Restructuring special education funding in New York to promote the objective of high learning standards for all students

2000 ◽  
Vol 19 (4) ◽  
pp. 431-445 ◽  
Author(s):  
Thomas B Parrish
Keyword(s):  
New York ◽  
Special Education ◽  
Education Funding ◽  
High Learning ◽  
Learning Standards

scholarly journals Cogenerative Dialogue: Developing Biology Learning Accommodations for Students with Disabilities

2016 ◽  
Vol 3 (1) ◽  
pp. 97
Author(s):  
Edward Lehner
Keyword(s):  
New York ◽  
Special Education ◽  
Science Education ◽  
Students With Disabilities ◽  
Science Teachers ◽  
Universal Design For Learning ◽  
Cogenerative Dialogue ◽  
Learning Space ◽  
Design For Learning ◽  
Biology Curriculum

<p><em>A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed co-generative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in several New York City special education classrooms. This ethnographic work presents a case study where teachers and a student used co-generative dialogue to develop learning accommodations which conformed to the principles of UDL. This research demonstrates how co-generative dialogue can provide biology teachers and special education co-teachers with an opportunity to collaborate with students to create learning accommodations that connect to the broader biology curriculum. </em></p>

scholarly journals Birth characteristics of children who used early intervention and special education services in New York City

2019 ◽  
Vol 42 (4) ◽  
pp. e401-e411
Author(s):  
Matthew L Romo ◽  
Katharine H McVeigh ◽  
Phoebe Jordan ◽  
Jeanette A Stingone ◽  
Pui Ying Chan ◽  
...  
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
Early Intervention ◽  
Gestational Age ◽  
York City ◽  
Service Use ◽  
Maternal Obesity ◽  
Use Patterns ◽  
Birth Characteristics

Abstract Background Early intervention (EI) and special education (SE) are beneficial for children with developmental disabilities and/or delays and their families, yet there are disparities in service use. We sought to identify the birth characteristics that predict EI/SE service use patterns. Methods We conducted a retrospective cohort study using linked administrative data from five sources for all children born in 1998 to New York City resident mothers. Multinomial regression was used to identify birth characteristics that predicted predominant patterns of service use. Results Children with service use patterns characterized by late or limited/no EI use were more likely to be first-born children and have Black or Latina mothers. Children born with a gestational age ≤31 weeks were more likely to enter services early. Early term gestational age was associated with patterns of service use common to children with pervasive developmental delay, and maternal obesity was associated with the initiation of speech therapy at the time of entry into school. Conclusions Maternal racial disparities existed for patterns of EI/SE service use. Specific birth characteristics, such as parity and gestational age, may be useful to better identify children who are at risk for suboptimal EI use.

GED: An Option for Students with Visual Impairments

1997 ◽  
Vol 91 (3) ◽  
pp. 258-260 ◽  
Author(s):  
L. Cassels ◽  
O.V. Cummings
Keyword(s):  
United States ◽  
High School ◽  
New York ◽  
Special Education ◽  
Visually Impaired ◽  
Visual Impairments ◽  
The United States ◽  
Preparation Program ◽  
General Equivalency Diploma ◽  
Ged Preparation

The general equivalency diploma (GED), which is an equivalent high school credential, is authorized by all states in the United States and is recognized as a diploma by both colleges and employers. This article describes the development and implementation of a GED-preparation program at the New York Institute for Special Education, which serves students who are visually impaired.

Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City

2007 ◽  
Vol 41 (2) ◽  
pp. 403-432 ◽  
Author(s):  
Dylan Conger ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
York City ◽  
School System ◽  
First Graders ◽  
Attendance Rates ◽  
Foreign Born ◽  
Older Students ◽  
Education Participation

Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.

“Flat” versus “Weighted” Reimbursement Formulas: A Longitudinal Analysis of Statewide Special Education Funding Practices

1993 ◽  
Vol 59 (5) ◽  
pp. 433-443 ◽  
Author(s):  
Samuel Dempsey ◽  
Douglas Fuchs
Keyword(s):  
Special Education ◽  
Longitudinal Analysis ◽  
Service Needs ◽  
Education Funding ◽  
Special Education Directors ◽  
Monetary Incentives ◽  
Funding Formula ◽  
Flat Rate ◽  
Education Directors ◽  
Reliable Increase

Tennessee data were analyzed longitudinally from 1979–80 to 1987–88 in terms of numbers of children placed in a variety of service options. In 1983–84, the Tennessee funding formula was changed from a “flat” rate to a “weighted” formula. The weighted formula was associated with a statistically significant decrease in less restrictive placements and a reliable increase in more restrictive placements. A statewide survey of district special education directors suggested that service needs may have been more likely than monetary incentives to explain the observed changes.

Special Education Funding Reform: A Review of Impact Studies

2010 ◽  
Vol 34 (1) ◽  
pp. 17-35 ◽  
Author(s):  
Jeff Sigafoos ◽  
Dennis Moore ◽  
Don Brown ◽  
Vanessa A. Green ◽  
Mark F. O'Reilly ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Cost Effectiveness ◽  
Outcome Measures ◽  
Additional Research ◽  
Education Funding ◽  
Special Education Services ◽  
Education Services ◽  
The Impact ◽  
Descriptive Level

AbstractVarious models for funding special education services have been described in the literature. This paper aims at moving the debate concerning special education funding reform beyond the descriptive level by reviewing studies that investigated the impact of various models for funding special education. Systematic searches were conducted of ERIC and PsycINFO to identify studies that investigated the impact, implications, or outcome of one or more special education funding models. Ten studies were identified covering five major funding models. The results showed that the funding reforms investigated in these studies each had associated benefits, but also potential detriments. However, these studies mainly involved indirect outcome measures, often failed to fully assess impact on academic achievement or cost-effectiveness. Results highlight the need for additional research on the impact of special education funding reform.

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