Education Commons^™

The Development And Evaluation Of A Planning Guide And Inservice To Assist Middle School Personnel In Serving Students With Disabilities Via 504 Plans, Aimee Miller

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Section 504 of the Rehabilitation Act of 1973 specifically prohibits the discrimination of individuals with disabilities who participate in federally funded programs, including public education. Public education is a major recipient of federal funds and has struggled to apply the law to their practice. As the Office of Civil Rights (the administrator of Section 504) became more rigorous in enforcing this legislation, schools became more frustrated with the vagueness of the requirements and the eligibility standards. To date, schools still lack explicit direction and instruction on how to help students that may qualify for added accommodations, but do not qualify …

Supporting Students With Psychiatric Disabilities In Postsecondary Education: Important Knowledge, Skills, And Attitudes, Scott I. Kupferman

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Students with psychiatric disabilities are the largest subgroup of students with disabilities enrolled in postsecondary education. However, their high enrollment rate does not equate to a high retention rate. Approximately 86 percent of students with psychiatric disabilities withdraw prior to degree completion. As a result, calls for improved disability services in postsecondary education have been plentiful. In an effort to take a step toward answering these calls, the current study began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability service professionals to possess in order to provide beneficial services to students with psychiatric disabilities …

A Conceptual Analysis Of The Appropriate Role Of Assistive Technology In The Education Of Students With Disabilities, Martell Menlove

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Assistive technology allows students with disabilities opportunities for greater independence, improved productivity, and increased functional capabilities. It removes obstacles, helps students overcome disabilities, and holds great promise for enriching educational outcomes and affecting the lives of students. However, for over 90% of special education students, assistive technology is not part of their education. One reason for not applying assistive technology to help students is the lack of a clear vision of what assistive technology is, what it can help students accomplish, and how to appropriately access it through individualized education programs (IEPs).

In this study a comprehensive concept analysis clarified …

Special Education And Pupil Personnel Services Offered By The Utah State Board Of Education, Mark J. Bankhead

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

In the United States responsibility for education is a function of the state, local school districts derive their authority from the state legislature (Graham, 1962). For many years, especially during the 19th century, the only legislative provision for the education of handicapped children was the limited support of state institutions and residential schools. Recent federal court decisions have substantiated the right of handicapped children to equal protection under the law, including an education, and made state departments of education "solely responsible for providing handicapped children with a free and public education appropriate to their individual capacities." (Abeson, 1972, p. 11) …

Educational Opportunities For Pregnant Students In Selected Utah Schools, Pearl Bergeson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Education of women has been neglected in many ways throughout history. In recent decades educational opportunities for women have been greatly expanded. Women have become leaders in education and compose the majority of public school teachers. In spite of these strides in women's education, and growing educational provisions for both men and women, some special groups remain neglected.

This investigator is particularly concerned with one special group: School-age girls who are pregnant. Special educational needs of most school-age pregnant girls are not being met. These young women often face insurmountable difficulties in the schools.