WorldCat Identities

Lombardi, Thomas P.

Overview
Works: 27 works in 40 publications in 1 language and 1,289 library holdings
Roles: Author
Publication Timeline
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Most widely held works by Thomas P Lombardi
Responsible inclusion of students with disabilities by Thomas P Lombardi( Book )

2 editions published between 1994 and 1997 in English and held by 280 WorldCat member libraries worldwide

Learning strategies for problem learners by Thomas P Lombardi( Book )

1 edition published in 1992 in English and held by 267 WorldCat member libraries worldwide

Trends shaping the future of special education by Thomas P Lombardi( Book )

1 edition published in 1996 in English and held by 248 WorldCat member libraries worldwide

ITPA : clinical interpretation and remediation by Thomas P Lombardi( Book )

5 editions published in 1977 in English and Undetermined and held by 151 WorldCat member libraries worldwide

Inclusion : policy and practice( Book )

4 editions published in 1999 in English and held by 146 WorldCat member libraries worldwide

A short guide to special education due process by Thomas P Lombardi( Book )

1 edition published in 2004 in English and held by 130 WorldCat member libraries worldwide

CAB : career adaptive behavior inventory activity book by Thomas P Lombardi( Book )

1 edition published in 1980 in English and held by 21 WorldCat member libraries worldwide

CAB : Career Adaptive Behavior Inventory manual by Thomas P Lombardi( Book )

1 edition published in 1980 in English and held by 9 WorldCat member libraries worldwide

Changing institutional structures for effective special education programs by Thomas P Lombardi( Book )

1 edition published in 1971 in English and held by 8 WorldCat member libraries worldwide

Learning Strategies for Problem Learners. Fastback 345 by Thomas P Lombardi( Book )

2 editions published in 1992 in English and held by 3 WorldCat member libraries worldwide

This pamphlet offers guidelines for educators who want to improve their use of strategy instruction with students who have inefficient and/or ineffective learning strategies. Specific examples of strategic teaching are provided for improving general and academic performance, and suggestions are given on how to create a strategic environment consistent with strategic teaching. The pamphlet begins with an outline of the steps in acquiring a learning strategy. It then discusses strategies for improving general performance, including strategies in the areas of organization, time management, memory, test taking, social skills, speech, and handwriting. Strategies for improving academic performance in the areas of reading and writing, spelling, mathematics, and other content areas are then described. Suggestions for creating a supportive environment for strategy learning in the home and school are provided. Guidelines for teaching strategically are noted, such as use of advanced organizers, brainstorming, motivating and activating students, modeling, providing feedback, and use of post-organizers. (Contains 55 references.) (Jdd)
CAB : career adaptive behavior inventory by Thomas P Lombardi( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

Assessing Special Education in Portugal and the United States: AComparative Study by Thomas P Lombardi( Book )

2 editions published in 2002 in English and held by 2 WorldCat member libraries worldwide

A survey investigated special educators' and special education administrators' perceptions of special education within Portugal. Using a 4-point Likert scale, a 15-item questionnaire written in Portuguese was given to 106 participants attending inservice training in Benavente and Seixal, Portugal. Items dealt with attitudes, money, support, curriculum, and preparation. The same questionnaire was given to 107 special educators and administrators from West Virginia, Ohio, Maryland, and Pennsylvania. Results from the questionnaires indicate that the Portuguese administrators' attitudes, teachers' attitudes, development of Individualized Education Programs (IEPs), classroom management, and implementation of the iep were rated highest, although all were within the "fair" categorical range. The lowest Portuguese scores were for monetary support, number of related services, number of classroom aides, community support, and number of special education teachers tied with teacher preparation. Similar findings were identified within the United States sample. Classroom management, development of the iep, implementation of the iep, and teachers' attitudes were the highest scores. Low scores were number of teacher aides, community support, monetary support, number of special education teachers, and number of related services. Samples differed on teacher preparation, with the United States respondents viewing this as a strength and the Portuguese respondents as a weakness. (Cr)
Rural Special Education Teachers Respond to Satisfaction with Jobs and Training Programs by Thomas P Lombardi( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

Students earning a Master's Degree in Special Education in 1985 at West Virginia University were surveyed concerning their job satisfaction and their teacher training programs. The majority of the 54 respondents found special education to be a personally satisfying career and believed that their individual efforts made a difference. However, many felt less than prepared for the stresses associated with their teaching positions and that they would select another profession if given the opportunity to begin again. Barely a third planned to remain in the field until retirement. The stress-training correlation varied depending upon the categorical training and teaching area involved, such as behavior disorders, learning disabilities, mentally impairments, or severe and profound handicaps. The apparent contradiction in the expressions of job satisfaction with plans to leave the profession are attributed to factors external to the special education teacher's control, such as discipline, recordkeeping, and relationships with administrators. In order to retain special education teachers, it is suggested that teacher training programs place added emphasis on the following areas: adapting curriculum to meet individual students' needs, teaching strategies, and classroom management. It is also recommended that training programs better prepare teachers to handle job stress factors. (Jdd)
Special Education and Students at Risk: Findings from a National Study by Thomas P Lombardi( Book )

2 editions published in 1990 in English and held by 2 WorldCat member libraries worldwide

