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Topical Issues Education

Teaching Controversial or Sensitive Topics to Students with Learning Disabilities

James E. Leigh is a professor in the Department of Special Education at the University of Missouri-Columbia. He received his doctorate in special education from the University of Southern California. Dr. Leigh has previously served as national president of the Council for Learning Disabilities and chairman of the National Joint Committee on Learning Disabilities. His current research interests involve development of assessment instruments in special education and topical issues education. Address: James Leigh, 339 Townsend, Department of Special Education, University of Missouri-Columbia, Columbia, MO 65211.

Sharon L. Huntze

Sharon L. Huntze is associate dean of undergraduate studies and an assistant professor of special education in the College of Education at the University of Missouri-Columbia. She completed her doctoral degree at the University of Missouri in the Department of Special Education. She is currently involved in restructuring educator preparation in partnership with public schools.

Suzanne Lamorey

Suzanne Lamorey is an assistant professor of special education at the University of Missouri-Columbia. She completed her doctoral degree in special education, with an interdisciplinary emphasis on early intervention, at the University of Oregon. Her current interests focus on the roles of parents and other caregivers in inclusive education.

This study investigated the extent to which a sample of 407 special education teachers addressed various topical issues with students who have learning disabilities, mental retardation, or behavior disorders. A survey instrument was employed to gather information pertaining to 45 topical issues that involve controversial or sensitive subjects typically not addressed in the traditional academic curriculum in school. Results indicated that the majority of topical issues are addressed only to a very limited extent with students with disabilities. A 3 · 2 factorial analysis of variance, followed by post hoc comparisons using Scheffe's test, indicated that topical issues are addressed to the greatest extent with students with behavior disorders and to the least extent with students with learning disabilities. Results also indicated differences in the extent to which elementary- and secondary-level students with disabilities receive information from special education teachers about topical issues, with a greater emphasis on coverage of topical issues occurring at the secondary level. Possible explanations for the findings are discussed, followed by implications for special education teachers and recommendations for future research involving topical issues education for students with learning disabilities.

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