Search

Juvenile incarceration in the United States is declining; however, the rate of female youth incarceration is on the rise. Incarcerated female youth are more likely to have educational disabilities compared with female youth in public schools, as well as higher rates of mental health disorders and less consistent relationships with caregivers compared with incarcerated male youth. This article compares the characteristics of incarcerated female youth and the services available for incarcerated youth in the United States, Norway, and Mexico. Like the United States, Mexico is known for high rates of incarceration, whereas Norway is known for low rates of incarceration. All three countries have laws protecting the right of incarcerated youth to access education and mandating that juvenile facilities provide educational services. While this type of program is important, female offenders report that programs focused on close personal relationships were integral. Norway alone puts an emphasis on building positive relationships with facility staff and on involving community members in the programs for incarcerated youth. This may be a factor in Norway's low incarceration rates and may how to help address the needs of incarcerated female youth in the United States and Mexico. [ABSTRACT FROM AUTHOR]

This study aimed to develop a school activity screening tool based on the International Classification of Functioning, Disability and Health (ICF) using the modified Delphi technique (MDT). To collect information about activities needed in schools, nine occupational therapy personnel, five scholars, and six teachers and inspectors participated in the study. Participants were recruited through educational institutions in each city and province and the Korean Society of Occupational Therapy for Child and School. The survey questionnaire comprised six items on participants' characteristics (i.e. sex, age, location in Korea, duration of employment, type of school or institution, and educational level of subjects for occupational therapy) and 153 items in five categories for screening of school activities. Three rounds of MDT were conducted. The data were analysed to compute the mean for each item, and the final items were selected based on the item fit. After three rounds of MDT, 61 items were deleted, 14 from education, 16 from mobility, five from self-care/activities of daily living (ADL), 20 from interpersonal interactions and relationships, and five from communication. This resulted in a final 92 items, which were used to develop the ICF-based school activity screening tool. [ABSTRACT FROM AUTHOR]

Low birth weight (LBW) and prematurity have been identified as health risks associated with adverse developmental and educational outcomes. This study examined whether such risks affected children's receiving special education services. Using a nationally representative sample from the Pre-Elementary Educational Longitudinal Study, we investigated how LBW and prematurity affected the time when children's health and developmental concerns were raised and when children received special education services, respectively, using survival analysis. We also estimated the timing of special education services after identification of health and development concerns. Findings indicated that LBW and prematurity did not affect the time when children's developmental concerns were raised. However, they significantly predicted children's receiving earlier special education services. Specifically, after children's health and developmental concerns being initiated, those born prematurely appeared to receive services earlier at any given point of time. Implications of early detection and intervention services for these children are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal Basic Education / Revista de Educación Básica is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 133 IEPs from seven rural districts that were interested in evaluating their compliance with state and federal special education regulations. The researchers evaluated (a) the present level of academic and functional performance (PLAAFP), (b) IEP goals, (c) PLAAFP and goal alignment, and (d) progress monitoring. Fewer than 7% of the IEPs examined included PLAAFP statements, goals, and contingencies for progress monitoring that met regulatory standards. The majority of IEPs (74%) evaluated did not provide complete statements of how a student's disability affected school performance. Methods for quantitative progress monitoring were also frequently absent from the documents (23%). Furthermore, the PLAAFP, goals, and progress monitoring were often unaligned. Implications for school practice and areas for future research are reported. [ABSTRACT FROM AUTHOR]

The life standards of families of children with disabilities (CwD) indicate that family quality of life (FQOL) and the legal rights of these individuals are improving. This study aims to examine FQOL perceptions of families of CwD who were attending in schools in inclusive settings. This study is designed as a survey research and 195 parents participated. The socio-demographic data was collected in 2019 by using the Family Demographic Information Form and the data about FQOL perceptions were collected with the Beach Center Family Quality of Life Scale. The data were analyzed by using t-test and ANOVA tests. According to the research, FQOL of families and sub-domain scores of the participants (...=99.656) is above the average. The highest perception is "parenting (...=25.348)", the lowest is "emotional well-being (...=14.882)". FQOL perceptions of participants and sub-domains differ significantly according to some variables such as educational level and working hours of mothers. Findings indicated that it is very important to examine the variables that affect FQOL to be taken into account in planning special education services. [ABSTRACT FROM AUTHOR]

