A Mixed-Methods Analysis of State-Level Population Data for Students With Visual Impairment and Blindness

2021 ◽  
pp. 001440292110174
Author(s):  
Rachel Anne Schles ◽  
Tessa McCarthy ◽  
Karen Blankenship ◽  
Justin Coy
Keyword(s):  
Students With Disabilities ◽  
Total Population ◽  
Visual Impairments ◽  
State Level ◽  
Population Data ◽  
The United States ◽  
Key Factors ◽  
School Year ◽  
State Administrators ◽  
Federal Mandate

The prevalence of students with visual impairments varies across the United States, yet limited analysis exists on how many students receive special education services. The following study collected population data on students with visual impairments for the 2017–2018 school year and ran focus groups with state-level administrators to understand current and future options to collect population data. Twenty-three of 50 states responding to the survey reported total population data. On average, states supported 3.6 times the number of students with visual impairments reported in their federal Child Count data reports. State administrators agreed a federal mandate requiring states to collect total population data on students with visual impairments is needed. The ramifications of preparing for and supporting an unknown population of students with disabilities was discussed. A federal mandate for total population data collection is unlikely in the near future. Therefore, practical implications, including key factors and logistics, that state administrators should consider are outlined.

Population Data for Students with Visual Impairments in the United States

2021 ◽  
pp. 0145482X2110161
Author(s):  
Rachel Anne Schles
Keyword(s):  
United States ◽  
Count Data ◽  
Total Population ◽  
Visual Impairments ◽  
State Level ◽  
Population Data ◽  
The United States ◽  
School Year ◽  
Primary Disability ◽  
Population Counts

Introduction: The purpose of this study was to determine how many young children and students (birth to 22 years old) were identified with visual impairments and receiving special education services in the United States. Professionals estimate at least 50% of students with visual impairments have additional disabilities and are not identified as having a visual impairments for the purposes of the federal Child Count census; therefore, the differences between Child Count and states’ total population counts were explored. Methods: A mixed-methods survey was sent to each U.S. state to determine the total population of students with visual impairments (birth to 22 years old) during the 2016–2017 school year. Results: The 49 responding states reported an average total population four times greater than the number of students with visual impairments than were documented in Child Count data. Many states had limited or no data on their total population of students with visual impairments. Discussion: The findings demonstrate many states are making policy and administrative decisions based on Child Count data not their total population data of students with visual impairments (e.g., planning for 100 students with a primary disability of visual impairments rather than a total population of 405 students with visual impairments). Misuse of Child Count data contributes to underfunding and under-hiring of teachers of students with visual impairments and orientation and mobility instructors. How to address these issues at a systemic level so all students with visual impairments receive appropriate access to resources and quality instruction is also discussed. Implications for practitioners: Practitioners can use available population data across states to educate decision makers at local and state levels regarding the differences between Child Count and total population data for students with visual impairments. Statewide vision programs can also circumvent limited data collection programs at the state level by developing their own systems for total population counts of students with visual impairments.

scholarly journals Population Optimally Immunized after Accounting for Type-Specific COVID-19 Vaccine Waning Intervals: State-Level Prevalence and Trends

2021 ◽  
Author(s):  
Elizabeth B Pathak ◽  
Jason L Salemi
Keyword(s):  
New York ◽  
Booster Dose ◽  
Classification Scheme ◽  
Total Population ◽  
State Level ◽  
The United States ◽  
Mitigation Strategies ◽  
Accurate Assessment ◽  
National Immunization ◽  
Waning Immunity

BACKGROUND: COVID-19 vaccines exhibit real-world waning effectiveness against SARS-CoV-2 infection within the first 3-6 months after a completed series. Consequently, the main metric tracked by the CDC (percent "fully vaccinated," with no adjustment for booster status) has become insufficiently informative. METHODS: We analyzed CDC daily vaccination data to quantify COVID-19 immunization status for 4 mutually-exclusive groups: (1) not immunized; (2) partially immunized (people who received the 1st dose of a 2-dose series); (3) immunized with waning immunity (previously immunized people whose booster dose is overdue); and (4) optimally immunized (people who: (a) received the Janssen vaccine <2 months ago or completed an mRNA vaccine series <6 months ago, or (b) received the Janssen vaccine >2 months ago or completed an mRNA vaccine series >6 months ago and received a booster dose.) RESULTS: The proportion of the total US population who were optimally immunized against COVID-19 fell from a high of 45.3% on July 17 to 29.4% on November 30. During November, the majority of states experienced a worsening trend in the percent of the total population who were overdue for a booster dose, including the 4 largest states, with percentage point increases of 3.5 in New York, 3.4 in California, 2.3 in Texas and 1.7 in Florida. CONCLUSIONS: Our proposed classification scheme accounts for type-specific vaccine waning intervals, provides an accurate assessment of progress toward national immunization goals, and reveals the urgent need for additional public health mitigation strategies to successfully combat the COVID-19 pandemic in the United States.

