Putting Policy Into Practice: Impact of the Every Student Succeeds Act on Speech-Language Pathologists and Students With Disabilities

Background Information ◽

Speech Language Pathologists ◽

Education Professionals ◽

National Education ◽

Provision Of Services ◽

Education Act ◽

Every Student Succeeds Act ◽

The Impact

Purpose Public policies can influence how speech-language pathologists (SLPs) provide services to students with disabilities. Specifically, this article is intended to provide background information and critical analysis regarding the Every Student Succeeds Act (ESSA) as it relates to speech-language pathology practice and provision of services to students with disabilities within the schools. Method The authors reviewed legislation text, publications from national education and speech and language organizations, and critical educational policy and research articles to examine the role that SLPs can play in the implementation of ESSA for students with disabilities. Results SLPs and other education professionals utilize ESSA to improve access to a well-rounded, college- and career-focused education for all students. ESSA state plans may not fully maximize equal opportunities for students with disabilities. There are additional ways that SLPs can capitalize on ESSA to expand and improve their service provision to students with disabilities, including SLPs broadening their understanding of the role ESSA plays in facilitating positive practices for students with and without disabilities. Conclusions SLPs, teachers, and other stakeholders can improve the impact of ESSA on students with disabilities by helping to improve accountability systems for the educational outcomes of students with disabilities, supporting funding allocation for students with disabilities and struggling learners in the general education setting, and assisting local education agencies to better align ESSA with the Individuals with Disabilities Education Act.

Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽

10.1352/2326-6988.5.2.83 ◽

2017 ◽

Vol 5 (2) ◽

pp. 83-93 ◽

Cited By ~ 5

Author(s):

Mary E. Morningstar ◽

Jennifer A. Kurth

Keyword(s):

General Education ◽

Past Research ◽

Support Needs ◽

Educational Placement ◽

General Education Curriculum ◽

Policies And Procedures ◽

Education Act ◽

Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Online Learning as a Form of Accommodation

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch464 ◽

2011 ◽

pp. 2906-2910

Author(s):

Terence Cavanaugh

Keyword(s):

General Education ◽

Special Needs ◽

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

Students With Special Needs ◽

General Education Teacher ◽

The Past ◽

Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

La Unesco y la Ley General de Educación: La influencia de los organismos internacionales en torno a la modernización educativa en el franquismo

Historia y Memoria de la Educación ◽

10.5944/hme.14.2021.28116 ◽

2021 ◽

pp. 209

Author(s):

Mariano González-Delgado ◽

Tamar Groves

Keyword(s):

Cold War ◽

General Education ◽

White Paper ◽

Franco Regime ◽

Education Act ◽

Contemporary Spain ◽

The Cold War ◽

The Impact ◽

International Advisory ◽

Do So

This article analyzes the influence that the educational ideas proposed by UNESCO had on the development of the General Education Act (LGE) of 1970. More specifically, it attempts to establish the impact that this international organization had on the origin and development of the LGE during the Franco regime. To do so, the first part of the article studies the beginnings of UNESCO in Spain and how the educational conception that would give rise to one of the most important educational reforms of contemporary Spain was developed. In the second part, we examine the recommendations given by the «International Advisory Committee for the Reform of Education in Spain» regarding the debate generated by the Libro Blanco (White Paper). In the third part of the article we look at the Committe’s direct impact and the way its assessments guided the development of the LGE in its first years. This work aims to demonstrate that the LGE can be better understood as a reform born under the recommendations of UNESCO regarding the educational context originated within the framework of the Cold War and the Modernization Theory.

