Issues in the Implementation of Extended School Year Programs for Handicapped Students

1981 ◽  
Vol 47 (4) ◽  
pp. 256-263 ◽  
Author(s):  
Larry Larsen ◽  
Libby Goodman ◽  
Richard Glean
Keyword(s):  
Public Schools ◽  
Student Performance ◽  
School Personnel ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
The Public ◽  
School Year ◽  
Extended Year ◽  
Funding Mechanisms ◽  
Student Performance Data

For some severely and profoundly handicapped children who have a regression-recoupment disability, the lengthy interruption in school programing during the summer months poses serious obstacles to learning. As a result of court decisions in Armstrong v. Kline and Battle v. Commonwealth, the public schools now have an obligation to identify these children and to provide programs suited to their needs. School personnel are urged to take the initiative in developing quality extended school year programs that accommodate the need for clear eligibility criteria based on valid and reliable student performance data, reducing the number of students in need through effective instruction and parent/home involvement; exploring the use of alternative service models; identifying funding mechanisms for extended year programs; and operating programs cost effectively.

Extended School Year Services for Students with Severe Handicaps: A National Survey

1987 ◽  
Vol 12 (1) ◽  
pp. 61-66 ◽  
Author(s):  
Sandra Alper ◽  
Dennis R. Noie
Keyword(s):  
National Survey ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Optimal Program ◽  
Directors Of Special Education ◽  
School Year ◽  
Extended Year ◽  
State Directors ◽  
Severe Handicaps ◽  
Cost Efficient

A national survey was conducted in order to examine extended school year services for students with severe handicaps. A six-item questionnaire was mailed to all 50 State Directors of Special Education in order to ascertain the number of states currently providing extended year services, eligibility criteria, and information on duration and funding. This article examines legal and educational bases in support of extended school year programming and presents the results of a survey that showed wide discrepancies between states in how these services are provided. These results are discussed relative to the need for empirically based guidelines to determine student eligibility, optimal program length, and cost-efficient funding patterns.

Radio in Music Education: The Indiana School of the Sky Music Episodes, 1947–1948

2020 ◽  
pp. 153660062097345
Author(s):  
Morganne Aaberg
Keyword(s):  
United States ◽  
Public Schools ◽  
Music Education ◽  
Teaching Strategies ◽  
Contemporary Music ◽  
The United States ◽  
Indiana University ◽  
The Public ◽  
School Year ◽  
Music Program

In this study I examined archival material relating to music lessons that aired on the Indiana School of the Sky during its inaugural season in the 1947–1948 school year. The Indiana School of the Sky was an educational radio program intended for use in the public schools and produced by Indiana University students and professors, in partnership with the State Department of Education. The purpose of this study was to illuminate details of the Indiana School of the Sky music program during its inaugural season in 1947–1948, such as the staff, repertoire, teaching strategies, and program structure. Of particular interest was Dorothy G. Kelley, who served as supervisor of the Indiana School of the Sky music episodes during its inaugural season, and was the first female to join the faculty of the Music Education Department at Indiana University. A secondary purpose was to examine the intersection of education and technology in the late 1940s through the lens of the Indiana School of the Sky and to afford contemporary music educators the opportunity to reflect on how they use current technologies in their classrooms. This study found that the program employed three main teaching strategies: singalong, call and response, and listening. Indiana University music and music education students performed in many music episodes alongside Kelley, and 34% of compositions that aired during the 1948–1949 school year comprised of music by composers from the United States, or folk music originating in the United States. Other countries represented by either composer or folk tradition included Australia, Austria, Czechoslovakia, England, Finland, France, Germany, Italy, Norway, Mexico, Russia, and Spain.

scholarly journals Staking out the successful student

2005 ◽  
Vol 13 ◽  
pp. 14 ◽  
Author(s):  
Christopher Brown
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Student Performance ◽  
Summer School ◽  
Intervention Program ◽  
School Personnel ◽  
Intervention Programs ◽  
United States Department ◽  
High Stakes ◽  
Improve Student Performance

