The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities

2021 ◽  
Author(s):  
Meghan Burke ◽  
Zachary Rossetti ◽  
Chak Li
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
Legislative Advocacy ◽  
Advocacy Program

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Are Special Education Programs Unjust to Nondisabled Children?: Justice, Equality, and the Distribution of Education

1998 ◽  
Vol 180 (2) ◽  
pp. 17-40 ◽  
Author(s):  
Stephen Nathanson
Keyword(s):  
Special Education ◽  
Distributive Justice ◽  
Special Needs ◽  
Children With Disabilities ◽  
Difference Principle ◽  
Education Programs ◽  
Social Consensus ◽  
Principle Of Justice ◽  
Philosophical Standpoint ◽  
The Difference

This article deals in depth with perhaps the most troubling education issue of the day—funding and proper distribution of educational resources. How is the money raised and how is its allocation decided? Can the ideals of both justice and equality be served? Is “extra” spending on behalf of children with special needs justified? Stephen Nathanson raises the central questions and, approaching them from a moral-philosophical standpoint, presents and evaluates the arguments of those who defend extra spending for children with disabilities and those who believe that “unequal” spending violates the principle of justice. Nathanson treats various theories of distributive justice—entitlement, utilitarianism, the “difference principle,” and the “decent level” idea. In focusing on the latter, he contends that social consensus developed around “decent level” may be the touchstone, more helpful than any rationale (or rhetoric) in satisfying the claims of justice and equality.

Early identification for special education: Implications for research and development in the Pacific Rim

2012 ◽  
Vol 15 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Bryan Cook ◽  
Michael Gerber ◽  
Li-Yu Hong ◽  
Hasheem Mannan ◽  
Weng-jing Zhang
Keyword(s):  
Special Education ◽  
General Education ◽  
Early Identification ◽  
Children With Disabilities ◽  
Well Being ◽  
Pacific Rim ◽  
Education Systems ◽  
Effective Interventions ◽  
The Pacific ◽  
National Investment

Early identification and intervention for children with disabilities can significantly improve longer term outcomes, but in developing nations like many in the Pacific Rim, such programs and practices can be expensive and must compete against other needs. We argue that early identification and intervention by schools leads not only to life improvements for children with disabilities and their families but also to substantial additions to a nation's human capital. Therefore, national investment in special education and prevention systems that provide the earliest possible identification and effective interventions can not only offset the lifetime family and social costs of disabilities, but also can add importantly to general well-being. Moreover, new knowledge and technologies relevant to applied problems in early identification are rapidly emerging, potentially increasing the precision and lowering the costs involved. The bottleneck, however, is the inadequate supply of highly skilled professionals in the special and general education systems – from university doctoral training down to typical classroom teaching. Based on extant literature, we articulate some development principles to help developing education systems in choosing how they may best invest in early identification and intervention.

Sign in / Sign up

Export Citation Format

Share Document