scholarly journals “We Kind of do not Dare to Tell Everybody that we are in a Program for Disabled Students, Because Some are Afraid that they will be Made Fun of.”

2021 ◽  
pp. 1-24
Author(s):  
Anna Björk Sverrisdóttir ◽  
Geert Van Hove
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Power Relations ◽  
Special Education Students ◽  
Education Students ◽  
Disabled Students ◽  
The World ◽  
Common Thread ◽  
The Way

Abstract Implementing inclusive education has proven problematic all over the world. The reasons are multiple, but one of them can presumably be related to the way students with disabilities are “created”, viewed, and responded to as “special education students” within schools. To challenge this, we need to understand students’ position within the school. In this article, the focus is on identifying the position of students who receive special education in schools in Iceland by mapping their power relations and resistance within the discursive norm of special education. We use the method of thinking with theory and read data in accordance with Foucault’s theories of power relations and resistance and Deleuze and Guattari’s concepts of line of flight and becoming. Findings show that power relations affect students variously and although students’ resistance is manifested differently between individuals, a common thread is visible when resisting their static position as special education students.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students

1996 ◽  
Vol 15 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Richard T. Roessler ◽  
Karen Foshee
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Regular Education ◽  
Vocational Identity ◽  
Special Education Students ◽  
Special Education Teacher ◽  
Education Students ◽  
Barriers To Employment ◽  
Post Test ◽  
Vocational Situation

A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.

scholarly journals Issues in Including Students with Disabilities in Large-scale Assessment Programs

2008 ◽  
Vol 18 (2) ◽  
Author(s):  
Christopher DeLuca
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Large Scale ◽  
The United States ◽  
Special Education Students ◽  
Education Students ◽  
Large Scale Assessment ◽  
Inclusive Practice ◽  
Scale Assessment ◽  
Large Scale Assessments

Large-scale assessment programs are becoming increasingly common throughout Canada and the United States. Given the emphasis on inclusive education in North America, special education students are largely expected to participate in these programs. However, several challenges exist for educators, policymakers, and psychometricians with respect to including students with disabilities in large-scale assessments. This article is a critical interpretive review of the academic lit-erature in this area intended to identify and examine issues pertinent to inclusive practice. In particular, attention is given to consequences (both positive and neg-ative) of including students with disabilities in large-scale assessments, validity of assessment results, provisions for accommodations, and research limitations. Areas for continued research are also considered.

scholarly journals A educação especial as políticas educacionais brasileiras: Uma abordagem histórica

2019 ◽  
Vol 27 ◽  
pp. 21
Author(s):  
Luana Leal Ribeiro ◽  
Renata Maldonado Da Silva
Keyword(s):  
Special Education ◽  
20Th Century ◽  
Inclusive Education ◽  
Document Analysis ◽  
Special Education Students ◽  
Disabled People ◽  
Education Students ◽  
Educational Legislation ◽  
Historical Times ◽  
The Subject

Historically, the schooling of people with disabilities was offered in a precarious and segregated way from the students considered as "normal". As a result of the advancement of concepts, regulations and new perspectives on special education students, the educational practices offered to such individuals were reformulated in the last decades of the 20th century. The present work seeks to present some of the main world milestones in different historical times on how the issue of disability and disabled people were treated, showing the evolution in the treatment given, in relation to the achievements and effects of rights directed to them. Together with the main historical milestones, this work focus on the first signs of the schooling of the person with disabilities and the paths taken by them before the conception of an inclusive perspective in regular schools. In order to reach this objective, references were used to discuss the subject, and an extensive document analysis of the norms present in the Brazilian educational legislation was conducted. Despite the advances and norms that contemplate the guidelines of the concept of inclusive education, it is worth emphasizing that it is still necessary to question the effectiveness of the existing actions planned for special education, and if they are in agreement with the established precepts about what actually contemplates an education that is in fact inclusive.

scholarly journals Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching

2021 ◽  
Vol 23 (3) ◽  
pp. 43-61
Author(s):  
Susan G. Porter ◽  
Kai Greene ◽  
M. C. Kate Esposito
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
Inclusive Education ◽  
Virtual Learning ◽  
Special Education Students ◽  
Virtual Learning Environments ◽  
Legal Rights ◽  
Social Emotional ◽  
Education Students ◽  
School Closures

This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.

Washington view: How have special education students fared during the pandemic?

2021 ◽  
Vol 103 (3) ◽  
pp. 62-63
Author(s):  
Maria Ferguson
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Special Education Students ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Recovery Plan

Maria Ferguson talks with Lindsay E. Jones, president and CEO of the National Center for Learning Disabilities, about the effects of the COVID-19 pandemic on students with disabilities. So far, there has been little research into the effects of the pandemic, but previous research shows that being away from school has more of an effect on students with learning disabilities. They also discuss how states are planning to use the funds made available under the American Recovery Plan and the challenge of balancing the need for flexibility to distribute funds quickly with the need to ensure that students’ needs are being met.

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

2020 ◽  
pp. 016237372096855
Author(s):  
Kaitlin P. Anderson
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Students ◽  
Educational Setting ◽  
Disciplinary Referrals ◽  
Education Students ◽  
Level Data ◽  
Inclusive Settings ◽  
The Relationship

Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves.

Categorical and Programming Changes in Special Education Services

1993 ◽  
Vol 59 (6) ◽  
pp. 547-555 ◽  
Author(s):  
Douglas W. Halgren ◽  
Harvey F. Clarizio
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Grade Level ◽  
Special Education Students ◽  
Special Education Services ◽  
Education Students ◽  
Parent Survey ◽  
Rates Of Change ◽  
Record Review ◽  
Initial Classification

Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.

scholarly journals Berard Auditory Integration Training: Paving the Way Back to Mainstream Education

2020 ◽  
Author(s):  
Lars Persson ◽  
Britta Alin - Åkerman
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students ◽  
Scholastic Performance ◽  
Mainstream Education ◽  
Auditory Integration Training ◽  
Auditory Integration ◽  
The Way

This study evaluated Berard Auditory Integration Training as a method for enhancing scholastic performance in special education students with the aim of transfer back to mainstream education.

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