Washington view: How have special education students fared during the pandemic?

2021 ◽  
Vol 103 (3) ◽  
pp. 62-63
Author(s):  
Maria Ferguson
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Students With Disabilities ◽  
Special Education Students ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Recovery Plan

Maria Ferguson talks with Lindsay E. Jones, president and CEO of the National Center for Learning Disabilities, about the effects of the COVID-19 pandemic on students with disabilities. So far, there has been little research into the effects of the pandemic, but previous research shows that being away from school has more of an effect on students with learning disabilities. They also discuss how states are planning to use the funds made available under the American Recovery Plan and the challenge of balancing the need for flexibility to distribute funds quickly with the need to ensure that students’ needs are being met.

scholarly journals Employability Skills of Students with Learning Disabilities in Sekolah Menengah Pendidikan Khas Vokasional Indahpura

2019 ◽  
Vol 9 (2) ◽  
pp. 2622-2629
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Special Education Students ◽  
Employability Skills ◽  
Survey Method ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Pearson Coefficient ◽  
Strong Positive Relationship

The unemployability among special education students with learning disabilities in Malaysia is seen to be alarming. Their skills often disputed by some of the community and are considered working inefficiently. Hence, this study is conducted to identify the employability skills among the learning disabilities students in Sekolah Menengah Pendidikan Khas (SMPK) Vokasional Indahpura. This quantitative study through a survey method involved 60 of the second year learning disabilities students of SMPK Vokasional Indahpura. A set of questionnaires was adapted from the Secretary's Commission on Achieving Necessary Skills (SCANS) and the General Self-Efficacy (GSE) scale to study the employability skills and self-efficacy were used as the instrument of this study. The data obtained are statistically analysed using frequency, mean, standard deviation, percentage, t-test, one-way ANOVA, and Pearson Coefficient through the Statistical Package for Social Science (SPSS) 19.0 version. The results have shown that students employability skills and self-efficacy level are moderate. There are significant differences in the students' employability skills in terms of courses attended. However, there were no significant differences in the students' employability skills in terms of career transition. The study has identified there is a strong positive relationship between students self-efficacy and employability skills. It is concluded that special education students with learning disabilities need to improve their employability skills by continuously engaging in the entrepreneurship program, community program, self quality enhancement courses as well as training at the relevant agencies to become a better person, competitive and able to serve the country

Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students

1996 ◽  
Vol 15 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Richard T. Roessler ◽  
Karen Foshee
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Regular Education ◽  
Vocational Identity ◽  
Special Education Students ◽  
Special Education Teacher ◽  
Education Students ◽  
Barriers To Employment ◽  
Post Test ◽  
Vocational Situation

A special education teacher in a small rural high school instructed 23 students with disabilities in the occupational domain of the Life Centered Career Education curriculum. The students increased their Performance Battery scores from pre to post test, achieving both mastery on the competency tests and a skill level comparable to that of regular education students (n=15). Although the instructed students tended to report increased levels of occupational information from pre to post testing, they did not report fewer barriers to employment or increased vocational identity on the My Vocational Situation test.

Kaedah E–suara Dalam Peperiksaan Murid–murid Pendidikan Khas

2012 ◽  
Author(s):  
Mohd Hanafi Mohd Yasin ◽  
Mohd Mokhtar Tahar ◽  
Lokman Tahir ◽  
Md. Amin Kasbin ◽  
Fauzi Ramli ◽  
...  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Conventional Method ◽  
Special Education Students ◽  
Education Students ◽  
Alternative Evaluation ◽  
Paper And Pencil ◽  
Examination Question ◽  
Better Than

