A Study of the Implementation of Public Law 94–142 for Handicapped Migrant Children

1982 ◽  
Vol 48 (6) ◽  
pp. 490-495 ◽  
Author(s):  
John N. Pyecha ◽  
Lucia A. Ward
Keyword(s):  
Special Education ◽  
Telephone Survey ◽  
Public Law ◽  
Migrant Children ◽  
Research Triangle Institute ◽  
Migrant Students ◽  
Research Triangle ◽  
Related Information

During the spring of 1980, the Research Triangle Institute conducted a telephone survey to determine the extent to which a sample of 153 handicapped migrant children were identified as being handicapped—and had IEP's prepared—by schools in which they were enrolled from January 1978 through June 1979. The survey also was used to determine the extent to which IEP's and IEP-related information were transmitted between, and utilized by, staff of the various schools in which the students were enrolled. Findings indicate that: (a) the various schools in which students were enrolled were inconsistent in identifying these students as needing special education and in preparing their IEP's; (b) IEP's were developed less frequently for the most mobile than for the less mobile migrant students; (c) only a small percentage of the students had IEP's developed at more than one school; and (d) IEP's and IEP-related information were rarely transmitted between schools.

Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

2017 ◽  
Vol 83 (3) ◽  
pp. 315-329 ◽  
Author(s):  
Jim Dewey ◽  
Paul T. Sindelar ◽  
Elizabeth Bettini ◽  
Erling E. Boe ◽  
Michael S. Rosenberg ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Public Law ◽  
General Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Disability Prevalence ◽  
Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

A Response to the GAO Report, “Disparities Still Exist in Who Gets Special Education”

1983 ◽  
Vol 50 (1) ◽  
pp. 30-34 ◽  
Author(s):  
K. Charlie Lakin ◽  
Bradley K. Hill ◽  
Florence A. Hauber ◽  
Robert H. Bruininks
Keyword(s):  
Special Education ◽  
Representative Sample ◽  
Mentally Retarded ◽  
Public Law ◽  
Residential Facilities ◽  
School Age Children ◽  
School Age ◽  
School Programs ◽  
Severely Handicapped ◽  
Nationally Representative

A September, 1981, General Accounting Office (GAO) report concluded that among the central objectives of Public Law 94–142, the priorities of serving the previously unserved and the most severely handicapped “may have been realized.” However, data gathered on 401 school-age children who were part of a nationally representative sample of 2,271 individuals living in residential facilities for mentally retarded persons found that at the same time the GAO study was conducted, substantial numbers of sample members were not in school programs and 8% were in no day programs whatsoever.

Reducing Ambiguity: Tools to Define and Communicate Paraprofessional Roles and Responsibilities

2018 ◽  
Vol 55 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Erin M. Stewart
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Student Outcomes ◽  
Job Responsibilities ◽  
Roles And Responsibilities ◽  
School Settings ◽  
Related Information ◽  
Social Opportunities ◽  
Special Education Paraprofessionals ◽  
Support Students

One-on-one and program-based special education paraprofessionals are often used to support students with disabilities across school settings. While paraprofessionals may have the best of intentions, their proximity and the support they provide may prevent students with disabilities from fully accessing educational and social opportunities. To prevent unintentional yet negative student outcomes, it is necessary to define and communicate job responsibilities to paraprofessionals before they begin working with students with disabilities. This article outlines several flexible tools and strategies that teachers and administrators can use to efficiently and effectively communicate this information. The article includes (a) a description of how teachers and administrators can define and deliver job-related information to paraprofessionals, (b) reproducible templates for developing a written or digital job responsibilities notebook for paraprofessionals, and (c) recommendations for using these tools effectively.

The State of the Art of Rural Special Education

1984 ◽  
Vol 50 (4) ◽  
pp. 294-305 ◽  
Author(s):  
Doris Helge
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
State Of The Art ◽  
Public Law ◽  
Research Trends ◽  
Policy Recommendations ◽  
Policy Makers ◽  
Rural And Urban ◽  
Urban Service ◽  
Service Delivery Systems

Rural schools comprise the majority of the nation's school systems and are extremely diverse. Although tremendous improvements in service delivery have occurred since the implementation of Public Law 94–142, considerable problems remain. This article provides an overview of improvements, remaining challenges, and current functioning. Problems with current research trends and the need for quality research regarding rural special education are addressed. Differences between rural and urban service delivery systems and the roles of rural special education collaboratives are discussed. Policy recommendations are offered for national and state policy makers.

scholarly journals The Effect of Meeting Opportunities on Local Urban Residents’ Prejudice against Migrant Children in China

2021 ◽  
Author(s):  
Jaap Nieuwenhuis ◽  
Xinyi Shen
Keyword(s):  
Public Schools ◽  
Low Socioeconomic Status ◽  
Migrant Children ◽  
School Level ◽  
Urban Migration ◽  
Reverse Causality ◽  
Migrant Students ◽  
Low Socioeconomic ◽  
Children And Parents ◽  
The Social

This article explores the effect of meeting opportunities between local urban and nonlocal residents on locals’ prejudice against migrant children in China by focusing on three contexts: friendships, schools, and neighborhoods. China’s hukou policy creates a boundary between urban and rural residents, which also takes the form of locals and nonlocals in rural-to-urban migration. Urban public schools with a mix of local and migrant students offer a chance to observe the intergroup relationships between local and nonlocal students as well as their parents. Using the two waves of data of the China Education Panel Survey (CEPS), this study examines how changes in the migrant friends, schoolmates, and neighbors of local children affect changes in their parents’ prejudice among a sample of 1,630 student-parent pairs. With longitudinal data, this study mitigates the effect of reverse causality between intergroup contact and prejudice. The findings show that parents whose children have more migrant friends have less prejudice, under certain conditions. Additionally, more nonlocal students in the school are related to less prejudice, especially among parents who are more embedded in the school. Furthermore, local families with low socioeconomic status experience an increase in prejudice, potentially due to an increased feeling of threat. Besides, this article finds that prejudiced attitudes spread through the social networks of children and parents at the school level. This study emphasizes the importance of different contexts of meeting opportunities and sheds new light on the generalizability of the contact hypothesis to the understudied context of Chinese internal migration.

scholarly journals Managing stress in migrant children in school

2021 ◽  
Vol 70 (2) ◽  
pp. 239-253
Author(s):  
Snežana Vuković
Keyword(s):  
Education System ◽  
Technological Development ◽  
Migrant Children ◽  
Ministry Of Education ◽  
Migrant Students ◽  
Refugee Students ◽  
The Republic ◽  
Managing Stress ◽  
Education Science ◽  
Professional Guidelines

Starting from basic theoretical insights into stress, the paper presents some techniques and ways of recognizing stress in migrant students, the competencies teachers need in order to work with children who are in a state of stress due to their migrant situation, and also some strategies, techniques and activities that should be implemented in the process of managing stress in migrant students in the education system. Particular emphasis is placed on the various forms of support for schools developed by the Ministry of Education, Science and Technological Development of the Republic of Serbia. In this context the paper presents: The Professional Guidelines for the Inclusion of Refugee Students into the Education System, The Training Program for Reducing Stress in Migrant Situations through the implementation of these guidelines, as well as some results of the evaluation of the Program. In view of this, the paper highlights the importance of support for work with migrant children which the education system needs to provide to schools, and maps out some future activities that could contribute to this.

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