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

Journal of Teacher Education for Sustainability ◽

10.2478/v10099-009-0036-z ◽

2009 ◽

Vol 11 (2) ◽

pp. 3-13 ◽

Cited By ~ 2

Author(s):

Peggy Gill ◽

Ross Sherman ◽

Cynthia Sherman

Keyword(s):

United States ◽

Teacher Preparation ◽

General Education ◽

Field Experience ◽

The United States ◽

Initial Field ◽

General Education Setting ◽

The Impact ◽

Attitude Toward Inclusion

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

Trends in LRE Placement Rates Over the Past 25 Years

The Journal of Special Education ◽

10.1177/0022466919855052 ◽

2019 ◽

Vol 53 (4) ◽

pp. 236-244 ◽

Cited By ~ 3

Author(s):

Pamela Williamson ◽

David Hoppey ◽

James McLeskey ◽

Erica Bergmann ◽

Hanna Moore

Keyword(s):

General Education ◽

Census Bureau ◽

Future Research ◽

Disability Categories ◽

Restrictive Environment ◽

Restrictive Settings ◽

Educational Placements ◽

The Impact ◽

The U.S

The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990 through 2015. Data were retrieved electronically from the U.S. Department of Education and the U.S. Census Bureau websites. Cumulative placement rates were then calculated. Findings indicate that from 1990 through 2015, (a) general education placements increased while more restrictive placements decreased, (b) students in secondary schools continued to be placed in more restrictive settings, and (c) the impact of disability categories on national LRE trends varied. Future research is needed to investigate the effect of increased identification rates in specific disability categories on national placement trends and explore how placement practices vary across schools, districts, and states.

Is Special Education Improving? Case Evidence From New York City

Journal of Disability Policy Studies ◽

10.1177/1044207320934810 ◽

2020 ◽

pp. 104420732093481

Author(s):

Leanna Stiefel ◽

Michael Gottfried ◽

Menbere Shiferaw ◽

Amy Schwartz

Keyword(s):

High School ◽

New York ◽

Special Education ◽

New York City ◽

General Education ◽

York City ◽

Education Act ◽

Education Of Students ◽

Disability Education

In this study, we assess changes in the education of students with disabilities (SWDs) in the nation’s largest school district, New York City (NYC), over the decade 2005–2015. Specifically, we examine progress toward the twin legislative goals of both the federal Individuals with Disability Education Act (IDEA) and NYC district goals of (a) including SWDs in general education settings and (b) improving their academic performance. We find that the inclusion of SWDs with their general education peers (GENs) has increased in elementary and middle schools, but decreased in high school. Furthermore, although more SWDs are completing high school, their graduation rate remains considerably below that of GENs (50% vs. 80%). In assessing these patterns, we provide empirical evidence of the changing context of education in NYC before, during, and after policy changes that affected special education.

Online Learning as a Form of Accomodation

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch389 ◽

2005 ◽

pp. 2209-2213

Author(s):

Terence Cavannaugh

Keyword(s):

General Education ◽

Special Needs ◽

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

Students With Special Needs ◽

General Education Teacher ◽

The Past ◽

Education Act

Introduction

Evidence-Based Practice in School Mental Health ◽

10.1093/oso/9780190886578.003.0001 ◽

2019 ◽

pp. 1-60

Author(s):

James C. Raines

Keyword(s):

Mental Health ◽

General Education ◽

School Administrators ◽

Mental Health Providers ◽

Health Providers ◽

Intensive Intervention ◽

School Based ◽

Education Act ◽

Every Student Succeeds Act

Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.

Building Inclusive Learning Environments With 1:1 Devices

Journal of Special Education Technology ◽

10.1177/0162643420923069 ◽

2020 ◽

pp. 016264342092306

Author(s):

Kathryn Nieves

Keyword(s):

Special Education ◽

General Education ◽

Learning Environments ◽

Implementation Strategies ◽

Inclusive Learning ◽

Education Act ◽

General Education Classrooms ◽

Common Device

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google’s Chromebook and Apple’s iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms?

Remedial and Special Education ◽

10.1177/0741932518789493 ◽

2018 ◽

Vol 41 (1) ◽

pp. 18-27 ◽

Cited By ~ 1

Author(s):

Allison F. Gilmour ◽

Gary T. Henry

Keyword(s):

General Education ◽

Least Restrictive Environment ◽

Fifth Grade ◽

Future Research ◽

Students With Learning Disabilities ◽

Mathematics Classrooms ◽

Education Act ◽

Restrictive Environment

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.