When Special Education Trumps ESL: An Investigation of Service Delivery for ELLs with Disabilities

2014 ◽  
Vol 11 (4) ◽  
pp. 273-306 ◽  
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Service Delivery

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.

Creating a Vision for Special Education Programs

2015 ◽  
pp. 69-90
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Development Program ◽  
Inclusion Type ◽  
Students With Special Needs ◽  
Full Inclusion ◽  
Vision Statements ◽  
Vision Statement ◽  
Based Instruction ◽  
The Impact

This chapter focuses on creating a vision statement that supports a service delivery model within the field of special education. The chapter discusses the importance of shaping the vision and the impact it may have on the student, school, families, and society as a whole. Components as well as examples of currently used vision statements are included in this chapter, along with a discussion about incorporating a school's vision statement into its professional development program. The chapter concludes with a reflection on ensuring that the needs of students are met while at the same time being cognizant of the fact that standards-based instruction dominates the Individualized Education Plan and service delivery models help shape the vision for all students as more and more students with special needs are being placed into a full-inclusion type of educational environment.

Special Education in Northwest Ohio: A Case Study of Rural Service Delivery Problems.

1993 ◽  
Vol 12 (3) ◽  
pp. 42-46 ◽  
Author(s):  
Veronica Gold ◽  
Steven C. Russell ◽  
Ellen U. Williams
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Problem Area ◽  
National Study ◽  
Boards Of Education ◽  
Geographic Isolation ◽  
Educational Support ◽  
Rural Service Delivery ◽  
Rural Service

This article describes the core of a larger study that examined rural special education service delivery problems as perceived by various personnel within County Boards of Education as opposed to, County Boards of Mental Retardation and Developmental Disabilities within a 12-county area of northwest Ohio. By utilizing instrumentation similar to an earlier national study conducted by Helge (1983), responses were compared between agencies within the 12 counties themselves, as well as, parallel comparisons drawn with national outcomes. Limited access to educational support services, geographic isolation, commuting distance, carreer opportunities, burnout, and scarcity of personnel were identified as problem areas. Recommendations that are low-to-no-cost are provided that address each identified problem area within the 12-county region.

The delivery of educational technical assistance services for children with special learning needs: A comment on Maggs

1980 ◽  
Vol 4 (1) ◽  
pp. 27-29 ◽  
Author(s):  
Gregory C. Murphy
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Work Performance ◽  
Technical Assistance ◽  
Learning Needs ◽  
Special Learning Needs

AbstractRecently Maggs described a model for the delivery of technical assistance in special education settings in which he emphasized the importance to service delivery of the role played by consultant personnel. This paper identifies three fundamentally important influences on the work performance of consultants, whether they are working “traditionally” or within a model such as that proposed by Maggs.

The State of the Art of Rural Special Education

1984 ◽  
Vol 50 (4) ◽  
pp. 294-305 ◽  
Author(s):  
Doris Helge
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
State Of The Art ◽  
Public Law ◽  
Research Trends ◽  
Policy Recommendations ◽  
Policy Makers ◽  
Rural And Urban ◽  
Urban Service ◽  
Service Delivery Systems

Rural schools comprise the majority of the nation's school systems and are extremely diverse. Although tremendous improvements in service delivery have occurred since the implementation of Public Law 94–142, considerable problems remain. This article provides an overview of improvements, remaining challenges, and current functioning. Problems with current research trends and the need for quality research regarding rural special education are addressed. Differences between rural and urban service delivery systems and the roles of rural special education collaboratives are discussed. Policy recommendations are offered for national and state policy makers.

Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts

1994 ◽  
Vol 13 (4) ◽  
pp. 37-45 ◽  
Author(s):  
Jozi De Leon ◽  
Jack Cole
Keyword(s):  
Special Education ◽  
School Districts ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Rural School ◽  
Culturally And Linguistically Diverse ◽  
Rural School Districts ◽  
Exceptional Students ◽  
Educational Diagnosticians ◽  
Bilingual Special Education

Bilingual special education programs have been established in many school districts across the country to address the unique needs of culturally and linguistically diverse exceptional students (CLDE). Rural school districts may have difficulty meeting the specialized needs of CLDE students due to the limited availability of resources, especially individuals trained in bilingual special education. This study examines the availability of programs which could serve CLDE students, the training of personnel in these programs, and whether educational diagnosticians and speech language pathologists (SLPs) apply procedures which take into account language and cultural factors. The authors suggest that rural school districts can provide service delivery if special educators are trained in cultural and language areas while bilingual and English as a second language (ESL) teachers are trained in exceptionalities.

Status of Educational Services to Handicapped Students with Limited English Proficiency: Report of a Statewide Study in California

1987 ◽  
Vol 54 (3) ◽  
pp. 220-227 ◽  
Author(s):  
Patricia Thomas Cegelka ◽  
Rena Lewis ◽  
Ana Maria Rodriguez
Keyword(s):  
Special Education ◽  
School Districts ◽  
Service Delivery ◽  
Limited English Proficiency ◽  
Response Rate ◽  
Educational Service ◽  
Survey Questionnaire ◽  
Educational Placement ◽  
Identification Evaluation ◽  
Data Banks

The purpose of this study was to develop an information base on educational service delivery for limited English proficient (LEP), handicapped students in 145 randomly selected school districts in California. Information on the districts was gathered both from existing data banks and a survey questionnaire. The survey instrument was returned by 104 districts for a response rate of 71%. Information was gathered on the following: proportion of LEP students in special education programs; the procedures commonly used in the screening, identification, evaluation, and reevaluation of LEP, handicapped students; educational placement options; and the curricula and instructional practices employed. The study concluded that quantitatively the state was doing well relative to identification and placement into special education of LEP students but that qualitative aspects of service delivery are frequently contrary to those recommended by both theory and research.

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