University. Before becoming a faculty member, he worked as a substitute teacher, social studies teacher, and lead teacher for social studies. His research interests are leadership in urban education, moral and ethical leadership, and social justice issues in K-12 schools.

Emily Bouck is a Professor in the Special Education Program and Interim Associate Dean for Research in the College of Education at Michigan State University. Her research agenda focuses on mathematical interventions for students with disabilities and those at risk.

Frederick J. Brigham is a Professor at George Mason University. He earned his PhD at Purdue University. His current research interests include informal assessment procedures for classroom learning, content instruction for students with disabilities, as well as spatial learning and cognition.

Chris Claude is an OSEP-funded third year Doctoral Student and graduate research assistant at George Mason University's College of Education and Human Development studying special education research and policy. His research focuses on special education students who access the general education curriculum in the secondary setting.

Phillip Clay Jr is an Associate Professor and Chair of the School of Education at Kentucky State University. He recently led the School of Education successfully through both EPSB and CAEP Accreditations. Additionally, he serves as the Director of Disability Services at Kentucky State University.

Jason Chow is an Associate Professor of Special Education at Vanderbilt University. His research focuses on language, social, and behavioral development, adaptive interventions to support children with disabilities and their families, and supporting the uptake, implementation, and sustainability of adoptable and effective practices and programs in educational and community settings.

Yalitza Corcino-Davis is a Doctoral Student in the Educational Leadership Department at Lehigh University. Her dissertation focuses on how access to dual enrollment programs influences Latinx students' postsecondary aspirations. Her research interests include dual enrollment, college math performance, college readiness, and Latinx P-16 education outcomes.

Julie Cox, CCC-SLP, is an Assistant Professor and Graduate Coordinator in the Department of Speech Pathology & Audiology at Western Illinois University. Dr Cox teaches a variety of courses and conducts pedagogical research. She holds the Certificate of Clinical Competence from ASHA and the Illinois professional license.

Lucinda Dollman is an independent consultant, providing professional learning and coaching services to PK-12th school districts. Lucinda has worked at classroom, school, district and regional levels of education in and around the central Illinois area. Lucinda specializes in school improvement initiatives striving to promote application from research into everyday practices.

Colleen Lloyd Eddy, PhD, is a Visiting Assistant Professor in the Applied Developmental Psychology program at the University of Pittsburgh School of Education. She is a counseling psychologist, and her research focuses on improving teachers' well-being and reducing burnout and youth mental health in schools.

Asola Eugene is a Professor of Teacher Education, at Dewar College of Education and Human Services, Valdosta State University. He is a Carnegie African Diaspora Fellow-Alumni, Managing Editor for the Multicultural Learning and Teaching Journal, and a reviewer for the National Association for Kinesiology in Higher Education Journal (NAKHE).

Michael Faggella-Luby is a Professor in special education at Texas Christian University in the Department of Teaching & Learning Sciences. He is a Past-President of the Division for Learning Disabilities of the Council for Exceptional Children. Dr Faggella-Luby’s research and teaching address learning disabilities, literacy, secondary education, and cognitive learning strategies.

Nicholas A. Gage is a Senior Researcher in Special Education at WestEd. His research is focused on advancing rigorous research in special education. Specific expertise includes research design, multi-tiered system of supports (MTSS), universal behavioral management, positive behavioral interventions and supports (PBIS), and evaluation of special education programs.

Lenwood Gibson Jr is an Associate Professor of Graduate Programs in Special Education at Queens College. His current research focus includes: (a) improving academic achievement for students from marginalized communities; (b) the use of Culturally Responsive strategies to improve treatment outcomes for children and families from Culturally and Linguistically Diverse (CLD) communities.

Lisa Goran, PhD, CCC-SLP, is an Associate Teaching Professor at the University of Missouri. She is president-elect of the Division for Learning Disabilities of the Council for Exceptional Children. Dr Goran’s professional work focuses on teacher preparation, related services in special education, and the language-literacy connections for students with disabilities.

Larissa Jakubow is a Doctoral Student at Michigan State University in the Educational Psychology and Educational Technology program. She also holds a Bachelor's degree and Master of Teaching degree from the University of Virginia. Her research interests include students with high-incidence disabilities, US history curriculum, and accessibility of primary source documents.

Stacy Kelly is a Professor in the Visual Disabilities Program at Northern Illinois University in DeKalb, Illinois where she specializes in the preparation of personnel who are licensed and/or certified to provide instruction to people who are visually impaired.

Jennifer Kurth is an Associate Professor of Special Education at the University of Kansas and Chair of the Department of Special Education. Her research centers on inclusive education for students with extensive and pervasive support needs. This includes (a) teacher preparation, (b) supports and services for students in inclusive settings, and (c) instructional planning.

Paul Luelmo is an Assistant Professor in the Department of Special Education in the area of Mild/Moderate disabilities at San Diego State University. His research focuses on addressing inequities in special education by working with families, teachers, and under-resourced racial and ethnic minority communities.

