Transition Into and Out of Special Education Services by Young Australian School Children Between 2006 and 2010

2014 ◽  
Vol 38 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Ian Dempsey
Keyword(s):  
Special Education ◽  
School System ◽  
Special Education Services ◽  
Australian School ◽  
School Students ◽  
Education Services ◽  
The Status ◽  
Education Support ◽  
To Receive ◽  
Over Time

The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access such support over a 4-year period. Nearly two thirds of the children receiving additional assistance in 2006 did not receive such assistance 4 years later. There were substantial variations in the principal reason for providing special education services to students over this period, and the relative academic performance of the students who received special education support across the 4 years substantially declined. The findings have ramifications for the way we consider changes in the needs of young children as they progress through the primary school system.

scholarly journals Bullying and Victimization among Students in Special Education and General Education Curricula

2011 ◽  
Vol 21 (3) ◽  
Author(s):  
Chad A Rose ◽  
Dorthy L Espelage ◽  
Steven R Aragon ◽  
John Elliott
Keyword(s):  
Special Education ◽  
Middle School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Studies ◽  
Special Education Services ◽  
Education Programs ◽  
School Students ◽  
Education Services ◽  
Univer Sity

International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.

Exploring the Special Education Advocacy Process According to Families and Advocates

2018 ◽  
Vol 53 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Meghan M. Burke ◽  
Kristina Rios ◽  
Chung eun Lee
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
Child Outcomes ◽  
Research Practice ◽  
Special Education Services ◽  
Education Services ◽  
Family Outcomes ◽  
Parent Advocate ◽  
To Receive

Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent–advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school’s response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.

Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Vandana Nandakumar ◽  
Nikita McCree ◽  
Ambra L. Green
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Diverse Students ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Backgrounds ◽  
To Receive ◽  
Referrals For Special Education

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

Special Education Outcomes and Young Australian School Students: A Propensity Score Analysis Replication

2017 ◽  
Vol 41 (1) ◽  
pp. 68-86 ◽  
Author(s):  
Ian Dempsey ◽  
Megan Valentine
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Propensity Score Analysis ◽  
Learning Problems ◽  
Australian School ◽  
School Students ◽  
Education Outcomes ◽  
Score Analysis ◽  
Specific Subgroup ◽  
Education Support

Using a second cohort of Australian school students, this study repeated the propensity score analysis reported by Dempsey, Valentine, and Colyvas (2016) that found that 2 years after receiving special education support, a group of infant grade students performed significantly less well in academic and social skills in comparison to matched groups of students who did not receive support. Using Longitudinal Study of Australian Children data, the present study found that the second cohort of students with additional needs also performed less well than matched groups of peers and that these results also held true for the specific subgroup of these children with learning disability/learning problems. The ramifications of these results to the delivery of special education in Australia are discussed.

Legal Considerations in Providing Special Education Services in Parochial Schools

1998 ◽  
Vol 64 (3) ◽  
pp. 385-394 ◽  
Author(s):  
Allan G. Osborne ◽  
Philip DiMattia ◽  
Charles J. Russo
Keyword(s):  
Special Education ◽  
School Districts ◽  
Students With Disabilities ◽  
Private School ◽  
Parochial Schools ◽  
Parochial School ◽  
Special Education Services ◽  
School Students ◽  
Related Services ◽  
Education Services

The Individuals with Disabilities Education Act (IDEA) requires public school districts to provide special education and related services to students with disabilities enrolled in private schools. When the private school is a parochial school this issue may be complicated because of the First Amendment's separation of church and state doctrine. Until recently, providing most on-site special education services was prohibited. A recent U.S. Supreme Court decision lifted the ban, and the 1997 amendments to IDEA have helped to clarify a school district's obligation for providing services to parochial school students. In this article the authors summarize and analyze the major court decisions concerned with the provision of special education and related services to parochial school students and discuss their implications for providing on-site special education services at parochial schools. In particular, two questions are addressed: Must private school students with disabilities be provided with the same level of services as their public school peers? Are school districts required to provide parochial school students with on-site special education services?

The Effectiveness of Audiologists’ Information Sources for Classroom Teachers

1999 ◽  
Vol 30 (2) ◽  
pp. 173-182 ◽  
Author(s):  
James C. Blair ◽  
Mary EuDaly ◽  
Peggy Von Almen Benson
Keyword(s):  
Special Education ◽  
Hearing Loss ◽  
Hard Of Hearing ◽  
Information Sources ◽  
Classroom Teachers ◽  
Special Education Services ◽  
Education Services ◽  
Grade Levels ◽  
To Receive

This study investigated how well 273 teachers in Georgia understood the needs of mainstreamed children who were hard of hearing who were in their classrooms. A survey was sent to 273 teachers of students with hearing loss who were not receiving special education services. The survey sought information regarding the teachers’ awareness of their students’ hearing loss and what they knew about the loss. Teachers were also asked how they received information about the hearing loss and how they preferred to receive it. Deficiencies were found in the teachers’ level of awareness and knowledge regarding their students’ hearing loss across all grade levels. Teachers generally preferred the information sources with which they were most familiar. Recommendations are offered to improve communication with classroom teachers regarding students’ hearing loss.

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