Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

2021 ◽  
pp. 002246692110188
Author(s):  
Nicole B. Adams ◽  
Rosa Milagros Santos
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
The United States ◽  
Case Managers ◽  
Structured Interviews ◽  
Education Literature ◽  
Refugee Families ◽  
Special Education Process ◽  
Families With Children ◽  
Education Process

Refugees have been resettling in the United States for decades, but there has been little attention in the special education literature to this population. The existing literature notes numerous systemic barriers refugee families and professionals encounter but has not investigated the roles of professionals in refugee resettlement agencies in supporting families who have children with disabilities. In this study, we used semi-structured interviews to explore resettlement education case managers’ (ECMs) roles and experiences assisting refugee families to access special education. Our findings revealed that ECMs provided intensive support to newly resettled families by educating them on the special education process, connecting them with supports, and sharing information about disability characteristics. Implications for research and practice are also provided.

The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program

2017 ◽  
Vol 32 (4) ◽  
pp. 249-254 ◽  
Author(s):  
Robin Adair Shannon ◽  
Catherine Falusi Yonkaitis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Professional School ◽  
Unique Contribution ◽  
Eligibility Determination ◽  
Individual Evaluation ◽  
Special Education Process ◽  
The Individual ◽  
Education Process

This is the second of two articles outlining the professional school nurse’s role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse’s role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse’s vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

scholarly journals A study on family opinions concerning services provided in special education centers

2017 ◽  
Vol 12 (4) ◽  
pp. 177-192
Author(s):  
Necla Isıkdogan Ugurlu ◽  
Nilay Kayhan
Keyword(s):  
Special Education ◽  
Early Stage ◽  
Structured Interviews ◽  
City Center ◽  
Turkish Republic ◽  
Northern Cyprus ◽  
The Social ◽  
Study Results ◽  
Special Education Process ◽  
The City

This study is to diagnose and evaluate children with different special needs medically and educationally, and as a result of those evaluations, to identify families’ expectations, opinions and suggestions concerning the special education process, services and the functioning of special education institutions. The mothers of 5 children who attended special education centers located in the city center of Nicosia in the Turkish Republic of Northern Cyprus, were included. The data of the study was gathered through semi-structured interviews and the study has been designed with the research method qualitatively. The opinions of mothers were gathered under 5 main themes. The study results show that children who were diagnosed/evaluated at an early stage were integrated into education earlier and benefit more from special education institutions compared to other children. Furthermore, another conclusion of the study is that mothers’ anxiety and stress decreases as the social support they receive increases.

Disproportionality in Special Education: A Synthesis of International Research and Trends

2018 ◽  
Vol 52 (3) ◽  
pp. 163-173 ◽  
Author(s):  
North Cooc ◽  
Elisheba W. Kiru
Keyword(s):  
United States ◽  
Special Education ◽  
Children With Disabilities ◽  
The United States ◽  
Indigenous Populations ◽  
Cultural Barriers ◽  
Policy Recommendations ◽  
Student Groups ◽  
English Speaking ◽  
Special Education Identification

Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality—the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations. Nearly all studies emphasized structural inequalities in society over cultural barriers as mechanisms contributing to disproportionality. Policy recommendations, however, were more likely to focus on improving the special education identification process. The review has implications for research, practice, and policy to improve education for children with disabilities in the United States and abroad.

Ethical Practices and Parental Participation in Rural Special Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 19-23 ◽  
Author(s):  
Robert P. Trussell ◽  
Helen Hammond ◽  
Lawrence Ingalls
Keyword(s):  
Special Education ◽  
Parental Involvement ◽  
Professional Organizations ◽  
Parental Participation ◽  
Future Directions ◽  
Ethical Practices ◽  
Legal Mandates ◽  
Research Findings ◽  
Special Education Process ◽  
Education Process

The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.

Students With Disabilities From Migrant Farmworker Families: Parent Perspectives

2019 ◽  
Vol 39 (2) ◽  
pp. 60-70
Author(s):  
Georgina Rivera-Singletary ◽  
Ann Cranston-Gingras
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
English Learners ◽  
School Personnel ◽  
Semistructured Interview ◽  
Policy And Practice ◽  
Federal Policies ◽  
Migrant Families ◽  
Special Education Process ◽  
Education Process

Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.

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