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Full-Text Articles in Education
Culturally And Linguistically Responsive Practices In Psychoeducational Reports For English Language Learners, Bryn Harris, Amanda Sullivan, Geraldine Oades-Sese, Marlene Sotelo-Dynega
Culturally And Linguistically Responsive Practices In Psychoeducational Reports For English Language Learners, Bryn Harris, Amanda Sullivan, Geraldine Oades-Sese, Marlene Sotelo-Dynega
Bryn Harris
Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in 34 psychoeducational evaluation reports in one southwestern state. The authors reviewed psychoeducational evaluation reports prepared by school psychologists to determine (a) the extent to which school psychologists adhered to legal and ethical guidelines in the evaluation of ELLs for special education eligibility and needs and (b) how school psychologists account for cultural and …
Abandoned To Their Fate: A History Of Social Policy And Practice Toward Severely Retarded People In America, 1820-1920, Philip Ferguson
Abandoned To Their Fate: A History Of Social Policy And Practice Toward Severely Retarded People In America, 1820-1920, Philip Ferguson
Philip M. Ferguson
This study examines the history of severely mentally retarded people from 1820 to 1920 in America, and their relationship with an emerging class of professionals newly charged with their care. The early history of one specialized asylum in Rome, New York, receives particular attention as an illustrative case study of the processes that influenced institutional development throughout the last half of the nineteenth century. The notion of "chronicity" is adopted to refer to a process of social construction whereby multiple dimensions of social failure (aesthetic, moral, and economic) in the lives of people called "idiots" and "imbeciles," were subsumed under …
Investigation Of Post-School Transition Programs Being Provided For Students With An Intellectual Disability In Special Schools In Victoria, Sharon Clerke
Sharon Clerke
Special Schools and Special Development Schools in Victoria cater for students with a range of disabilities both physical and intellectual, and are required to provide post-school transition education and career pathways for their students. This study aims to examine how a number of Special and Special Development Schools, collectively referred to as special schools, prepare students with an intellectual disability for post-school transition, which programs are being implemented and developed to ensure that these students are given the same opportunities as their non-disabled peers and what is regarded as a successful post-school outcome.
Patterns Of Service Utilization, Thomas Kochanek, Stephen Buka
Patterns Of Service Utilization, Thomas Kochanek, Stephen Buka
Thomas T Kochanek
The purpose of this study was to examine relationships between service utilization patterns in early intervention programs and specific child, maternal, and service provider characteristics. Service utilization data for 133 infants and toddlers were gathered for 1 week out of every month for a 4 month duration. For each service encounter, the duration, location, type of service, and academic discipline of service provider was recorded. Findings revealed that families received an average of 1.7 hours per week of services (unduplicated hours). Older children (toddlers) and mothers with higher levels of education received significantly more service. Thirty-four percent of all services …
Influential Factors In The Utilization Of Early Intervention Services, Thomas Kochanek, Stephen Buka
Influential Factors In The Utilization Of Early Intervention Services, Thomas Kochanek, Stephen Buka
Thomas T Kochanek
The purpose of this study was to examine utilization rates of scheduled early intervention services. Service utilization data reported for 1 week out of every month over a 4-month period were analyzed for a cohort of 146 infants and toddlers. Major findings included: (a) 69% of the families used the majority of their services; (b) child and maternal characteristics were not significantly related to service utilization; (c) providers who were younger and close in age to mothers evidenced significantly higher utilization rates; (d) families in which therapists served as the primary service provider had the lowest utilization rates; and (e) …
Fulfilling The Promise Of Early Intervention, Thomas Kochanek
Fulfilling The Promise Of Early Intervention, Thomas Kochanek
Thomas T Kochanek
The purpose of this study was to examine utilization rates of infant-toddler services and to identify factors that significantly influenced the extent to which children and their families actually used planned services. This is an important policy implementation question for which there is scant information, and the authors of the study are to be commended for not only addressing the questions, but also using an existing, state-managed data base to probe for answers.
Interpreting Inclusivity: An Endeavour Of Great Proportions, Richard G. Berlach, Dianne Chambers
Interpreting Inclusivity: An Endeavour Of Great Proportions, Richard G. Berlach, Dianne Chambers
Dianne J Chambers
Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school-based inclusivity framework – a three-faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the …
Culturally Responsive Instruction For Students With Multiple Or Severe Physical Impairments, Theron Ford, Blanche Glimps
Culturally Responsive Instruction For Students With Multiple Or Severe Physical Impairments, Theron Ford, Blanche Glimps
Theron N Ford
Are there students with physical disabilities who are so severely impaired that their culture can not be taken into consideration? Growing numbers of preschool and school age children with such disabilities are from non-European countries including Africa, South America, East Asia, and the Caribbean Islands. In addition, children who are American Indian/Alaska Natives, African American, or Hispanic are also represented in special education programs. Psychologically, familiar food, music, and customs are important for these students as they may provide a comforting link between home and school. It is the cultural frame of reference that most often informs and shapes children. …
A Giving Experience: The Use Of Community Service For Training Community Living Skills And Promoting Integration With Individuals With Severe Disabilities, Theron Ford, Caroline Everington
A Giving Experience: The Use Of Community Service For Training Community Living Skills And Promoting Integration With Individuals With Severe Disabilities, Theron Ford, Caroline Everington
Theron N Ford
Presents a case study on the use of community service to promote community living skills and integration for individuals with severe disabilities. Psychological importance of the integration of disabled persons into the mainstream society; Project description; Objective of the project; Implementation; Outcomes. INSET: Community service objectives for each student.