Tensión entre el inglés como segunda lengua y los servicios de educación especial para bilingües emergentes con discapacidades Tensão entre o inglês como segunda língua e os serviços de educação especial para bilíngues emergentes com deficiências The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings. To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA) Lopes-Murphy, S. A. (2020). Contention between English as a second language and special education services for emergent bilinguals with disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 43-56. https://doi.org/10.5294/laclil.2020.13.1.3 Received: 29/09/2019 Accepted: 18/02/2020 Published: 28/08/2020

To examine whether neurodevelopment at preschool age predicts IQ levels and needs for special education services in school-age children with single ventricle (SV) physiology. Thirty-five patients with SV physiology were assessed using the Bayley Scale of Infant and Toddler Development (BSID) II or III at 3 years and the Wechsler Intelligence Scale for Children-Fourth Edition (WISC) at 8 years. Whether the children were receiving special education services was also determined. Factors associated with the mental developmental index (MDI) of the BSID, the full-scale IQ (FSIQ) of the WISC, and special education services were also analyzed. The MDI and FSIQ of children with SV physiology were significantly lower than the values in healthy children (P < 0.01). The MDI at 3 years was moderately correlated with FSIQ at 8 years (P < 0.01, R2 = 0.41). Ten patients (28.6%) received special education services in their school. Children with MDI <85 were more likely than those with MDI ≥85 to require special education services at school age (53% and 10%, respectively, P < 0.01). Weight at birth and stage II were correlated with the MDI, extracorporeal circulation time at stage II was correlated with FSIQ, and age at Fontan operation was correlated with FSIQ and special education services. The toddler neurodevelopment index may predict not only IQ levels but also the need for special education services in school-age children. Children with low neurodevelopmental scores need to be followed closely for a long time. [ABSTRACT FROM AUTHOR]

School resource room guidance personnel handle services to students with disabilities in institutions of higher education in Taiwan. This study conducted a survey of the kind of work performed by university and college resource room guidance personnel, and used a questionnaire to investigate 244 such personnel. This questionnaire contained 'background variables' and 'five major aspects of work' sections; the five major aspects of work were 'reporting diagnoses', 'recruiting and examination services', 'individualized support plans', 'barrier-free services' and 'assistance with activities'. The findings indicated that differences existed in the work situation of guidance personnel of different ages, years of service, school type, night shift, work evaluation and incentive mechanisms and handling services apart from special education. No significant differences were found in gender, marital status and educational attainment. Based on these findings, the researchers made recommendations about resource room guidance personnel and their work situation at universities and colleges in Taiwan. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to examine parents' perspectives and experiences of special education, including the degree to which decisions about their child's education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school personnel do or do not implement elements of their child's Individualized Education Program (IEP). In this study, parents of children with intellectual and developmental disabilities described their experiences attempting to reach agreement with school personnel on decisions involving their child's educational placement and special education services. Parents expressed a desire to be involved in decisions, and they described a desire to obtain inclusive educational placements for their children. Parents described varied experiences with the implementation of special education services. They also described both successes and concerns related to the special education services their child was receiving at school. Implications for special education policy, practice, and research are discussed from the perspective of supporting family involvement in the special education process. [ABSTRACT FROM AUTHOR]

Recently, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) reported that although countries around the world must ensure that students with disabilities receive free, inclusive, and appropriate education, students with disabilities are less likely to complete primary or secondary school in many countries. Though this is the case, very little has been published regarding the legislative efforts and the implementation of services and supports specifically for students with learning disabilities (LD) in reading or dyslexia around the world. Therefore, the purpose of this review is to explore legislative efforts, services, and interventions provided to students with learning disabilities from ten countries worldwide: Canada, China, Denmark, Germany, Japan, Mexico, Netherlands, Singapore, Taiwan, and United Kingdom. Discussion and implications for research and practice are provided based on themes identified across countries. [ABSTRACT FROM AUTHOR]

