Diana Rogers-Adkinson

• Ph.D.
• CEO at Bloomsburg University

This chapter provides a brief overview of the inclusive education movement as related to educator preparation. External influences that have driven the push for more blended educational training for all educators, regardless of discipline, are discussed, and recommended practices for inclusive educator preparation programs are provided. In addition...

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed.

As the pre-school initiative in the USA continues to grow in the public school sector, the need to understand and be prepared to address the needs of this population of students is vital. This paper provides an exploratory analysis of language and behavioral skills in children aged three to five years old served in inclusive public preschools. Pres...

This article explores the reading and written language competency of incarcerated youth and examines the role that literacy plays in recidivism. Suggestions for practice include reading and written language curricular strategies that have empirical validation with this population.

Purpose The purpose of this article is to provide critical knowledge regarding children who are served by the child welfare system and how these children’s specialized needs affect speech-language services. Specifically, the structure of social services system models is presented, with an emphasis on the cultural and systemic interactions between s...

A growing body of research suggests that children with language disorders are at risk for social adjustment problems and school failure. This paper provides further evidence regarding this situation, assessing the strength of the relationship between receptive language and social adjustment in a sample of the general population of public school chi...

This document presents a description and explanation of the MUSE module, a multimedia, computer-supported, problem-based learning (CS-PBL) unit that provides users with a simulation of the special education referral process. The module, developed by Leafstedt et al. (2000) depicts an elementary Hispanic student who is limited in English proficiency...

The author explores the language processing ability of children with emotional disorders who have preexisting language delays (ED/LA) to determine whether language difficulties in this population are internal biological features rather than due to environmental variables such as lack of language stimulation in the home. A comparison group consistin...

The purpose of this article is to assist teachers in understanding the unique needs of families of children with significant developmental delays who are from a diverse cultural background and/or are recent immigrants to the United States. This article provides the reader with an understanding of various cultural interpretations of severe disabilit...

A plethora of research has indicated that emotional disturbance (ED) and language deficits frequently co-occur. Scant research, however, has examined the characteristics of public school students with comorbid ED and language deficits. Furthermore, researchers have not studied children with IQ and language skill discrepancies. The overall purpose o...

Children diagnosed with emotional/behavioral disorders experience expressive and pragmatic language disorders that can negatively affect educational success. This article describes a classroom-based pragmatic language intervention program that was conducted with children diagnosed as having an emotional/ behavioral disorder. Results of the program...

Professional training programs strive to prepare students for success in their respective fields. Despite sustained and concentrated efforts, however, a serious gap exists between training and practice, particularly in fields requiring complex decision-making. In the field of education, the process of referring and assessing students for special ed...

Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder. Research suggests that ADHD is 4 to 9 times more frequent in males than females, and the possibility of underidentification in females and overidentification in males has been suggested as an explanation for these statistics.As part of the diagnostic process, teachers a...

Behavior rating scales are commonly used in the assessment of attention deficit-hyperactivity disorder (ADHD). However, there is little information available concerning the extent to which scales are valid with culturally different students. This study explored the use of the ADHD-IV Rating Scale School Version with male Caucasian (CA) and African...

The rapid demographic changes in the United States pose a challenge to educators and practitioners in providing services that are sensitive to the needs of children from culturally and linguistically diverse backgrounds. Social competence is paramount to function successfully in school and community environments. Misinterpretation of culturally lin...

This study compared two groups of students (i.e., day versus residential) with severe behavioral disorders on several language measures to determine whether more severe language deficits were present based on restrictiveness of behavioral placement. Second, types of language deficits were compared to categories of behavioral problems to see if lang...

A diary study was conducted over a 15-week period during which six preschoolers with severe disabilities made weekly visits to a daycare center. The intent was to describe successful examples of interactive or imitative play and to note what events prompted these interactions. The results indicated that very little spontaneous cooperative play occu...