Special Education and Literacy
Successful Special Education Strategies
Dr. Dunn conducts quantitative and qualitative research related to learning disabilities (LD), response to intervention (RTI), assistive technology, special education referral processes, and literacy. Specifically, he researches new strategies to help students with learning disabilities improve their academic skills.
Children with LDs represent 50 percent of the students served in special education. Currently, Dr. Dunn is initiating a research project with Vancouver Washington special education teachers to create a reading skills/comprehension strategy for their students. There, he will work with local school districts that either use or are implementing RTI with the goal of helping them develop their programs, and to conduct research about the perspectives of the district’s staff and the effectiveness of the RTI program. RTI is considered the new alternative for LD identification. Dr. Dunn is involved in two studies, one qualitative study focusing on the perspectives of the district’s staff, and one quantitative study focused on the effectiveness of the RTI program. Dr. Dunn’s research also incorporates aspects of assistive technology, such as writing assistance software, to help students improve their academic skills, as assistive technology is an effective means to help accommodate students with disabilities.
When special education referral is necessary, classroom teachers have significant influence in that process. Once a student is referred for special education, the probability of that student later being officially identified is very high. Results from Dr. Dunn’s research indicate that teachers are now considering academic skills as prime reasons to refer students, whereas behavior was a prevalent reason in the past. Another study with Canadian and American teachers identified the degree to which rapport with special education staff, knowledge of special education methods, support of administration, and parental support influenced the possibility of making a referral. Teachers between the two countries differed significantly in how they viewed the referral process. This past summer, Dr. Dunn conducted a research intervention project with students from low-income families and culturally/linguistically diverse backgrounds to help improve their narrative story writing skills. More than 65 students participated in the project. Their use of the “Ask, Reflect, Text (ART)” strategy exemplified its potential to help students improve their ability to compose narrative text.
Contact Information
Michael W. Dunn, Ph.D.
Assistant Professor
Special Education and Literacy
Washington State University Vancouver
Library Building, Room 210-J
14204 NE Salmon Creek Ave.
Vancouver, WA 98686
Telephone: 360-546-9662
E-mail: dunnmi@vancouver.wsu.edu
Society, Communication, and Learning
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After 11 years as a special education consultant teacher in inclusion classrooms, Dr. Michael Dunn completed his Ph.D. in Special Education/Literacy at Indiana University Bloomington. He has five publications, and has presented at eight conferences in the United States and Canada. He is a member of eight educational organizations, and is also a reviewer of the tier-one special education journal, Exceptional Journal. |
