Special Education Today newsletter 3(33)
Special Education Today newsletter 3(33)
What volume (issue) again…oh, and what is the issue at hand?
Friends and colleagues, welcome to this week’s edition of the newsletter for Special Education Today. You’ll find notes, a list of last week’s contents, and more.
But first, please remember that SET is on sale. You can get a one-year subscription at a discounted rate. See the announcement and note that if you’re not going to upgrade to paid now but then you change your plans, you can find the invitation at the top of the SET home page for the rest of this month…and February is a long month this year.
Notes
Before I go on here I want to acknowledge the regular interactions with SET of Adelaide, Cheryl, Dan (and others, especially Mike who informed me via back channels that he had sent SET to leaders in an academic group). These readers are on the Intertubes dropping frequent likes and comments. Stalwart contributors to the community. Thanks, y’all, for chipping into the commonweal.
I can no longer say that I have never have had a Covid infection. I felt funky on the weekend, but tested negative twice. Then, a couple of days later, the test was positive. Ugh. I lost my virginity and I can never get it back.
I am glad to report that it has been apparently a light case. Friday I went for a brief walk on the Rivanna Trail. That adventure was rejuvenating.
I understand that I should not expect to feel strong this week. Okay. I’ll take what I can get…maybe brief walks a few days and nap (civilized!). I’ll report nest week.
Table of Contents
Special Education Today newsletter 3(32): How about more of the regular diets of drivel?
ASAT keeps on chugging: What's the latest from this excellent source?
HNY!: Anyone know what year this is?
Developments in DI: How can you learn more about DI from new sources?
Reading right & truth: Could we use these films to help people understand the importance of instruction in literacy?
That’s the list of new posts for the week, but please remember that there is that carryover post explaining that February is a long month this year and SET is on sale the entire month.
Commentary
I’m feeling pretty wimpy, so I shan’t wax philosophical as I usually do in this section of this newsletter. No lectures this week! Peace out! Rest.
Wait! I lied. I do have something to say. Please allow me one observation.
The recent intense level of discussion of the “science of reading” seems to me to be helping propel a fundamental concern of SET’s, namely an emphasis on evidence and, consequently, research. This is a great opportunity to ask questions such as “What’s the evidence for that assertion?” “Could you please show me your data?” “How do we know that’s true?”
I’d like to hear readers’ experiences with how advocates of given teaching practices (let’s just say, for example, other teachers or providers of professional development…consultants, coaches, psychologists, etc.) respond when we ask them for their evidence. Prediction: I suspect too many will refer us to “think pieces,” theoretical arguments, and such. Too few will list scientific papers.
There could be good reasons for this outcome. Understanding scientific papers requires background knowledge, for example. But if advocates are predicating their recommendations on non-scientific evidence (personal opinion, authorities’ opinion, interpretations of theory, etc.), I have reservations about whether to accept and implement those recommendations. I hope readers of SET do, too.
I recently collaborated with some people whom I admire greatly (anonymous for right now) on a brief paper about what evidence should be used to guide educational decisions. When it’s released, I’ll link it here on SET. Some time ago, Pat and I collaborated with Paige Pullen and Melody Tankersley on a chapter (Lloyd et al., 2006) discussing this same idea. If you have access to an academic library, you may be able to grab a copy; alternatively, you can write to me and I can send you one.
I hope we can develop a group whose members consider having scientific evidence of the effects of an educational program, procedure, practice, method, or policy as a necessary prerequisite for adopting and implement those programs, procedures, etc.
In the words of Ogden Lindsley, “Show us your data.”
Anyway, perhaps in violation of my assertion that there will be no lectures this week, please let me issue the familiar reminders: Stay safe, take care of each other, and teach everyone’s children well.
JohnL
Your SET guy
Reference
Lloyd, J. W., Pullen, P. C., Tankersley, M., & Lloyd, P. A. (2006). Critical dimensions of experimental studies and research syntheses that help define effective practices. In B. Cook & B. Sherm ear (Eds.), What is special about special education: The role of evidence-based practices (136-153). Pro-Ed.
John, I'm sorry about your COVID deflowering. I'm glad it's mild. Rest. Don't push it.