Attitudes about Educational and Related Service Provision for Students with Deaf-Blindness and Multiple Disabilities

1997 ◽  
Vol 63 (3) ◽  
pp. 329-342 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Stephanie Macfarland ◽  
Tracy Evans Luiselli
Keyword(s):  
General Education ◽  
Support Services ◽  
Service Provision ◽  
Multiple Disabilities ◽  
Team Members ◽  
The Past ◽  
Natural Supports ◽  
Exemplary Practices ◽  
Related Service

Over the past two decades, exemplary practices regarding support services have been shifting away from specialist-reliant models and toward approaches that rely more on natural supports. This study explored attitudes regarding educational and related service-provision practices from the perspective of professionals and parents ( n = 119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. The findings highlight sample respondents' agreements and disagreements with exemplary practices, as well as differences across subgroups and within teams. Analyses suggest some internal inconsistencies regarding important service provision practices, as well as continuing gaps between attitudes and proposed exemplary practices.

Support Service Decision Making for Students with Multiple Service Needs: Evaluative Data

1996 ◽  
Vol 21 (3) ◽  
pp. 135-144 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Tracy E. Luiselli ◽  
Stephanie Z. C. MacFarland
Keyword(s):  
Decision Making ◽  
General Education ◽  
Support Services ◽  
Support Service ◽  
Team Approach ◽  
Service Needs ◽  
Team Members ◽  
Self Study ◽  
Quasi Experimental ◽  
Related Service

This quasi-experimental (pretest/posttest) study explored the use of (Vermont Interdependent Services Team Approach) (VISTA) with 11 educational teams serving students with multiple disabilities. Information about VISTA, a process to facilitate consensus decision making about support services (i.e., type, mode, frequency), was obtained by 75 team members through self-study. Following self-study the teams used VISTA to make support service decisions for students with multiple service needs. The findings of this study provide data regarding: (a) changes in team and individual decision making as a result of using VISTA, (b) the extent to which team members perceived that VISTA did what it purported to do (e.g., increase parental and general education involvement, decrease gaps, overlaps, and contradictions), and (c) changes in the teams' level agreement about which support services students need. Implications for future related service decision making are discussed.

From Grant Making to Change Making: How the W. K. Kellogg Foundation’s Impact Services Model Evolved to Enhance the Management and Social Effects of Large Initiatives

2000 ◽  
Vol 29 (1_suppl) ◽  
pp. 41-68 ◽  
Author(s):  
Karen E. Lake ◽  
Thomas K. Reis ◽  
Jeri Spann
Keyword(s):  
Public Policy ◽  
Support Services ◽  
Management Team ◽  
Social Effects ◽  
Expert Consultation ◽  
Change Initiatives ◽  
Team Members ◽  
The Past ◽  
Care Systems ◽  
The Impact

During the past decade, the W. K. Kellogg Foundation’s impact services model has evolved to allow program directors managing large, social change initiatives to draw on the expertise of new team members offering crucial support services. These impact services include social marketing and communications, evaluation, public policy, technology, and organizational learning. Expert consultation in other areas may also be sought as needed by the management team. This article traces the evolution of the impact services model, explores the effects of impact services supported program management on both the foundation and its grantees, and offers an account of how the model was applied in the case of Families For Kids, a $42 million initiative aimed at stimulating reform in adoption and foster care systems across the nation.

scholarly journals Supporting Literacy Instruction for Students With Extensive Support Needs in Rural Settings Through Collaboration: So Much Better When We Work Together!

2018 ◽  
Vol 38 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Katrine S. Gosselin ◽  
Todd H. Sundeen
Keyword(s):  
General Education ◽  
Skill Acquisition ◽  
Literacy Instruction ◽  
Service Providers ◽  
Physical Therapists ◽  
Occupational Therapists ◽  
Support Needs ◽  
Team Members ◽  
General Education Curriculum ◽  
Related Service

The roles of teachers and related service providers (e.g., speech-language pathologists, occupational therapists, physical therapists) are vital to skill acquisition and meaningful access to the general education curriculum for students who have been identified as having significant or extensive support needs. However, often delivery of instruction can become fragmented and disjointed as time for service providers to collaborate with team members is limited in rural schools. As a result, students with more extensive support needs may not receive adequate access to systemic and meaningful literacy instruction. This article will identify the obstacles as well as three strategies special education teams can use to improve communication and collaboration.

Housing Matters, Services Might: Findings from the High Needs Families Program Evaluation

2021 ◽  
Vol 693 (1) ◽  
pp. 209-229
Author(s):  
Debra J. Rog ◽  
Kathryn A. Henderson ◽  
Clara A. Wagner ◽  
Emily L. Abbruzzi
Keyword(s):  
Support Services ◽  
Justice System ◽  
Subsidized Housing ◽  
Supportive Housing ◽  
Intensive Case Management ◽  
Access To Services ◽  
Supportive Services ◽  
Housing Stability ◽  
The Past ◽  
Permanent Supportive Housing

Permanent supportive housing for families experiencing homelessness—typically, subsidized housing that is not time limited and provides access to a range of support services—has substantially increased over the past 10 years, despite an absence of rigorous evidence of its effectiveness. We examine the benefits of subsidized housing with supportive services compared to subsidized housing alone. Our findings suggest that supportive housing offers more opportunities for access to services and benefits than subsidized housing alone, but it may not be beneficial to families’ housing stability or to family members’ employment or involvement with the criminal justice system. We argue that housing that is coupled with intensive case management, that is service rich, and that provides and adheres to harm reduction principles may help to strengthen supportive housing’s effectiveness.

