scholarly journals Law and Policy Training for the Identification of SLD in Hispanic Children

2019 ◽  
Vol 34 (7) ◽  
pp. 1305-1305
Author(s):  
P Sepulveda-Miranda ◽  
M A Moreno Torres
Keyword(s):  
Special Education ◽  
Online Survey ◽  
Department Of Education ◽  
Special Education Services ◽  
Hispanic Children ◽  
Educational Training ◽  
Cultural Backgrounds ◽  
Education Services ◽  
Law And Policy ◽  
Special Education Needs

Abstract Objective The purpose of this poster is to present the results of a survey about perceived and real knowledge of federal regulations and policies required to evaluate, and provide services for, Hispanic children with Special Learning Disability (SLD). This work illustrates the relevance of getting education and training in law, policy, and ethics, for neuropsychologists evaluating and treating Hispanic children from diverse cultural backgrounds. Method The participants were 38 psychologists providing services to Hispanic children in Puerto Rico. The data were collected via an online survey distributed through professional email lists. The survey explored the professional's perception of their knowledge of federal laws and regulations and their educational needs in law training regarding special education regulations. The answers were analyzed using descriptive statistics as measures of central tendency (e.g. frequencies and means). Outcomes Around 52% of the responders indicated employment by the Department of Education to determine children’s eligibility for special education services. Thirty-seven percent mentioned not having knowledge of Individuals with Disabilities Education Act’s (IDEA) requirements when conducting evaluations. Around 20% were unsure of the extension of the law pertaining to the regulation of the definition, scope, and evaluation processes for diagnosis and eligibility of special education services for children with SLD. Finally, 79% of the surveyed professionals agreed that they need to be trained in law and policy to improve their practice. Discussion Hispanic children with special education needs are victims of disproportionate and inadequate access to services, while being vulnerable to other related inequities. To achieve cultural and social justice in neuropsychological practices, it is important to discuss the need of underlying educational training in law, policy, and ethics- areas that strictly regulate and determine the access to available resources for these minorities.

Future Implications

2018 ◽  
Author(s):  
Annette Johnson ◽  
Cassandra McKay-Jackson ◽  
Giesela Grumbach
Keyword(s):  
High School ◽  
Special Education ◽  
Service Learning ◽  
Social Workers ◽  
Emotionally Disturbed ◽  
Department Of Education ◽  
Dropping Out ◽  
Special Education Services ◽  
Education Services ◽  
Case Examples

As presented in the case examples in Chapter 9, critical service learning (CSL) projects can be a tool for engaging young people in their school and neighborhood communities. Unfortunately, many US public schools may have limited resources (financial or personnel) to provide creative and innovative programming. (Spring, Grimm, & Dietz, 2008). However, a need still exists to ensure that all youth receive equal chances to succeed in school. According to Germain (2006), school mental health professionals such as school social workers should engage “the progressive forces in people and situational assets, and [effect] the removal of environmental obstacles to growth and adaptive functioning” (p. 30). Advocating against barriers that prevent equal access to resources is a cornerstone of social work practice, and CSL can be one vehicle by which equal opportunities are secured. As mentioned throughout this toolkit, CSL is appropriate for students at all tiers, including both regular education and students with disabilities. Many students who benefit from CSL projects and work with school- based social workers also receive special education support. Yet, even with targeted interventions, evaluative data from special education services continue to report poor outcomes for youth with emo¬tional and behavioral disorders (Lewis, Jones, Horner, & Sugai, 2010). Students who receive special education services may need additional supportive services to remain in and graduate from high school (Thurlow, Sinclair, & Johnson, 2002). According to 2010– 2011 data collected by the National Center for Education Statistics, more than 20% of students who received special education services dropped out of high school (US Department of Education, 2013). Approximately 20% of those students were diagnosed as emotionally disturbed, and 53% had a specific learning disability (US Department of Education, 2013). After controlling for gender, ethnicity, and socioeconomic status, youth with disabilities are still among those at greatest risk for dropping out of school. No single reason exists regarding why students disengage from school; the issue is multifaceted. Sinclair, Christenson, and Thurlow (2005) asserted that “practitioners and policymakers in search of empirically supported intervention strategies will need to rely on studies that examine secondary indica¬tors of dropout prevention, such as reduction in problem behavior through positive behavioral supports or increasing student’s affiliation with school through service learning programs” (p. 466).

Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)

2021 ◽  
pp. 106342662110397
Author(s):  
Laura Rhinehart ◽  
Sai Iyer ◽  
Diane Haager
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
The United States ◽  
Special Education Services ◽  
Behavioral Skills ◽  
Early Childhood Longitudinal Study ◽  
Education Services ◽  
Special Education Needs ◽  
Students With Adhd

Approximately one in 10 children in the United States is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade ( N = 220). Results showed higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

The Use of Rating Scales With Children Who Have Language Impairments

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond
Keyword(s):  
Special Education ◽  
Emotional Disorders ◽  
Rating Scales ◽  
Language Impairments ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Language Bias ◽  
Education Services ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.

Supporting the needs of students with undiagnosed disabilities

2018 ◽  
Vol 100 (3) ◽  
pp. 45-50 ◽  
Author(s):  
Julia Silverman Schechter
Keyword(s):  
High School ◽  
Special Education ◽  
Students With Disabilities ◽  
Public University ◽  
School Experience ◽  
Recent Survey ◽  
Special Education Services ◽  
Education Services ◽  
Underserved Students ◽  
Postsecondary Success

Students with disabilities, especially those with non-apparent conditions, are entering universities in growing numbers. Yet more and more students are going off to college unprepared to manage their disabilities, in part because their high schools are overburdened, understaffed, and uninformed to identify and support them. A recent survey of students receiving disability supports at one public university revealed that the majority of these undergraduates with disabilities did not receive special education services in high school, instead waiting until college to seek help. Respondents reflected on what could have been improved about their high school experience, and they offered advice to school practitioners as to how to support these underserved students for postsecondary success.

Sign in / Sign up

Export Citation Format

Share Document