Copyright of Jadara Journal of Research & Studies is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Early indicators of academic risk were used to predict the academic skills, socioemotional functioning, and receipt of special education services at age 10 among children from low-income families who participated in the Early Head Start Research and Evaluation Project. Pairwise comparison of academic skills and socioemotional functioning among early academic risk indicator groups was used, and logistic regression modeling was used to predict receipt of special education services. Children who received early intervention or early childhood special education services or were suspected of having developmental delays before age 3 or at age 5 scored lower on academic skills and poorer on socioemotional functioning at age 10 than those without academic risk indicators. Children who had only biological risks before age 3 or at age 5 did not differ in academic skills or socioemotional functioning at age 10 compared to children without any academic risk indicators. Generally, children's academic risk indicators identified later (at age 5) were stronger predictors of poor academic skills and socioemotional functioning at age 10 than were earlier academic risk indicators (before age 3). Only children who received early intervention services before age 3 or early childhood special education services at age 5 were more likely to receive special education services at age 10 than other groups. Early universal screening, monitoring, and continuous provision of appropriate services for children from low-income families and with academic risks are discussed. [ABSTRACT FROM AUTHOR]

Social, emotional, and behavioral skills are foundational to learning and long-term success. However, poverty and exposure to adverse childhood experiences reduce the chances of children entering kindergarten socially-behaviorally ready to learn. This study examined the unique impact of 5-year-old children (N = 11,412) entering kindergarten not socially-behaviorally ready on three costly school outcomes by fourth grade in Baltimore City Public Schools: being retained in grade, receiving services and supports through an IEP or 504 plan, and being suspended/expelled. Controlling for all other types of school readiness, students not identified as socially-behaviorally ready for kindergarten were more likely to experience all three school outcomes. Findings underscore the importance of early prevention and intervention strategies targeting parents and social-behavioral readiness skills during the first 5 years of life. [ABSTRACT FROM AUTHOR]

This article analyzes the ways of organizing life and the learning processes of a boy experiencing psychic distress and social abandonment from the moment he receives care at a school facility. The experience involves the organization of a network of conversations among those who live with Philip, a boy who was referred to the Special Education Services (SES) based on the autism diagnosis, one of the disorders in the category of Pervasive Developmental Disorders (PDD). The assistance center proposed was aimed at expanding the way of living and learning of Philip. The interventions come up and develop themselves from the invention of playing and become visible through eye contact, smiles, when handling objects that are part of everyday life and mainly by interacting with people around him. The insertion and invention of/in the educational space is aimed at transforming the suffering in life and learning possibilities. The result of this work creates structural transformations in the coexistence between Philip and all the individuals that interact with him. When consolidated conversation networks enable the construction of knowledge areas that are able to support another way of living.

The focus of this study was services for high-ability students offered in a public school in Indiana, United States. The purpose was to describe the services and reflect on the extent to which these services or aspects of these services can be implemented in Brazilian schools. Participants included teachers working with Kindergarten through fourth-grade students, who were observed between January and April 2016. Five classes were observed, each for one week. Results indicate that the high-ability legislation in the state of Indiana is similar to the Brazilian counterpart and that the main differences exist in the implementation of laws, due to the lack of clear guidelines for the implementation of high-ability laws in Brazil. Additionally, in Brazil, the emphasis has been on enrichment, whereas in the American schools, the emphasis is on meeting the needs of high-ability students in the classroom through various types of grouping and teaching strategies, such as differentiation. This study was part of a larger study focusing on high-ability identification tools and curriculum models geared to high-ability students in public schools and university-based programs. [ABSTRACT FROM AUTHOR]

Determining the effectiveness of many special education interventions is most difficult because of the practical and ethical limitations associated with assigning participants to a control or non-treated group. Using Longitudinal Study of Australian Children data, this article utilised eight different propensity score analysis methods to determine if a cohort of young primary school children receiving special education services significantly improved their literacy and numeracy skills, social skills and their behaviour, two years after the commencement of the special service, in comparison to a “matched” group of students who did not receive special education support. The children receiving special education support performed statistically significantly less well than the different matched groups across all outcome measures. This result is consistent with the findings from two similar studies in the US and calls into question the effectiveness of special education services for the majority of Australian students with additional needs. [ABSTRACT FROM PUBLISHER]

