Parents of Students with Disabilities and Open Enrollment: Characteristics and Reasons for Transfer

1994 ◽  
Vol 60 (4) ◽  
pp. 359-372 ◽  
Author(s):  
James E. Ysseldyke ◽  
Cheryl M. Lange ◽  
Deborah J. Gorney
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Students With Disabilities ◽  
Open Enrollment ◽  
Decision Making Process ◽  
Sources Of Information ◽  
Special Education Needs ◽  
Education Needs

This study examines the characteristics of students with disabilities who participate in Open Enrollment (one of seven enrollment options available in Minnesota), the reasons they participate, and the sources of information and decision-making process involved with choosing another district. Surveys of 347 parents revealed three primary reasons for transferring their children: The child's special education needs being better met at the new district, more personal attention from the teacher, and dissatisfaction with the resident school. Other factors, such as disability category, parents' income, and location, were also analyzed.

What Do Employers Ask for in Advertisements for Special Education Positions?

2014 ◽  
Vol 38 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Common Criteria ◽  
Special Education Needs ◽  
Job Advertisements ◽  
Education Needs ◽  
Formal Recognition

Although qualified special educators are more likely to provide effective teaching for students with disabilities and special education needs, it seems many teachers in special education and support positions are not qualified for this role. The study reported here provided analysis of 219 job advertisements for special education positions in order to ascertain what employers required of applicants for special education positions. Advertisements represented all states and sectors in Australia, although the sample does not fully reflect the relative numbers of schools in each state. Most positions were for class teachers or for teachers providing support within and across schools. Special education qualifications and experience in special education were not common criteria for employment. The concerns raised by this finding are addressed through suggestions for formal recognition for special educators and accreditation of teacher education programs preparing special educators.

Developing effective academic accommodations in higher education: A collaborative decision-making process

2017 ◽  
Vol 36 (2) ◽  
pp. 244-258 ◽  
Author(s):  
Feilin Hsiao ◽  
Shelly Zeiser ◽  
Daniel Nuss ◽  
Keith Hatschek
Keyword(s):  
Decision Making ◽  
Students With Disabilities ◽  
Case Reports ◽  
Decision Making Process ◽  
Sources Of Information ◽  
Academic Accommodations ◽  
Structured Interviews ◽  
Collaborative Decision Making ◽  
Self Advocacy ◽  
Collaborative Decision

This case study describes a collaborative decision-making process for developing effective academic accommodations for a music major with a disability, whose prior accommodations suggested by the Disability Support Services (DSS) failed to address her needs. Cross-departmental collaboration between the DSS and the School of Music, as well as dynamic interactions among students with disabilities (SWDs), faculty members, peer tutors, and DSS specialists are emphasized. Multiple sources of information were collected, including in-depth/semi-structured interviews and a review of all relevant documentation such as case reports, weekly logs, email correspondence, results of psychological testing and academic portfolio contents. The themes that emerged from the data include resistance to the unknown, the language of negotiation, the decision-making process, and transformation (with three sub-themes: from fear of stigmatization to self-advocacy, from resentfulness to acceptance and commitment, and from reaction to pro-action). Key elements contributing to the collaborative process consist of effective communication among all members, the promotion of self-advocacy skills for SWDs, and faculty’s recognition of SWDs’ potential to succeed and while engaging flexible methods for delivering course content and assessing outcomes. A framework for delivering viable services for music majors with disabilities is outlined and discussed.

scholarly journals Reducing Language Barriers in Science for Students with Special Educational Needs

2020 ◽  
pp. 1-24
Author(s):  
Susannah Boyle ◽  
Karen L. Rizzo ◽  
Jonte C. Taylor
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Science Instruction ◽  
Language Barriers ◽  
Science Content ◽  
Special Educational Needs ◽  
Special Education Needs ◽  
Education Needs ◽  
Multimodal Representation

Abstract An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.

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