Angi Martin, CCC-SLP/A, is a dual-certified speech-language pathologist and audiologist. Her area of interest is young children with communication disorders. Her primary area of interest is parent coaching and parent involvement in the early intervention process, specifically intervention for children with hearing loss.

Emmanuel Mbagwu is a Doctoral Candidate in the Department of Education at Liberty University, Lynchburg, Virginia. He is an educator in the State of Georgia and works with K-12 public school leaders in Behavioral Disabilities. And, he continues to serve as an advocate for parents and their children with exceptionalities. His research interests are in multicultural special education, comparative/international special education, and parental advocacy.

John William McKenna is an Associate Professor of Special Education at the University of Massachusetts Lowell and is an affiliate of the Center for Autism Research and Education (CARE). His research interests include evidence-based academic and behavioral interventions for students with emotional and behavioral disabilities, responsible inclusion, and school–family partnerships. His service interests center on improving student access to empirically based instruction and intervention.

Christie Nelson holds an MA in Mental Health Counseling from Gardner-Webb University and a PhD in Counselor Education and Supervision from the University of North Carolina at Charlotte. Christies' clinical experience includes providing counseling, supervision, and case management in mental health, addictions, and developmental disabilities in outpatient, residential, and community settings.

Stephanie L. Obi is an Adjunct Professor at Kentucky State University and Achievement and Compliance Coach at Fayette County Public Schools. She coordinates and assists administrators and teachers in the implementation of policies and procedures related to special education services and adherence to federal regulations. Dr Obi earned her Ed D in Leadership Education with distinction from Spalding University, Kentucky. She has over 10 years of clinical, classroom, and administrative experiences in working with individuals with disabilities. Her research interests include response to intervention, early childhood special education, and positive behavior intervention.

Sunday Obi is a Professor and Program Director at Kentucky State University. Prior to coming to KSU, he was a faculty member at both Murray State University and Morehead State University. At Morehead State University, he played a major role in revamping the Special Education Program – the Moderate and Severe Certification and Learning and Behavior Disorder Certification. Dr Obi has over 20 years of classroom and clinical experience working with individuals with disabilities. Dr Obi is the Initiator and Founder of the Master's degree in Special Education at KSU. He is a teacher, researcher, and scholar. He is the author or coauthor of more than 80 publications, including books, book chapters, and articles, and has presented papers at many national and international conferences.

Festus E. Obiakor is the Chief Executive Manager, Sunny Educational Consulting, Shorewood, Wisconsin. He earned his Master's degree in Special Education (Educational diagnostician) at Texas Christian University, Master's degree in Psychology (Instructional Psychology) at New Mexico State University, and PhD degree in Special Education (and minor in Educational Administration and Leadership) at New Mexico State University. He has taught at Rust College, The University of Tennessee-Chattanooga, Henderson State University, Emporia State University, University of Wisconsin-Milwaukee, The City College of New York, and Valdosta State University. He served as Department Chair/Head at both The City College of New York and Valdosta State University, respectively. Dr Obiakor's honors include the 1990 and 1991 School of Education Outstanding Research and Scholarship Award, the University of Tennessee-Chattanooga; the 1992 Horace J. Traylor Minority Leadership Award, the University of Tennessee-Chattanooga; the 1993 and 2001 Distinguished Service to Diversity Award, the National Black Caucus of Special Educators, Council for Exceptional Children (CEC); the 1995 Presidential Award for Distinguished Service to Diversity, Emporia State University; the 2007 Outstanding Service Award as Co-Editor of Multiple Voices, the Division of Culturally and Linguistically Diverse Learners (DDEL), CEC. As a teacher, scholar, leader, and consultant, he has served as a Distinguished Visiting Professor at a variety of universities. He is the author of more than 200 publications, including books, chapters, articles, and commentaries, and he has presented 250 papers at national and international conferences. He serves on the editorial boards of reputable nationally and internationally refereed journals, including Multicultural Learning and Teaching (MLT) in which he serves as Founding/Executive Editor. Dr Obiakor is a leader involved in many landmark scholarly works in the fields of general and special education, with particular focus on African American and other culturally and linguistically diverse (CLD) learners. He continues to prescribe multidimensional methods of assessment, teaching, and intervention for these individuals. Based on this premise, Dr Obiakor created the Comprehensive Support Model (CSM), an intervention model that values the collaborative, consultative, and cooperative energies of students, families, teachers/service providers, communities, and government agencies.

Gina C. Obiakor earned her Doctorate degree in Public Health from Loma Linda University, Loma Linda, California. She is the Owner and Founder of UnifyPublic, a Los Angeles-based, public health consulting and communications firm that focuses on various public health topics, such as health equity and vulnerability, and maternal healthcare. Currently, she is an Adjunct Professor of Public Health Policy at Tennessee State University, Nashville, Tennessee where she earned her Master's degree in Public Health. She serves on the editorial board of Multicultural Learning and Teaching (MLT), and her Podcast, “Because We Care” focuses on health issues of at-risk and vulnerable populations.

