Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury

2020 ◽  
Vol 51 (3) ◽  
pp. 839-851 ◽  
Author(s):  
Judy Harvey ◽  
Kelly Farquharson ◽  
Whitney Schneider-Cline ◽  
Erin Bush ◽  
Christina Yeager Pelatti
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
Cognitive Processes ◽  
Future Research ◽  
Special Education Services ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Education Services ◽  
Education Plans

Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.

scholarly journals The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Judy L Lupart ◽  
Tanya Beran
Keyword(s):  
Special Education ◽  
Low Income ◽  
Future Research ◽  
Academic Expectations ◽  
Special Education Services ◽  
Education Services ◽  
Nationally Representative ◽  
Low Income Families ◽  
Making Friends ◽  
Teachers And Parents

This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emo-tional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of dif-ference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported hav-ing difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are pre-sented.

Functional Criteria in Basic Math Skill Proficiency

1978 ◽  
Vol 2 (2) ◽  
pp. 28-36 ◽  
Author(s):  
Stillman Wood ◽  
Linda Burke ◽  
Harold Kunzelmann ◽  
Carl Koenig
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Regular Education ◽  
Basic Skill ◽  
Regular Education Teachers ◽  
Math Skills ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Mathematical Skills ◽  
Education Plans

Proficiency standards for thirty-nine critical math skills were developed based on the performance of 49 adults whose chosen careers required mathematical skills. These standards will help regular education teachers write and meet basic skill objectives. Also, special education teachers can use these standards in individualized education plans and to improve mainstreaming efforts.

scholarly journals The Characteristics and Experiences of CanadianStudents Receiving Special Education Services fora Learning Disability

2007 ◽  
Vol 17 (3) ◽  
Author(s):  
Jessica Whitley ◽  
Judy L Lupart ◽  
Tanya Beran
Keyword(s):  
Special Education ◽  
Learning Disability ◽  
Demographic Characteristics ◽  
Drop Out ◽  
Future Research ◽  
Special Education Services ◽  
Education Services ◽  
Teachers Perceptions ◽  
Students With Ld ◽  
Nationally Representative

This article provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for a learning disability (LD) and a comparison group without disabilities (NLD). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth (NLSCY), which contains information provided by teachers, parents, and students. Results indicate that the demographic characteristics of the LD group are similar to the NLD group. As well, no signifi cant differences were found between the self-reports of children in the LD and NLD groups regarding school and social experiences. However, differences exist in teachers’ perceptions of students’ educational potential, social skills, and motivation. The findings inform school efforts focused on reducing the drop-out rate of students with LD. Other implications for practice as wellas for future research are discussed.

scholarly journals You Got This: Taking a Leadership Role in Your IEP Meeting

2020 ◽  
Vol 17 (11) ◽  
Author(s):  
Morgan Rao ◽  
Laura Golden ◽  
Marsha Langer Ellison
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Transition Planning ◽  
Leadership Role ◽  
Individualized Education Programs ◽  
Special Education Services ◽  
Education Programs ◽  
Individualized Education ◽  
Education Services ◽  
Iep Meeting

This tip sheet provides tips for how students (ages 3 to 21) who receive special education services in public schools can take a leadership role in their individualized education programs (IEP) and transition planning.

A Cross-Comparison Study of Reentry Intervention and Support for Engagement: Findings on Youth With Disabilities

2019 ◽  
pp. 019874291988684 ◽  
Author(s):  
Sarup R. Mathur ◽  
Heather Griller Clark ◽  
Jeff M. Gau
Keyword(s):  
Special Education ◽  
Experimental Study ◽  
General Education ◽  
Correctional Facility ◽  
Future Research ◽  
Comparison Study ◽  
Special Education Services ◽  
Youth With Disabilities ◽  
Education Services ◽  
Quasi Experimental

This article presents the findings of a 2-year-long quasi-experimental study of post-release engagement and recidivism for youth with disabilities. The effects of specialized Reentry Intervention and Support for Engagement (RISE) for youth with disabilities were compared with two other groups: (a) youth with disabilities who received traditional special education services, and (b) youth without disabilities who received traditional general education services in a juvenile correctional facility. Regardless of group, participants who were engaged in the community 30 days post-release were more likely to be engaged at 120 days and less likely to recidivate than nonengaged participants. However, compared with the two other groups, participants who received RISE services were more likely to be engaged in the community at 120 days post-release and have significantly lower rates of recidivism. We conclude our study by examining limitations, suggestions, implications for practice and policy, and future research.

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