Kajian ini bertujuan untuk mengenal pasti keberkesanan kaedah e–suara dalam membantu murid-murid pendidikan khas kategori bermasalah pembelajaran dalam menjawab soalan peperiksaan tanpa melakukan modifikasi dari segi isi kandungan atau kualiti soalan peperiksaan berkenaan. Pentaksiran alternatif yang dilakukan dalam kajian ini menggunakan pendekatan penyampaian soalan berbantukan komputer, iaitu suatu transformasi daripada pentaksiran pendekatan konvensional berbentuk paper–and–pencil. Dalam kajian ini, sebanyak 163 orang murid tingkatan 3 pendidikan khas bermasalah pembelajaran dari seluruh negara diambil sebagai sampel kajian. Sampel ini dibahagikan kepada tiga kumpulan, iaitu (1) kumpulan murid yang menjawab soalan peperiksaan dengan menggunakan kaedah konvensional; (2) kumpulan murid yang menjawab soalan peperiksaan dengan menggunakan kaedah e–suara I, iaitu melihat dan mendengar item soalan melalui komputer tetapi menjawab dengan cara biasa/konvensional; (3) kumpulan murid yang menjawab soalan peperiksaan menggunakan kaedah e–suara II, iaitu membaca dan mendengar item soalan melalui komputer dan menjawabnya dengan bantuan komputer. Dapatan kajian menunjukkan bahawa tahap pencapaian subjek kajian (SK) pendidikan khas bermasalah pembelajaran yang menggunakan kaedah e–suara II lebih baik dengan skor min sebanyak 8.35 berbanding dengan dua kaedah penilaian lain. Secara keseluruhan, kajian ini membuktikan bahawa kaedah e–suara dapat membantu murid–murid pendidikan khas bermasalah pembelajaran menjawab soalan peperiksaan dengan lebih yakin berbanding dengan kaedah lain. Kata kunci: Pentaksiran; e–suara; pendidikan khas; peperiksaan; teknologi pendidikan This research aims to investigate the effectiveness of e–suara in helping special education students categorized as learning disabilities in answering examination questions without changing the content or quality of the questions. The alternative evaluation carried out in this research was computeraided which was a transformation from the conventional paper–and–pencil approach. A total of 163 special education form two students nationwide were selected as sample in the research. They were divided into three groups; (1) group of students who answered the examination questions by using the conventional method; (2) students who answered the examination questions by using the e–suara I method, that is seeing and reading and listening to the examination questions through computer but answered the questions by using the conventional method; and (3) group of students who used e–suara II method that is seeing/reading and listening to examination questions and answered using the computer. Findings show that students who answered questions using the e–suara II method performed better in the examination with min score of 8.35 compared to the other two groups. Generaly, e–suara method can help special education students to answer examination question better than the conventional method. Key words: Assessment; e–suara; special education; examination; educational technology

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

2020 ◽  
pp. 016237372096855
Author(s):  
Kaitlin P. Anderson
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Students ◽  
Educational Setting ◽  
Disciplinary Referrals ◽  
Education Students ◽  
Level Data ◽  
Inclusive Settings ◽  
The Relationship

Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves.

Categorical and Programming Changes in Special Education Services

1993 ◽  
Vol 59 (6) ◽  
pp. 547-555 ◽  
Author(s):  
Douglas W. Halgren ◽  
Harvey F. Clarizio
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Grade Level ◽  
Special Education Students ◽  
Special Education Services ◽  
Education Students ◽  
Parent Survey ◽  
Rates Of Change ◽  
Record Review ◽  
Initial Classification

Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.

scholarly journals “We Kind of do not Dare to Tell Everybody that we are in a Program for Disabled Students, Because Some are Afraid that they will be Made Fun of.”

2021 ◽  
pp. 1-24
Author(s):  
Anna Björk Sverrisdóttir ◽  
Geert Van Hove
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Power Relations ◽  
Special Education Students ◽  
Education Students ◽  
Disabled Students ◽  
The World ◽  
Common Thread ◽  
The Way

Abstract Implementing inclusive education has proven problematic all over the world. The reasons are multiple, but one of them can presumably be related to the way students with disabilities are “created”, viewed, and responded to as “special education students” within schools. To challenge this, we need to understand students’ position within the school. In this article, the focus is on identifying the position of students who receive special education in schools in Iceland by mapping their power relations and resistance within the discursive norm of special education. We use the method of thinking with theory and read data in accordance with Foucault’s theories of power relations and resistance and Deleuze and Guattari’s concepts of line of flight and becoming. Findings show that power relations affect students variously and although students’ resistance is manifested differently between individuals, a common thread is visible when resisting their static position as special education students.

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