With the performance of students, teachers, and schools defining success under current standards-based accountability policies (e.g. Chicago Public Schools (Note 1); No Child Left Behind Act, (United States Department of Education, 2002)), school districts are implementing various forms of intervention programs as a means to improve student performance. By examining a pilot summer school program that is transitioning from a ‘low-stakes' to a ‘high-stakes' intervention program, this article examines the possibilities that exist for students to author themselves as learners, and it questions whether opportunities for students to identify themselves as successful learners are lost when an intervention program, such as summer school, becomes mandatory. The implications of this analysis highlight questions and concerns that policymakers and school personnel need to address when formulating high-stakes standards-based accountability policies and intervention programs.

scholarly journals Religion in the public schools: An examination of school personnel knowledge of the law and attitudes toward religious expression

2019 ◽  
Vol 106 (1) ◽  
pp. 77-97
Author(s):  
Julie C. Herbstrith ◽  
Sarah Kuperus ◽  
Kathleen Dingle ◽  
Zachary C. Roth
Keyword(s):  
Public Schools ◽  
School Personnel ◽  
The United States ◽  
Religious Practices ◽  
Religious Activities ◽  
Religious Expression ◽  
Right Wing Authoritarianism ◽  
The Public ◽  
Increased Sensitivity ◽  
The Law

Many Americans are familiar with the First Amendment, but its application to prayer and religious activities in public schools is often misunderstood. Religious beliefs are increasingly diverse in the United States. Therefore, it seems imperative that school personnel are aware of the law and sensitive to an array of religious practices. We conducted two studies that explored school personnel’s (a) understanding of laws on religious expression in public schools; (b) attitudes toward religious expression in public schools; and (c) tolerance for different religions. Key Study 1 findings were that school personnel with more service years had less accurate knowledge of religious expression laws than school personnel with fewer service years, and more knowledge was related to increased sensitivity to religious practices in schools. Study 2 conceptually replicated these relations with a sample of pre-service teachers and found that Right-wing Authoritarianism mediated the relation between knowledge of the law and religious sensitivity, presenting an avenue for interventions to increase religious sensitivity.

scholarly journals Desarrollo curricular y recursos educativos en las bibliotecas escolares

2017 ◽  
pp. 36-54
Author(s):  
Inmaculada Clotilde Santos Díaz
Keyword(s):  
Public Schools ◽  
School Libraries ◽  
School Librarians ◽  
Self Assessment ◽  
Five Dimensions ◽  
The Public ◽  
Curricular Development ◽  
School Year ◽  
The One ◽  
Academic Year

The aim of this study is to evaluate the curricular development and educational resources of the school libraries in Málaga. The provincial coordination of the Educational Local Office has carried out- since the academic course 2008/2009- an annual evaluation focused on five dimensions related to the actions of the Provincial Network of School Libraries. This Network is formed by the public schools of Primary and Secondary Education of the province.This article presents the most relevant results of the evaluation questionnaire for the 2014/2015 academic year in which 430 educational centres participated, offering a comparison according to the educational centre (pre-school, primary school or secondary school) and the school year. In general, there is progress in school libraries due to its normative regulation, the involvement of teachers in charge of libraries in collegiate bodies, the use of digital tools and social networks. However, there is a need to expand the opening hours of the library, to reinforce the collaboration of teachers who coordinate educational projects and to improve the sections and links of the web portals of libraries.On the one hand, these conclusions are intended to serve as a self-assessment to help school librarians to reflect and identify their strengths and weaknesses. On the other hand, they show the development of the key actions of school libraries, both their progress and their deficiencies, in relation to the standards established at national and international level.

Can Programs for Special Needs Preschoolers Thrive in Public Schools?