The pejorative academic and social challenges experienced by students with emotional and behavioral disorders (EBD) are well documented. In an effort to improve student outcomes, schools often employ inclusive models of instruction and support. However, the implementation of inclusive models may result in students with EBD having fewer opportunities to develop essential skills and competencies rather than the provision of special education services that promote school and transition success. This may occur in instances in which stake-holders emphasize student placement in general education without giving equal consideration to the necessary specialized supports and instruction for students with EBD to be meaningfully included. The current chapter urges stake-holders to consider the degree to which inclusive practices for students with EBD also meet FAPE mandates. It is our contention that students with EBD will only benefit from general education settings to the degree to which this placement provides opportunities to develop academic, social, and adaptive skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Policy Studies / Sosyal Politika Çalismalari Dergisi is the property of Journal of Social Policy Studies / Sosyal Politika Calismalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access such support over a 4-year period. Nearly two thirds of the children receiving additional assistance in 2006 did not receive such assistance 4 years later. There were substantial variations in the principal reason for providing special education services to students over this period, and the relative academic performance of the students who received special education support across the 4 years substantially declined. The findings have ramifications for the way we consider changes in the needs of young children as they progress through the primary school system. [ABSTRACT FROM PUBLISHER]

The author provides an overview of the prevailing assessment and instructional issues related to culturally and linguistically diverse students with special education needs. Also, the author presents current trends and prevalence rates of students with disabilities who are also English language learners, in addition to general guidelines for the appropriate assessment of such students for special education services. Last, the author describes research-based academic and behavioral strategies for these students, along with web-based resources geared to assist general and special educators working with diverse students with special needs. [ABSTRACT FROM AUTHOR]

This study investigated the association between vaccination with the Hepatitis B triple series vaccine prior to 2000 and developmental disability in children aged 1-9 years (n = 1824), proxied by parental report that their child receives early intervention or special education services (EIS). National Health and Nutrition Examination Survey 1999-2000 data were analyzed and adjusted for survey design by Taylor Linearization using SAS version 9.1 software, with SAS callable SUDAAN version 9.0.1. The odds of receiving EIS were approximately nine times as great for vaccinated boys (n = 46) as for unvaccinated boys (n = 7), after adjustment for confounders. This study found statistically significant evidence to suggest that boys in United States who were vaccinated with the triple series Hepatitis B vaccine, during the time period in which vaccines were manufactured with thimerosal, were more susceptible to developmental disability than were unvaccinated boys. [ABSTRACT FROM AUTHOR]

National estimates of characteristics of maltreated infants and report of an Individualized Family Service Plan (IFSP) and an Individualized Education Plan (IEP) 54 months later are presented. The study was based on 1,196 infants from the National Survey of Child and Adolescent Well-Being. Measures of neurodevelopment, language, and cognition were collected at baseline. In addition, measures of child behavior and social functioning were collected 54 months later. Caregiver mental health, substance abuse, domestic violence, home environment, and aspects of maltreatment were examined. Nearly one third were reported to have an IFSP. Descriptors of maltreatment were associated with having an IFSP. Approximately 54 months later, 20% were reported to have an IEP. JEP was not related to maltreatment but was related to being male or having a caregiver with cognitive impairment. Having a caregiver with mental illness reduced the likelihood of having an IEP. Findings highlight the need to reconsider criterion for Part C referral. [ABSTRACT FROM AUTHOR]

At a conference, titled: "Childhood Disabilities: Assessment and Early Intervention" held between March 20-22, 2006, at Kuwait University, a range of discussion topics were considered that would enhance and design specific best practices in special education for the Middle East Arab Gulf region. Governmental representatives, post-secondary educators, educational specialist, teachers, administrators, parents and concerned citizens grappled with past, current and future educational practices in an attempt to enhance educational services for students with special needs in the Middle East Arab Gulf region. Five distinct topical areas focused on assessment and diagnosis, early intervention, educational strategies, professional development and community awareness as areas of importance. Keynote speakers were drawn from educational specialists in the Middle East Arab Gulf region as well as selected individuals with expertise in best practices from the United States. As a result of the presentations and discussions, recommendations were compiled for implementation. [ABSTRACT FROM AUTHOR]

