The Measurement of Family Perspectives on Extended School Year Practices with Students in Special Education

1998 ◽  
Vol 58 (3) ◽  
pp. 511-519 ◽  
Author(s):  
WILLIAM R. SHARPTON ◽  
David Sexton ◽  
Jane Nell Luster ◽  
Margaret Lang
Keyword(s):  
Special Education ◽  
Extended School Year ◽  
School Year ◽  
Family Perspectives

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

Criteria for Determining Eligibility for Extended School Year Services

2020 ◽  
pp. 002246692091146
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens
Keyword(s):  
Special Education ◽  
Education Research ◽  
Lower Percentage ◽  
Special Education Directors ◽  
Limited Information ◽  
Extended School Year ◽  
School Year ◽  
Inclusive Settings ◽  
Education Directors ◽  
Local Education Agencies

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease.

Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities

2019 ◽  
Vol 85 (4) ◽  
pp. 413-431 ◽  
Author(s):  
Deborah K. Reed ◽  
Ariel M. Aloe ◽  
Adam J. Reeger ◽  
Jessica Sidler Folsom
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Summer School ◽  
Reading Program ◽  
Reading Programs ◽  
Control Group ◽  
Extended School Year ◽  
Summer Reading ◽  
School Year ◽  
Grade 3

Summer reading programs are a form of extended school year services for students in special education. However, previous studies have not reported including high percentages of participants in special education, nor have studies sufficiently controlled for selection bias. This study combined propensity score weighting with partially clustered models to examine the effects of a summer reading program on the growth in reading skills of K–4 students, roughly 50% to 75% of whom were in special education. Results suggest that students in most grades improved on some but not all skills. However, fewer improvements were apparent when participating students were compared with peers via propensity score analyses. In addition, Grade 3 students in the control group outperformed their peers who attended summer school.

Nine Tips for Creating an Effective Extended School Year Program for Students With Disabilities

2016 ◽  
Vol 52 (3) ◽  
pp. 170-175 ◽  
Author(s):  
Emily Eyrolles Sobeck
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Summer Program ◽  
Extended School Year ◽  
School Year

Extended school year (ESY) is a summer program available for students with disabilities who meet specific qualifying criteria. Teachers are often hesitant to accept the position of the ESY teacher due to the ambiguities and demands of the position. The purpose of this article is to briefly share the impetus and focus of ESY and give special education teachers nine tips to create and execute an effective ESY program. When implemented correctly, ESY programs have the potential to help students maintain learned skills and master targeted skills.

Extended School Year

2020 ◽  
pp. 1-2
Author(s):  
Brian Reichow ◽  
Fred R. Volkmar
Keyword(s):  
Extended School Year ◽  
School Year

scholarly journals High Expense: Disability Severity and Charter School Attendance in Arizona

2011 ◽  
Vol 19 ◽  
pp. 6 ◽  
Author(s):  
Anthony M. Garcy
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Charter School ◽  
Linear Models ◽  
School Attendance ◽  
Special Education Students ◽  
Education Students ◽  
School Year ◽  
Education Agency ◽  
Student Disabilities

Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

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