1978 ◽  
Vol 3 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Samuel J. Braun ◽  
Miriam G. Lasher
Keyword(s):  
Public Schools ◽  
Young Children ◽  
Special Needs ◽  
School Personnel ◽  
Human Dimensions ◽  
Community Resources ◽  
Holistic Learning ◽  
Developmental Needs ◽  
The Public ◽  
Children's Interests

Programs for special needs preschoolers in the public schools are discussed in the context of issues common to all young children. Their need for an intimate, small, manageable environment may be thwarted in large, anonymous buildings geared, of necessity, to a certain degree of regimentation and overwhelming space. Pressure for formal assessment, curriculum and achievement measures may distract the teacher from attending to holistic learning experiences that evolve from young children's interests and developmental needs as expressed in their play, an opportunity to integrate and express their understanding. Teachers of young children need the support and appreciation of others for the work they do; their activities and needs are often foreign to school personnel more accustomed to an older student population. Young children's programs and the professional disciplines accustomed to dealing with them are diverse and require a willingness to coordinate with other community resources and an appreciation of the unique opportunity collaborative efforts can bring. Lastly, the young child and his parent are closely linked so that the task of teachers and others in evolving a partnership with parents demands flexibility and recognition of the critical importance of such a relationship. Accordingly when we deal with young children, families and their special needs, the program must be scaled to very human dimensions no matter where that program is housed.

Extended School Year Services: A Consumer Perspective on Implementation

1988 ◽  
Vol 13 (4) ◽  
pp. 244-250 ◽  
Author(s):  
Thomas F. Wilds ◽  
George N. Liacopoulos
Keyword(s):  
National Society ◽  
Public Officials ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Adults With Autism ◽  
School Year ◽  
The Status ◽  
Consumer Perspective ◽  
State And Local ◽  
Local Education Agencies

The status of extended school year (ESY) services was assessed through a national survey of the chapters of the National Society for Children and Adults with Autism (NSAC). The results of the 66 NSAC chapters that responded were compared with previous research that surveyed state and local education agencies about ESY implementation. Although the availability of ESY programs appears to be increasing, public officials and consumers differ in their perceptions of the methods and criteria employed by states to implement ESY services. Differences among states were evident with regard to the operationalization of various aspects of ESY such as eligibility criteria and length of programs.

scholarly journals JUVENTUDES POPULARES E PROJETOS EDUCACIONAIS: construção e fortalecimento de redes de solidariedade, afeto e sociabilidade

2013 ◽  
Vol 20 (3) ◽  
pp. 6
Author(s):  
Rodrigo Pereira da Rocha Rosistolato ◽  
José Helaÿel Neto ◽  
Alexandre Freire ◽  
Adriana Freire ◽  
Daiane França ◽  
...  
Keyword(s):  
Public Schools ◽  
Young People ◽  
Student Performance ◽  
Rio De Janeiro ◽  
Educational Expectations ◽  
School Year ◽  
Youth Education ◽  
The University ◽  
National Tests ◽  
The City

