Leadership+Project-+(c)+Rational+Cont.+Connecting+Peer-Review+Articles+to+Project

**Canisha M. Boldeau Marquette University School of Education Teacher as Leader EDPL 223 Online Spring 2009 ** In search of relevant and practical literature to support my leadership project I review many publications, however chose the below literature reviews because of their strong significance to my project.  **Article 1:** McMullen, Rebecca C., Shippen, Margaret E., Dangel,, Harry L. , & (Jun 2007,). **Middle School Teachers' Expectations of Organizational Behaviors of Students with Learning Disabilities**. Journal of Instructional Psychology;, Vol. 34 Issue 2,, p75-82, 6p. I chose the above article because of its significance to my project. This article did not portray children with special needs and disabilities as total failures but explained various steps on how to meet their needs. Additionally, I observed that this article placed more emphasis on the expertise and support of the teachers as opposed to the struggling efforts of the students. This should make it easier for all students to grasp what is being taught. The positive side of this article included the teachers’ ability to explain clearly, what is expected of the students. What I have gleaned from this article is that it is possible to reach all children and help them to acquire academic success through the use of teachers attitudinal change and intervention of the regular curriculum. **Article 2:** Bock, Marjorie A (Sep/Oct 2007).**A Social-Behavioral Learning Strategy Intervention for a Child With Asperger Syndrome **. Remedial and Special Education. Vol. 28, Iss. 5; p. 258-265 (8 pp.). In reviewing this article, my mind was immediately drawn to the similarities between the traits described and those proposed for students in my project. This article clearly indicates success for all students can be realized by using declarative and procedural knowledge skills to help all students navigate various challenges in social situations. Here again the support of good teachers with positive expectations towards student learning, flexible teaching strategies and consistency indicates that all students with special needs and disabilities can be motivated to learn in a similar was as their nondisabled peers and achieve success to their highest ability. **Article 3:** Robert, Zabel, & Nigro, Frank (Lanham: Dec 2007). **Occupational Interests and Aptitudes of Juvenile Offenders: Influence of Special Education Experience and Gender Journal of Correctional Education **. Vol. 58, Iss. 4,, p. 337-355 (19 pp.).
 * Rational Cont. Connecting Peer Review Articles to Project **

This article supports the need for curriculum reform to reach all students in order to justify the money and time spent on its existence. The cost of redesigning the regular curriculum to meet the needs of all students will eradicate the social and economical cost of juvenile offenders and safeguard society. **Article 4:** Browder, Diane M, Trela, Katherine, & Jimenez, Bree (Austin: Winter 2007). ** Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature **. ProQuest Psychology Journal. Vol. 22, Iss. 4,, p. 206-219 (14 pp.).

<span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">This article outlines the need for teachers of students with special needs and disabilities to collaborate with teachers of students without such needs in the best interest of their students. Failing this the regular curriculum and its administration may fail to achieve the goals set for the success of all students. **Article 5:** Barron, Kenneth E, Evans, Steven W., Baranik, Lisa E, Serpell, Zewelanji N, & Buvinger, Elizabeth (Summer 2006). **<span style="color: #008000; font-family: 'Times New Roman', Times, serif; background-color: #ffff00;">ACHIEVEMENT GOALS OF STUDENTS WITH ADHD **. Learning Disability Quarterly. Vol. 29 Issue 3, p137-158, 22p.<span style="font-size: 110%; font-family: 'Times New Roman', Times, serif;">

This article highlights a strong correlation between levels of motivation and achievement goals of all students. Students with special needs seem to be lacking motivation and positive teacher expectations to lead them in setting academic goals similar to those of their non disabled peers. Students with special needs and disabilities are also given work that lack challenge, excitement, causing them to self-handicap and to miss the relevance of school completely. It is therefore imperative that the curriculum be delivered in such a way that children with special needs find it exciting, and motivating in order to avoid disruptive behavior and non-performance.