International Approaches to Prostitution

2006 ◽  
Keyword(s):  
Support Services ◽  
Service Provision ◽  
User Involvement ◽  
Disabled People ◽  
Comprehensive Review ◽  
The Uk

This book provides the first comprehensive review of the increase in the UK and internationally in the number of disability-related support services controlled by disabled people themselves. It highlights the need for greater user involvement in service provision and delivery.

Dressing Your IEPs for the General Education Climate Analysis of IEP Goals and Objectives for Students with Multiple Disabilities

1994 ◽  
Vol 15 (5) ◽  
pp. 288-296 ◽  
Author(s):  
MICHAEL F. GIANGRECO ◽  
RUTH E. DENNIS ◽  
SUSAN W. EDELMAN ◽  
CHIGEE J. CLONINGER
Keyword(s):  
General Education ◽  
Multiple Disabilities ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Climate Analysis ◽  
Goals And Objectives

THIS ARTICLE DESCRIBES CHARACTERISTICS OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPS) OF 46 STUDENTS FROM NINE DIFFERENT STATES IN KINDERGARTEN THROUGH GRADE 12 WHO HAVE MULTIPLE DISABILITIES AND RECEIVE ALL OR PART OF THEIR EDUCATION IN GENERAL EDUCATION CLASSES. THROUGH CATEGORICAL CODING OF THE STUDENTS' IEP GOALS AND OBJECTIVES, SEVERAL THEMES WERE IDENTIFIED THAT HIGHLIGHT PROBLEMATIC CHARACTERISTICS OF IEPS. ALTERNATIVES ARE SUGGESTED THAT THE AUTHORS BELIEVE MAY MORE ADEQUATELY COMMUNICATE THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS TO THEIR TEACHERS IN GENERAL EDUCATION CLASSES AND IMPROVE THE USEFULNESS OF IEPS.

Roles, Responsibilities, and Concerns of Paraeducators

2011 ◽  
Vol 33 (5) ◽  
pp. 287-297 ◽  
Author(s):  
Mary Fisher ◽  
Stacia L. Pleasants
Keyword(s):  
Special Education ◽  
General Education ◽  
Effective Intervention ◽  
Survey Study ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Team Members ◽  
Descriptive Information ◽  
One To One ◽  
Inclusive Schooling

The purpose of this survey study was to obtain descriptive information about job situations of special education paraeducators from paraeducators across one state and determine their perceptions regarding roles, current issues identified in the literature, and other issues of concern. Of particular interest was whether perceptions varied based on (a) paraeducator assignment (one-to-one or group) or (b) time in general education settings. More than 1,800 paraeducators responded. Findings supported previous studies based on smaller samples. Problematic issues previously associated with one-to-one paraeducators in general education settings were reported as concerns by both one-to-one and group paraeducators who spent all or most of their day in self-contained settings. Discussion centers on the importance of “paraeducator voice” in efforts to address broader issues of inclusive schooling, clarification of paraeducators as instructional team members, and better understandings situated in practice of the paraeducator role as an effective intervention alternative sometimes for students with individualized education programs.

scholarly journals School Library Team

2021 ◽  
Author(s):  
Penny Moore ◽  
Maureen Trebilcock
Keyword(s):  
Learning Outcomes ◽  
Service Provision ◽  
Teaching And Learning ◽  
School Library ◽  
Information Service ◽  
School Libraries ◽  
Positive Influence ◽  
Team Members ◽  
Parallel Case ◽  
Further Development

In New Zealand school libraries, the nature of educational activities performed by school library staff is unclear. Three parallel case studies were conducted to explore the actual work of school library team members. Ways of working with teachers and each other were explored in interviews and focus groups and the characteristics of information service provision were compared with those reflected in the wider literature. While many practices were affirmed for their positive influence on teaching and learning, areas for further development were identified. These are discussed in terms of creating change and strengthening learning outcomes.

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Problem-Solving Manager

2022 ◽  
pp. 234-254
Keyword(s):  
Problem Solving ◽  
Best Practices ◽  
Lessons Learned ◽  
Team Members ◽  
The Past ◽  
Innovative Learning ◽  
Flow Charts ◽  
Additional Role

The Problem-Solving Manager makes the approved best practices available across the organization. This chapter presents the flow charts and pseudo-code for developing the Problem-Solving Manager. This chapter also shows that this additional role for the Problem-Solving Manager enables an innovative learning (iLearning) organization. Innovative learning begins with all team members having access to the same knowledge for the current “best way” of solving a problem. This knowledge is where the lessons learned from the past meet the best thinking of the present to learn how to do things better – innovative learning.

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