Existe algum consenso sobre a precariedade da formação oferecida pelas escolas públicas no Estado do Rio de Janeiro. Há, inclusive, investigações sobre as causas do baixo desempenho dos estudantesem exames nacionais e também sobre os sentidos da educação escolar entre jovens pertencentes às camadas populares. Nossa pesquisa dialoga com estas questões, mas a perspectiva é diferente. Analisamoso “produto final” destes processos de escolarização: jovens pobres, com ensino médio concluído, que pretendem ingressar na Universidade, mas têm clareza sobre as falhas de sua formação escolar. Os jovens analisados frequentam um pré-vestibular popular na cidade de Petrópolis, região serrana do Rio de Janeiro.Buscam, neste espaço, o saber escolar necessário para a aprovação nos exames e também o apoio de outros jovens que se encontram na mesma situação. Este processo, que denominamos em outro momento de “escolarização fora da escola”, é permeado pela construção e fortalecimento de redes de solidariedade, afeto e sociabilidade que acabam por contribuir para a redefinição dos projetos de vida trazidos pelos jovensno momento de sua inserção no pré-vestibular. O ano letivo permite a experimentação de uma série de vivências coletivas que redefinem expectativas escolares e projetos de futuro. O processo é intermeado por emoções diversas, todas narradas pelos jovens quando reconstroem suas trajetórias. Este trabalho analisará estas narrativas com foco nas emoções associadas às mudanças de perspectiva experimentadas pelos jovens.Palavras-chave: Juventudes. Escolarização. Sociabilidade. Afeto. EDUCATIONAL PROJECTS FOR POOR YOUTH:the social construction of solidarity networks, affection and sociabilityAbstract: There is some consensus about the precariousness of the education offered by public schools in the State of Rio de Janeiro. There is even research on the causes of low student performance in national tests and also on the meanings of schooling among young people belonging to poor classes. Our research dialogues with these issues, but the perspective is different. We analyze the "product" of these processes of schooling: poor youth with high school completed. They intend to join the University, but knows about the problems of your education. The investigation was conducted in the only popular “pré-vestibular” of the city of Petropolis, mountain region of Rio de Janeiro. They seek, in this place, school knowledge needed to the exams and also the support of other young people who are in the same situation. This process, which we call in another moment of "education out of school" is permeated by networks of solidarity, affection and sociability that contribute to the redefinition of life projects for young people. The school year allows experimentation with a series of collective experiences that redefine educational expectations and plans for the future. The process is added by different emotions, all narrated by the young students when they reconstruct their trajectories. This paper will examine these narratives focusing on the emotions associated with changes in perspective experienced by young people.Keywords: Youth. Education. Sociability. Affection. JUVENTUDES POPULARES Y PROYECTOS EDUCACIONALES:construcción y fortalecimiento de redes de solidaridad, afecto y sociabilidadResumen: Existe un consenso sobre la precariedad de la formación ofrecida por las escuelas públicas del Estado de Río de Janeiro, en Brasil. Algunas investigaciones discuten las causas del bajo rendimiento de los estudiantes en las evaluaciones de desempeño nacionales y también sobre la educación entre los jóvenes de las clases populares. Nuestra investigación dialoga con esos temas pero con otra perspectiva. Analizamosel "producto final" de estos procesos de escolarización: los jóvenes pobres que tienen secundaria completa y desean ingresar a la Universidad, pero son conscientes de los problemas de su formación. Los jóvenes analizados fueron alumnos de un curso de preparatoria para la universidad para clases populares, en la ciudad de Petrópolis, en la sierra del Estado de Rio de Janeiro. Entran en el curso con el objetivo de obtener el conocimiento escolar necesario para la aprobación en los exámenes para la Universidad y buscan el apoyo de otros jóvenes que están en la misma situación. Este proceso, que llamamos en otro momento de "educación fuera de la escuela", está permeado por la construcción y fortalecimiento de redes de solidaridad, afecto y sociabilidad que contribuyen para la redefinición de los proyectos de vida llevados por los jóvenes en el momento de su inserción en el curso preparatorio. El año escolar permite una serie de vivencias colectivas que redefinen las expectativas escolares y los proyectos del futuro. El proceso es intermediado por diversas emociones, todas narradas por los jóvenes cuando hacen la reconstrucción de sus trayectorias. En este artículo examinaremos estas narraciones centrando en las emociones asociadas a los cambios de perspectiva que experimentan los jóvenes.Palabras clave: Juventud. Educación. Sociabilidad. Afecto.

Considerations for Principals: Service Animals in K-12 Public Schools

2020 ◽  
Vol 104 (2) ◽  
pp. 110-124
Author(s):  
Julie A. Sears ◽  
Lisa G. Driscoll ◽  
Jennifer A. Sughrue
Keyword(s):  
Public Schools ◽  
Educational Program ◽  
School Personnel ◽  
Community Schools ◽  
Section 504 ◽  
The Public ◽  
Disabilities Education Act ◽  
Or Practice ◽  
Education Act ◽  
K 12

Whether principals are required to allow service animals in the public schools is not entirely clear in law, policy, or practice. The matter is further complicated when the alleged harm caused by denying a request for a service animal is not clearly related to the educational program. The purpose of this article is to inform principals about the current laws and regulations that govern student requests regarding service animals, including a description of the rights and responsibilities of both students and school personnel in public schools. Guidance on developing actionable policies consistent with Fry v. Napoleon Community Schools, Americans with Disabilities Act of 2011, Individuals with Disabilities Education Act of 2004, and Section 504 of the Rehabilitation Act, 1973, is provided.

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