The study, based on data from the Phi Delta Kappa national study of 22,018 elementary and secondary students, investigated four questions: (1) what percentage of students enrolled in regular classes possess known categorical special education labels? (2) how many of these students could also be considered to be at risk for failure in school and/or life? (3) how often is special education used as an intervention strategy for at-risk students? And (4) how effective is special education as an intervention strategy? All students were enrolled in regular fourth, seventh, or tenth grade classes. The study found 2,179 students identified as special education students, of whom approximately 64% were categorized as learning disabled. Application of a scale of 45 factors contributing to risk showed that about 63% of special education students met the criterion of being at risk as contrasted to 22% of the regular education population. The data also indicated that principals (n=276) and teachers (n=9,652) view special education as one of the more appropriate and effective intervention strategies for use with at-risk students. Contains 11 references. (Db)
Higher Order Thinking Skills for Students with Special Needs by Thomas P Lombardi( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This paper presents a rationale for teaching higher level thinking skills to students with special needs, including those with mild mental handicaps and learning disabilities. It briefly reviews the literature on teaching such skills, stressing that thinking skills can be taught through specific teaching methods such as a four-step method (introduce the skill, explain the skill, demonstrate the skill, apply the skill) and careful questioning. Incorporation of higher level thinking skills into life skills is stressed, and teaching students use of the I plan five-step motivational and learning strategy is urged. Evidence of the I plan model strategy's effectiveness in increasing student input to Individualized Education Programs is offered. (12 references) (db)
Trends Shaping the Future of Special Education. Fastback 409 by Thomas P Lombardi( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

This booklet identifies major trends and practices in special education and relates them to current and expected changes in school policies and practices. Four specific trends are identified as grounded in evolutionary social forces that are likely to persist and result in lasting changes in school and society. These trends include integration and inclusion, collaboration and teaming, acceptance of diversity, and use of advanced technology. Individual sections briefly address the following broad areas in light of these trends: individualized instruction (including early intervention, responsible inclusion, and noncategorical program models); personnel preparation (including collaborative preparation models, innovative delivery systems, and national standards); emerging technologies (including assistive technologies and distance education); policy development (including education reform, family support, and transition programs); and diverse environments (including rural programs, urban programs, and learning from other countries). A concluding section stresses the continuing importance of federal legislation such as the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. (Contains 41 references.) (Db)
Stanford Achievement Tests and Students with Special Needs by Dawn Burke( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those special education students whose individualized education programs (iep) exclude them from testing. State Department of Education inclusion and exclusion guidelines state that for a student to receive an 11th-grade warranty, the student must have taken the tests with no modifications. A preliminary test given in the fall of 1996 to 420 students in Mineral County schools showed that all grades in all schools increased in percentile ranks when students with IEPs were eliminated from aggregate scores. Following the test, a survey of general and special education teachers revealed concerns about inclusion of special education students in aggregate test scores; support needed for classroom inclusion; pressure to exclude standardized testing on students' IEPs; and the effect on special education students' self-concept, motivation, and desire to stay in school if excluded from testing. Primary teachers questioned the appropriateness of standardized testing for first and second graders. As a result of generally mandated standardized testing, it is feared that teachers will teach to the test and that special education students will once again become isolated from their peers. (Sas)
A Two Year Follow-Up Study on Junior High Students at Risk and Special Education Factors by Thomas P Lombardi( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

The study reported here is an analysis of 100 seventh graders who were part of a 1989 and 1991 follow-up Phi Delta Kappa study on high risk students enrolled in general education. In 1989, 26 of the 100 students were identified as at risk. Approximately 39% of the at-risk students were identified as eligible for special education, the vast majority as learning disabled. After 2 years of program interventions, the at-risk students were still being retained and failing to a greater degree than their non-at-risk counterparts. They used and sold drugs to a greater degree and received lower grades. More at-risk students received intervention services than their non-at-risk counterparts, including smaller classes, tutoring, extra skill training, extra materials, and special teachers. Intervention strategies did not seem to differ between special education students at risk and other students at risk. (15 references.) (Jdd)
Special Education in the 21St Century by Thomas P Lombardi( Book )

1 edition published in 1997 in English and held by 2 WorldCat member libraries worldwide

Education in general and special education in particular are undergoing rapid and dramatic changes, and a number of current trends offer implications for future policy and practice. It is becoming clear that principles of special education are shaping the future of all education. As schools become more inclusive, attention is focused on accommodating student diversity, emphasizing the role of the learner in creating knowledge, and supporting individualized instruction and assessment. Early education is increasing, with the major goal of preventing learning problems. As regular and special education merge, individualized programs and cooperative practices are becoming available to all students. As school structures change, so too will preservice and inservice programs that prepare educational personnel. Emerging trends in professional education include integrated interdisciplinary models for joint preparation of regular and special educators, social workers, therapists, and other personnel; innovative delivery systems such as field-based models, distance education, and alternative certification; and evolving national standards to promote consistency in training and licensing across states. Technological advances have particular significance for special needs students, especially in the areas of assistive devices, multimedia instruction, and distance education. Changes in practice will lead to changes in educational policy on a broad scale. The inclusion movement will lead to a unified educational system that provides special services to every child based on identified needs. Early intervention and high school transitional services will become commonplace. Contains 24 references. (Sv)
Expanding and Enriching a Teacher Training Program To Better Meet Special Education Needs A Strand Approach by Thomas P Lombardi( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

This paper describes how a restructured and redesigned teacher training program at West Virginia University utilizes a strand approach to integrate special education learning outcomes into the 15 core courses required of all student teachers. Key elements of the new teacher training program include: a clear set of research-based program goals; closer collaboration with public schools; a 5-year dual degree program leading to a Bachelor's degree in a teaching discipline as well as a Master's degree in education; continuous interactive experiences with school children using the professional development schools model; and incorporation of multiculturalism, technology, and special education into pedagogy courses. Program content involves three integrated parts. They are the pedagogy component, liberal studies component, and the teaching discipline component. A matrix illustrates 10 major learning outcomes and competencies in the special education strand. It shows how these are integrated into the 15 core courses, and the degree of instruction (introductory, major coverage, or application) for each outcome. Suggestions for incorporating these special education outcomes into sample core courses are also provided. (Contains 20 references.) (DB)
 
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Inclusion : policy and practice
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