Molly Pasley is an Assistant Professor in the Visual Disabilities Program at Northern Illinois University in DeKalb, Illinois where she teaches courses to prepare future teachers of students with visual impairments, and orientation and mobility specialists in the field of visual impairments.

Sarah Reilly is a Doctoral Student at Michigan State University in the Educational Psychology and Educational Technology program. Her research interests involve literacy for students with disabilities who are emergent bilinguals.

Kristina Rios is an Assistant Professor of Special Education in the Department of Literacy, Early, Bilingual, and Special Education at California State University of Fresno. Her research interests include parent advocacy for Latinx families of children with intellectual and developmental disabilities.

Sarah Urbanc is an Assistant Professor in the education department at Bradley University in Peoria, Illinois. Prior to teaching at the collegiate level, she was the ESL coordinator and language specialist for a local school district. Her research interests include linguistic identity, positioning theory, and student motivation.

Margaret P. Weiss is an Associate Professor in special education at George Mason University. She is the past president of the Teacher Education Division of the Council for Exceptional Children. Dr Weiss is a former special educator at the elementary, secondary, and postsecondary level. Her research and scholarship center on coteaching, eCoaching, and special education teacher preparation.

Quentin M. Wherfel is an Assistant Professor and Program Director for Teacher Education in the Department of Education, Counseling, and Leadership at Bradley University in Peoria, Illinois. His current research focuses on access to the general education curriculum, assessment and decision-making practices, collaboration, and interventions, and supports for students with disabilities.

Alison Zagona is an Assistant Professor of Special Education at the University of Kansas. Her research is focused on inclusive education for students with extensive support needs, including general and special education teacher preparation for inclusive education and academic instruction and supports, particularly in the area of literacy.

Preface

In all works and professions of life, change is an inevitable consequence; however, it can have a good or bad consequence. When it is good, it can lead to progressive actions; but, when it is bad, it can lead to retrogressive actions. Special Education: Advancing Values is a change-oriented book that values the creation and advantages of special education while also doing an evaluative exploration of special education. It is a book that cumulatively reaffirms the authenticity of special education as an important educational phenomenon that is now intertwined with our changing society, and to a large measure reiterates that any society that fails to value people with special needs fails itself in our progressive and civilized world.

Historically, individuals with disabilities were unvalued, undervalued, disadvantaged, and demeaned by their homes, schools, communities, and governments. Visibly, their experiences were loaded with all kinds of vulnerabilities at all levels. However, as people got more enlightened, educated, focused, and dedicated, the society advanced; and as it advanced, rooms began to be created for advocacies, litigations, and protective laws that remediated the plights of persons with disabilities. Special Education: Advancing Values authenticates these facts and presents real ideas, real problems, real solutions, and real future perspectives that could help transform the field of special education in good and multiple ways.

This book reiterates the fact that special education is blessed with authentic hard-fought advocacies, litigations, and laws that are inextricably tied to fundamental human rights and human valuing (e.g., Brown vs the School Board of Topeka, Kansas Case of 1954 and Public Law 94-142 of 1975 that has been reauthorized and amended several times for good). For example, the fundamental ingredients of Public Law 94-142 have continued to be the major pillars of special education, and they include (a) free and appropriate public education (FAPE), (b) referral and identification of student, (c) parental involvement, (d) multidisciplinary team, (e) nondiscriminatory assessment, (f) due process rights, (g) procedural safeguards, and (h) Individualized Education Program (IEP). While these pillars do not necessarily reflect the concrete order of services provided to learners with special needs, they at least, reveal the multidimensionality of services that they are obligated to receive despite their assigned categories of exceptionality (e.g., learning disability, emotional and behavioral disability, intellectual disabilities, deaf/hard of hearing, visual impairments, students with extensive support needs, traumatic brain injury, and physical and other health impairments). Interestingly, these categories are the central foci of the chapters in this book. And, for the functionality of special education to be futuristically entrenched, parental voices, voices of people from culturally and linguistically diverse (CLD) backgrounds, and futuristic voices must be heard and considered – fortunately, chapters on these topics are included in this book. Clearly, to a large measure, this transformational book brings to the forefront, “what was,” “what is,” and “what will be” in special education.

Special Education: Advancing Values is a book that is aimed at helping us as researchers, scholars, and educators in the field of special education to positively and intentionally engage in professional reflections. In more ways than one, this book has exposed what special is all about, the values and benefits of special education, the pitfalls that have hampered special education, and what we can do to advance the values of special education. As authors, we believe such reflections have value-added benefits that could develop our students, transform our schools and communities, and advance our future in general and special education and other related fields.

Finally, Special Education: Advancing Values is a worth-while book that has historical implications. For sure, it would not have been successful without the supports of our colleagues and well-wishers. In addition, we thank the staff of Emerald Publishing for their commitment throughout this book project. To our families, we especially thank you for lovingly hanging in there with us during this venture.

Festus E. Obiakor

Jeffrey P. Bakken

Series Editors