Background: Children born of low birth weight (LBW) and/or premature may have developmental delays and difficulties. The vulnerability, without early intervention, would have detrimental lifelong effects., Objectives: This study examined 1) the relationship between LBW and prematurity and the occurrence and timing of children's receipt of developmental and special education services; and 2) whether poverty intersects with LBW and prematurity affecting service receipt., Methods: This population-based study used cross-sectional data from the National Survey of Children's Health which consisted of approximately 52,000 participants aged 1-17 between 2017 and 2018 in the United States. We conducted logistic regression to analyze the predictive relationship of LBW/prematurity and the occurrence of receiving developmental and special education services. We then conducted ordered logistic regression to examine whether LBW and prematurity predicted the timing of receiving developmental and special education services. Further, we conducted moderating analyses to examine whether the predictive relationships above varied with poverty. The analyses listed above were weighted to reflect the population drawn., Results: Children born with LBW and prematurity were more likely to receive developmental and special education services and they tended to receive services earlier than those born at normal weight and term. Educational disparities were evident among children in low-income families. Children of LBW in low-income families were less likely to receive earlier services than those in affluent families., Conclusions: This study indicates developmental and special education needs of children born LBW and/or premature. With restrained assets, low-income families may need more assistance to promote optimal development for their children., Competing Interests: Conflicts of interest The authors declare that they have no conflict of interest., (Published by Elsevier Inc.)

The prospect of using behavioral genetic data in schools is gaining momentum in the U.S., with some scholars advocating for the tailoring of educational interventions to students' genetic makeup ("precision education"). Public perspectives on testing for and using behavioral genetic data in schools can affect policies but are unknown. We explored public views in the U.S. (n = 419) on key issues in precision education. The introduction of a child's behavioral genetic information regarding Attention-Deficit/Hyperactivity-Disorder was associated with beliefs that such data should be considered in educational planning for the child and increased medicalization, but also a belief in treatment efficacy. Most participants expressed interest in learning about children's behavioral genetic predispositions but would disapprove of testing without parental consent. Differences by participants' race, ethnicity and educational attainment were observed. Our findings indicate the public's complex understanding of genetic information and the challenges for wide implementation of precision education in the U.S. • First exploration of views of general public in the US about precision education. • High interest in voluntary testing of children for genetic predisposition to ADHD. • Genetic data on risk for ADHD increased interest in use of data in educational plan. • Race, ethnicity and education impact views on key issues in precision education. • Precision education faces scientific, philosophical and equity challenges. [ABSTRACT FROM AUTHOR]

RESUMO: a incipiência do conceito de Tecnologia Assistiva adotado no Brasil têm permitido interpretações diversificadas sobre o que se configura ou não como pertencente a esta área do conhecimento. Durante uma pesquisa de mestrado, que visava compreender as concepções e práticas de professores de atendimento educacional especializado sobre Tecnologia Assistiva, verificou-se, dentre outros resultados, fragilidades em relação ao conceito. Assim, este artigo objetiva compreender e analisar as concepções de Tecnologia Assistiva de professores de atendimento educacional especializado, além de discutir as problematizações geradas pela incipiência do conceito. Foi utilizada a pesquisa colaborativa que busca aproximar conhecimentos acadêmicos e prática docente, gerando produção científica e formação de professores. Participaram da pesquisa professores de atendimento educacional especializado de salas de recursos multifuncionais e centros de atendimento educacional especializado. A coleta de dados se deu por meio de entrevistas coletivas semiestruturadas, e os dados foram organizados e categorizados para análise. Os resultados demonstram que, por meio da pesquisa colaborativa, foi possível promover formação básica aos professores, e, através deste consequente empoderamento, notou-se o despertar dos processos reflexivos nas docentes, de modo a levá-las a discutirem e problematizarem questões relativas a incipiência do conceito de Tecnologia Assistiva adotado no Brasil.

RESUMO: o presente estudo teve como objetivo compreender o processo de reconfiguração das proposições que vinculam a educação especial e a educação regular dos alunos com deficiência, considerando o investimento em espaços alternativos - centros de atendimento - como possibilidade de apoio complementar à escolarização. A pesquisa, de caráter qualitativo, no plano da ação metodológica, investiu prioritariamente na análise documental, no contexto de uma rede pública municipal na região metropolitana de Porto Alegre/RS. O estudo investiu na reflexão baseada em pesquisas que abordam a temática das políticas públicas educacionais, tendo como referencial prioritário a abordagem do ciclo de políticas segundo as proposições de Stephen Ball. Conclui-se que a reconfiguração da educação especial nessa rede municipal de ensino tenha se reestruturado com base na obrigatoriedade da dupla matrícula como argumento legal que impulsionou as práticas no sentido de tornar a escolarização dos alunos com deficiência obrigatória nas escolas regulares, nas classes comuns. Essa reconfiguração teve como eixo a transformação da escola especial pública municipal, que atendia alunos com deficiência, em centro de atendimento educacional especializado.