Literaturnachweis - Detailanzeige
| Autor/inn/en | Rose, Tessie E.; Zirkel, Perry |
|---|---|
| Titel | Orton-Gillingham Methodology for Students with Reading Disabilities: 30 Years of Case Law |
| Quelle | In: Journal of Special Education, 41 (2007) 3, S.171-185 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| Schlagwörter | Reading Difficulties; Autism; Courts; Disabilities; Court Litigation; Federal Legislation; Learning Disabilities; Teaching Methods; Reading Instruction |
| Abstract | Although numerous studies have investigated autism methodology case law, few studies have investigated case law regarding reading methodology, particularly the Orton-Gillingham approach, for students with reading disabilities. We provide the results of a systematic case analysis of all published Orton-Gillingham decisions from the original passage of the Individuals with Disabilities Education Act (IDEA) through 2005. Results indicate that in the past 30 years, hearing/review officers and courts reviewed 64 Orton-Gillingham cases, with 77% occurring within the last 10 years. Unlike autism methodology cases, districts have won an overwhelming majority (75%). Although inconclusive, the addition of the terms "peer-reviewed research" and "scientifically based research" in the 2004 reauthorization of IDEA may benefit parents in Orton-Gillingham methodology disputes, thus leading to increased litigation. This article concludes with recommendations for reversing the upward trend in the number of Orton-Gillingham reading methodology disputes. (Author). |
| Anmerkungen | PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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