School Placement, Special Education and Physical Disability in Norway

2021 ◽  
pp. 1-13
Author(s):  
Jon Erik Finnvold
Keyword(s):  
Special Education ◽  
Physical Disability ◽  
School Placement

Relative Prevalence and Correlates of Depressive Characteristics among Seriously Emotionally Disturbed and Nonhandicapped Students

1987 ◽  
Vol 12 (2) ◽  
pp. 90-98 ◽  
Author(s):  
Douglas Cullinan ◽  
Patrick J. Schloss ◽  
Michael H. Epstein
Keyword(s):  
Special Education ◽  
Social Status ◽  
Emotionally Disturbed ◽  
Educational Achievement ◽  
Education Programs ◽  
School Placement ◽  
Special Education Programs ◽  
Relative Prevalence

This study examined depression among 237 students served in special education programs for the seriously emotionally disturbed and among 577 nonhandicapped peers. These students, aged 6-18 years of age, were assessed on measures of depression, hyperactivity, social status, intelligence, school placement, and various aspects of educational achievement. Group contrasts were made and correlations were computed among the variables under study. The seriously emotionally disturbed students showed greater depression than the nonhandicapped. The patterns of intercorrelations were considerably different for nonhandicapped and seriously emotionally disturbed students. These results are discussed in terms of implications for further research and special education practices.

School Placement

1987 ◽  
Vol 8 (9) ◽  
pp. 261-271
Author(s):  
Judith S. Palfrey ◽  
Leonard A. Rappaport
Keyword(s):  
Special Education ◽  
Child Development ◽  
Intervention Programs ◽  
Education Movement ◽  
Medical Background ◽  
School Placement ◽  
Growth Of Knowledge ◽  
Service Agencies ◽  
Current Emphasis

As part of the current emphasis on health rather than disease, strength rather than weakness, many pediatricians are orienting their practices to explore and support optimum childhood functioning. This orientation is totally in concert with the declaration of the special education movement that professionals can no longer exclude children from school but must do everything they can to include even the most severely disabled child in the life of the community. Pediatricians have a unique opportunity and responsibility with regard to school placement. Aware of the child's history and medical background, pediatricians can work creatively with schools and other agencies to design placements that will allow the child the greatest room for growth. Moreover, pediatricians can help establish intervention programs as soon as a child's disability is determined. As pediatricians take the opportunity to interact with other child development specialists and service agencies, there will be a common growth of knowledge about children, their needs, and the best services to meet these needs.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

Dysphagia Services in Schools: Applying Special Education Requirements to a Health Service

2009 ◽  
Vol 18 (3) ◽  
pp. 86-90 ◽  
Author(s):  
Lissa Power-deFur
Keyword(s):  
Special Education ◽  
Health Service ◽  
Due Process ◽  
Due Process Hearings ◽  
Related Services ◽  
Eligibility Determination ◽  
Legal Provisions ◽  
Provision Of Services ◽  
Related Service ◽  
Specially Designed Instruction

Abstract School speech-language pathologists and districts frequently need guidance regarding how the legal provisions of special education affect the needs of children with dysphagia. This article reviews key principles of special education that guide eligibility determination and provision of services to all children. In the eligibility process, the school team would determine if the child's disability has an adverse effect on his/her education program and if the child needed special education (specially designed instruction) and related services. Dysphagia services would be considered a related service, a health service needed for the child to benefit from specially designed instruction. The article concludes with recommendations for practice that stem from a review of due process hearings and court cases for children with disabilities that include swallowing.

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