Providing Services to Special Needs Students in a Decentralised Education System: An Australian Perspective

1991 ◽  
Vol 14 (2) ◽  
pp. 3-9
Author(s):  
Clive Dimmock ◽  
Alan Bain
Keyword(s):  
Special Education ◽  
Education Policy ◽  
Service Delivery ◽  
Education System ◽  
Educational Service ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Service ◽  
School Based ◽  
Education Service

The purpose of this paper is to examine the implications of decentralisation for Australian special education service delivery. Initiatives to decentralise educational service have become afocus of education policy both in Australia and overseas in recent years, although there has been little discussion of its effect on special education. This trend is examined from an Australian perspective. Problems associated with the provision of special education services are discussed in conjunction with an overview of the school based management of special education services.

Use of Special Education Services Among Children With and Without Congenital Gastrointestinal Anomalies

2010 ◽  
Vol 115 (5) ◽  
pp. 421-432 ◽  
Author(s):  
Shannon E. G. Hamrick ◽  
Matthew J. Strickland ◽  
Stuart K. Shapira ◽  
Andrew Autry ◽  
Diana Schendel
Keyword(s):  
Special Education ◽  
Service Use ◽  
Neurodevelopmental Outcome ◽  
Hirschsprung Disease ◽  
Congenital Defects ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Service ◽  
Education Service ◽  
Congenital Gastrointestinal Anomalies

Abstract Our objective was to evaluate the relationship between congenital gastrointestinal anomalies requiring neonatal surgery and neurodevelopmental outcome. Among the children born in metropolitan Atlanta during 1982–2001 who survived to age 1 year (N  =  762,824), we identified children with congenital gastrointestinal anomalies via linkage with the Metropolitan Atlanta Congenital Defects Program and children who received special education services via linkage with the Special Education Database of Metropolitan Atlanta. Several modest increases in special education service use were observed among children with isolated congenital gastrointestinal anomalies; no association was statistically significant. Among children with Hirschsprung disease, gastroschisis, esophageal atresia, intestinal malrotation, bowel atresia, or imperforate anus who had multiple anomalies, we observed statistically significant increases in special education service use.

Goal Attainment Scaling: A Method for Evaluating Special Education Services

1983 ◽  
Vol 49 (6) ◽  
pp. 529-536 ◽  
Author(s):  
Charles A. Maher
Keyword(s):  
Special Education ◽  
Goal Attainment ◽  
Goal Attainment Scaling ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Service ◽  
Service Programs ◽  
Local Education Agency ◽  
Education Service ◽  
Education Agency

Goal attainment scaling (GAS) is presented in this paper as a useful approach for evaluating special education services at the local education agency (LEA) level. Utilization of the approach by school practitioners allows for individualization of program goals for a range of special education service programs. In the paper, the nature and scope of the GAS method are described, its applications to evaluating special education services at the LEA level are reported, and considerations in the implementation of the approach are discussed.

Issues in the Integration of Regular and Special Education: An Australian Perspective

1992 ◽  
Vol 36 (1) ◽  
pp. 84-99 ◽  
Author(s):  
Alan Bain
Keyword(s):  
Special Education ◽  
Education Policy ◽  
Service Delivery ◽  
Integrated System ◽  
Educational Legislation ◽  
Special Education Policy ◽  
Special Education Service ◽  
Integrated Service Delivery ◽  
Education Service ◽  
Integrated Service

The purpose of this paper is to examine issues in the integration of Australian special education service delivery. Initiatives to combine regular and special education have become a focus of special education policy both in Australia and overseas in recent years. This trend will be examined from an Australian perspective. Problems associated with the implementation of integrated service delivery will be discussed and a rationale presented for the use of educational legislation as a basis for service delivery in an integrated system. The paper will also consider the viability of a legislative approach within the Australian legal constitutional framework.

Planning to meet the Special Education Service needs of Primary Schools

1981 ◽  
Vol 5 (1) ◽  
pp. 10-14
Author(s):  
H. Eldridge ◽  
J. Chapman
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Primary Schools ◽  
Service Needs ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Service ◽  
Education Service ◽  
Systematic Identification ◽  
Q Sort

AbstractThis paper reports on the use of the Q sort technique as a method for identifying the Special Education Service needs of primary schools. Use of the Q sort technique has provided planners associated with the Box Hill Special Education Unit (Victoria) with an empirical base for decision making. Through the use of Q sort, principals and teachers in the Inspectorate have become aware of the services offered by S.E. U. units and have become actively involved in selecting the special education services suited to the needs of their schools. As a result of the systematic identification and analysis of need, S.E.U. consultants in the area have been able to plan their activities, assured that the services they offer are appropriate to their clients’ needs.