scholarly journals Understanding Principals’ Knowledge of Special Education

2021 ◽  
Author(s):  
Whitney G. Schexnider
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Students With Disabilities ◽  
Principal Preparation ◽  
School Administrators ◽  
The United States ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Related Information ◽  
School Year

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

scholarly journals Trends in Kindergarten Rates of Vaccine Exemption and State-Level Policy, 2011–2016

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Saad B Omer ◽  
Rachael M Porter ◽  
Kristen Allen ◽  
Daniel A Salmon ◽  
Robert A Bednarczyk
Keyword(s):  
Regression Models ◽  
State Level ◽  
The United States ◽  
Annual Change ◽  
Vaccine Preventable Diseases ◽  
School Year ◽  
State Classification ◽  
Average Annual Change ◽  
Relative Differences ◽  
Important Shift

Abstract Background Kindergarten-entry vaccination requirements have played an important role in controlling vaccine-preventable diseases in the United States. Forty-eight states and the District of Colombia offer nonmedical exemptions to vaccines, ranging in stringency. Methods We analyzed state-level exemption data from 2011 to 2012 through 2015 to 2016 school years. States were categorized by exemption ease and type of exemption allowed. We calculated nonmedical exemption rates for each year in the sample and stratified by exemption ease, type, and 2 trend categories: 2011–12 through 2012–13 and 2013–14 through 2015–16 school years. Using generalized estimating equations, we created regression models estimating (1) the average annual change in nonmedical exemption rates and (2) relative differences in rates by state classification. Results The nonmedical exemption rate was higher during the 2013–2014 through 2015–2016 period (2.25%) compared to 2011–2012 through 2012–2013 (1.75%); more importantly, the average annual change in the latter period plateaued. The nonmedical exemption rate in states allowing philosophical and religious exemptions was 2.41 times as high as in states allowing only religious exemptions (incidence rate ratio = 2.41; 95% confidence interval, 1.71–3.41). Conclusions There was an increase in nonmedical exemption rates through the 2012–2013 school year; however, rates stabilized through the 2015–2016 school year, showing an important shift in trend.

Physical Education Least Restrictive Environment Continua Used in the United States

1995 ◽  
Vol 12 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Jim Decker ◽  
Paul Jansma
Keyword(s):  
United States ◽  
Physical Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
The United States ◽  
Geographic Region ◽  
Adapted Physical Education ◽  
School Year ◽  
Regular Class ◽  
Restrictive Environment

For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.

scholarly journals A Scalable Empathic-Mindset Intervention Reduces Group Disparities in School Suspensions

2021 ◽  
Author(s):  
Jason Okonofua ◽  
Julia Parker Goyer ◽  
Constance A. Lindsay ◽  
Johnetta Haugabrook ◽  
Gregory M Walton
Keyword(s):  
Students With Disabilities ◽  
Middle School Teachers ◽  
Racial Disparity ◽  
Hispanic Students ◽  
The United States ◽  
School Teachers ◽  
School Year ◽  
Suspension Rates ◽  
School Suspensions ◽  
Mindset Intervention

Suspensions remove students from the learning environment at high rates throughout the United States. Policy and theory highlight social groups that face disproportionately high suspension rates—racial-minoritized students, students with a prior suspension, and students with disabilities. We used an active placebo-controlled, longitudinal field-experiment (Nteachers=66, Nstudents=5,822) to test a scalable “empathic-mindset” intervention, a 70-minute online exercise to refocus middle-school teachers on understanding and valuing the perspectives of students and on sustaining positive relationships even when students misbehave. In pre-registered analyses, this exercise reduced suspension rates especially for Black and Hispanic students, cutting the racial disparity over the school year by 45%. Significant reductions were also observed for other groups of concern. Moreover, reductions persisted through the next year when students interacted with new teachers, suggesting that empathic treatment with even one teacher in a critical period can improve students’ trajectories.

scholarly journals Envisioning Innovation at the Intersection of Sport and Disability: A Blueprint for American Higher Education

2017 ◽  
pp. 92-109
Author(s):  
Derek Van Rheenen ◽  
Matt Grigorieff ◽  
Jessica N. Adams
Keyword(s):  
Higher Education ◽  
United States ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Visual Impairments ◽  
The United States ◽  
Educational Institutions ◽  
United States Department ◽  
Equal Opportunities ◽  
Challenges And Opportunities

In January 2013, the United States Department of Education’s Office of Civil Rights issued policy guidelines to ensure that students with disabilities have equal opportunities to participate in extracurricular athletic activities in public elementary, secondary and postsecondary schools.   To date, few educational institutions, particularly within higher education, have met this national need. This paper describes a pilot course offered at  a large public university on the west coast of the United States that combines learning about disability studies while participating in goalball, a sport designed for individuals with visual impairments. The implementation of this pilot program highlights the challenges and opportunities for educational institutions to offer students with disabilities, particularly students with visual impairments, equal opportunities to participate in athletics.  The paper envisions innovation at the intersection of sport and disability and offers a possible blueprint for other colleges and universities that seek to create similar extra or co-curricular opportunities in line with the OCR’s policy guidelines.   

Exploring the Effects of Full-Day Kindergarten on School Absenteeism for Children With Disabilities: Evidence From State Policy Mandates in the United States1

2021 ◽  
pp. 001440292110625
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey
Keyword(s):  
Students With Disabilities ◽  
Children With Disabilities ◽  
School Attendance ◽  
State Level ◽  
The United States ◽  
Policy Implications ◽  
Full Day Kindergarten ◽  
Nationally Representative ◽  
Student Absenteeism ◽  
Full Day

Student absenteeism is a barrier to learning and an issue that requires policy intervention. Students with disabilities are of particular concern, as they miss school more often than students in any other demographic group. Affecting a key attribute of school structures, policies promoting full-day kindergarten began as an effort to improve opportunities for students from disadvantaged backgrounds, but no studies have provided causal evidence as to whether full-day kindergarten enrollment relates to school attendance. No studies have examined whether effects exist for students with disabilities in the long term. Using a nationally representative sample of children with disabilities in the United States ( N = 2,120), we employed an instrumental-variable strategy that capitalized on state-level policy shifts of full-day kindergarten offerings as an exogenous source of variation. We found that full-day kindergarten structures related to a sharp increase in absenteeism for children with disabilities in kindergarten and first and second grades. We found no relationship to absenteeism for these children in later years of primary schooling. We discuss policy implications of these findings.

Faktor yang Berhubungan dengan Penggunaan Partograf dalam Persalinan oleh Bidan Praktik Mandiri

2020 ◽  
Vol 2 (2) ◽  
pp. 72-80
Author(s):  
Niluh Nita Silfia
Keyword(s):  
Total Population ◽  
Sampling Technique ◽  
Population Data ◽  
Statistical Test ◽  
Influential Factor ◽  
Test Results ◽  
Cross Sectional ◽  
Factors Associated ◽  
Survey Results ◽  
Research Criteria

Partographs are guidelines for childbirth observations that will facilitate labor assistants in first identifying emergency cases and complications for mothers and fetuses. Preliminary survey at the Sigi Community Health Sub-Center (Pustu) of the 8 Pustu midwives found two midwives (25%) to complete a complete partograph, six midwives (75%) incomplete. The purpose of this study was to determine the determinant factors associated with the use of partographs in labor. The design of this study used observational analytic methods with a cross-sectional approach. 24 BPM survey results were obtained with 30 samples of midwives who met the research criteria and data completeness. The sampling technique was by the total population. Data analysis used logistic regression. The multivariate analysis results showed that APN training was the most influential factor in the use of partographs in labor by midwives. Statistical test results obtained a POR value of 37.7 (95% CI 12.1 - 60.2). This study suggests that midwives must have APN certificates to be valid in providing services.

Applicability of management guidelines for surfing resources in California

Shore & Beach ◽  
2020 ◽  
pp. 53-64
Author(s):  
Edward Atkin ◽  
Dan Reineman ◽  
Jesse Reiblich ◽  
David Revell
Keyword(s):  
New Zealand ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Management Guidelines ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
Coastal Marine ◽  
Management Measures ◽  
Legal Frameworks

Surf breaks are finite, valuable, and vulnerable natural resources, that not only influence community and cultural identities, but are a source of revenue and provide a range of health benefits. Despite these values, surf breaks largely lack recognition as coastal resources and therefore the associated management measures required to maintain them. Some countries, especially those endowed with high-quality surf breaks and where the sport of surfing is accepted as mainstream, have recognized the value of surfing resources and have specific policies for their conservation. In Aotearoa New Zealand surf breaks are included within national environmental policy. Aotearoa New Zealand has recently produced Management Guidelines for Surfing Resources (MGSR), which were developed in conjunction with universities, regional authorities, not-for-profit entities, and government agencies. The MGSR provide recommendations for both consenting authorities and those wishing to undertake activities in the coastal marine area, as well as tools and techniques to aid in the management of surfing resources. While the MGSR are firmly aligned with Aotearoa New Zealand’s cultural and legal frameworks, much of their content is applicable to surf breaks worldwide. In the United States, there are several national-level and state-level statutes that are generally relevant to various aspects of surfing resources, but there is no law or policy that directly addresses them. This paper describes the MGSR, considers California’s existing governance frameworks, and examines the potential benefits of adapting and expanding the MGSR in this state.

Sign in / Sign up

Export Citation Format

Share Document