The Characteristics Among Maltreatment, Special Education Service Delivery, and Personnel Preparation

2019 ◽  
Vol 53 (4) ◽  
pp. 216-225
Author(s):  
Deserai Miller ◽  
Rosa Milagros Santos
Keyword(s):  
Special Education ◽  
Personnel Preparation ◽  
Special Education Services ◽  
Special Education Service ◽  
School Based ◽  
Abuse And Neglect ◽  
Education Service ◽  
To Receive ◽  
Training Opportunities ◽  
And Training

Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed.

Special Education Service Delivery Models Around the Globe

2019 ◽  
pp. 383-416
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Special Education Service Delivery Models around the Globe

2015 ◽  
pp. 226-247
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Integrating Title I and Special Education Service Delivery

1996 ◽  
Vol 17 (1) ◽  
pp. 21-29 ◽  
Author(s):  
ELAINE CARLSON ◽  
FRAN E. O'REILLY
Keyword(s):  
Special Education ◽  
Title I ◽  
Compensatory Education ◽  
Special Education Services ◽  
Title 1 ◽  
Cooperative Teaching ◽  
Special Education Service ◽  
Public Elementary Schools ◽  
Education Service ◽  
Funding Mechanisms

SPECIAL EDUCATION AND TITLE 1 PROGRAMS COEXIST IN ABOUT 65% OF ALL PUBLIC ELEMENTARY SCHOOLS IN THE NATION. ALTHOUGH SOME OF THE SERVICES OFFERED BY THE TWO PROGRAMS ARE SIMILAR, THE LEGISLATIVE INTENT, FUNDING MECHANISMS, AND THE POPULATIONS TARGETED BY EACH PROGRAM DIFFER. THIS ARTICLE EXPLORES INTEGRATION OF THE TITLE 1 COMPENSATORY EDUCATION PROGRAM AND SPECIAL EDUCATION. THIS INTEGRATION IS OFTEN ACHIEVED EITHER THROUGH COOPERATIVE TEACHING OR THROUGH BLENDED FUNDING OF STAFF SALARIES. PROFILES OF LOCAL EFFORTS TO INTEGRATE TITLE 1 AND SPECIAL EDUCATION SERVICES ARE PROVIDED.

A National Survey of Speech-Language Pathologists' Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation

2019 ◽  
Vol 50 (4) ◽  
pp. 639-655 ◽  
Author(s):  
Danika L. Pfeiffer ◽  
Stacey L. Pavelko ◽  
Debbie L. Hahs-Vaughn ◽  
Carol C. Dudding
Keyword(s):  
Special Education ◽  
Predictive Factors ◽  
Collaborative Practice ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Education Services ◽  
Interprofessional Collaborative Practice ◽  
School Based ◽  
Collaborative Learning Opportunities ◽  
The University

Purpose This study examined the models of collaboration used by school-based speech-language pathologists (SLPs) during the provision of special education services including factors predicting use of the interprofessional collaborative practice (IPP) model and barriers to collaboration. Method School-based SLPs responded to a survey on models of collaboration within their work setting. Anchored vignettes were created to determine their engagement in 3 different models (i.e., multidisciplinary, interdisciplinary, and interprofessional) used in the provision of special education services during evaluation and intervention. Predictive factors supporting and/or hindering the use of IPP were identified. Results Results demonstrated low percentages of school-based SLPs engaging in IPP during initial evaluations (8%), eligibility meetings (43%), and intervention sessions (14%). Three factors predicted use of IPP in schools: prior training in collaboration, years of experience, and educational setting. The most frequently cited barriers to SLPs' engagement in collaboration included time constraints/scheduling (48%), resistance from other professionals (23%), and lack of support from employers/administration (11%). Conclusions The results of the current study indicated that systemic change is needed at both the university and public school levels. At the university level, preprofessional students need collaborative learning opportunities that are integrated across programs and colleges. School-based SLPs and other education professionals could benefit from job-embedded learning focused on IPP to increase their knowledge and engagement in IPP and improve student outcomes. Supplemental Material https://doi.org/10.23641/asha.9340760

Special Education Service Delivery Models Around the Globe

2018 ◽  
pp. 599-621
Author(s):  
Pam L. Epler ◽  
Rorie Ross
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

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