Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

2019 ◽  
Vol 45 (1) ◽  
pp. 13-38 ◽  
Author(s):  
Brittany L. Hott ◽  
Beth Ashby Jones ◽  
Jacqueline Rodriguez ◽  
Frederick J. Brigham ◽  
Amelia Martin ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Functional Performance ◽  
Individualized Education Program ◽  
Rural Students ◽  
Social Emotional ◽  
General Curriculum ◽  
Related Services ◽  
Behavioral Needs ◽  
Independent School Districts ◽  
To Receive

Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) whether the degree to which the IEP documents conform to both procedural and substantive requirements for development. A review of 126 IEPs suggests that although IEPs are somewhat compliant, they fail to comprehensively address student needs or align across areas, violating the spirit of Individuals with Disabilities Education Improvement Act. Recommendations and future areas of inquiry are provided.

scholarly journals Canadian Postsecondary Students With Disabilities: Where Are They?

2003 ◽  
Vol 33 (3) ◽  
pp. 71-113
Author(s):  
Catherine S. Fichten ◽  
Jennison V. Asuncicion ◽  
Maria Barile ◽  
Chantal Robillard ◽  
Myrtis E. Fossey ◽  
...  
Keyword(s):  
Community Colleges ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Support Services ◽  
Postsecondary Institutions ◽  
Related Services ◽  
Disability Support Services ◽  
Post Secondary ◽  
Disability Support ◽  
To Receive

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services.

Lessons Learned From a Descriptive Review of Rural Individualized Education Programs

2020 ◽  
pp. 002246692097267
Author(s):  
Brittany L. Hott ◽  
Beth Ashby Jones ◽  
Kathleen M. Randolph ◽  
Emily Kuntz ◽  
John W. McKenna ◽  
...  
Keyword(s):  
Special Education ◽  
Progress Monitoring ◽  
Functional Performance ◽  
Individualized Education Program ◽  
Lessons Learned ◽  
Future Research ◽  
Individualized Education ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Regulatory Standards

Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 133 IEPs from seven rural districts that were interested in evaluating their compliance with state and federal special education regulations. The researchers evaluated (a) the present level of academic and functional performance (PLAAFP), (b) IEP goals, (c) PLAAFP and goal alignment, and (d) progress monitoring. Fewer than 7% of the IEPs examined included PLAAFP statements, goals, and contingencies for progress monitoring that met regulatory standards. The majority of IEPs (74%) evaluated did not provide complete statements of how a student’s disability affected school performance. Methods for quantitative progress monitoring were also frequently absent from the documents (23%). Furthermore, the PLAAFP, goals, and progress monitoring were often unaligned. Implications for school practice and areas for future research are reported.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Using curriculum-based measurement data to monitor the effectiveness of the Wilson Reading System for students with disabilities: an exploratory study

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
David Duff ◽  
Molly Susanne Stebbins ◽  
Melissa Stormont ◽  
Erica Susanne Lembke ◽  
David J. Wilson
Keyword(s):  
Students With Disabilities ◽  
Language Impairment ◽  
Measurement Data ◽  
Future Research ◽  
Curriculum Based Measurement ◽  
Related Services ◽  
Wilson Reading System ◽  
Reading System ◽  
Practical Implications ◽  
Over Time

AbstractThe purpose of this study was to contribute to the literature on the promise of the Wilson Reading System (WRS) for students with disabilities. School professionals monitored the growth of students over time using curriculum-based measurements. Participants included 51 students (53% male, 47% female) from six schools (five elementary, one middle school); the vast majority (80%) qualified for free or reduced lunches. All students were receiving special education and related services, and most had either a learning disability or a language impairment (62%). Certified teachers implemented the WRS. Results demonstrated students had significant growth in their reading over time. Directions for future research and practical implications are discussed.

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

Students with Special Needs Who Are Gifted and Talented (Twice Exceptional)

2020 ◽  
Author(s):  
Nina Yssel ◽  
Kristie Speirs Neumeister ◽  
Virginia Burney
Keyword(s):  
Students With Disabilities ◽  
Gifted And Talented ◽  
Time Management ◽  
Study Skills ◽  
Masking Effect ◽  
Full Potential ◽  
Social Emotional ◽  
Students With Special Needs ◽  
Twice Exceptional ◽  
Academic Challenges

Twice-exceptional (2e) students demonstrate both high ability and a disability. With their unique combination of advanced abilities and academic challenges, 2e learners do not fit neatly into a single category and often tend to get lost in the system. In spite of the fact that 2e students have been estimated to make up 2–9% of students with disabilities, they often remain unidentified due to the masking effect, in which one exceptionality masks the other, as well as their remarkable ability to compensate for areas of weakness. Once identified, programming presents challenges; for example, remediation may become the focus and the learner’s strengths ignored. In addition to providing enrichment and remediation, teachers have to consider the social-emotional needs of 2e students and how they learn. Problems with time management, organizational, and study skills not only result in frustration for students, parents, and teachers but also have a direct effect on 2e students’ academic performance. These students are characterized by a pattern of strengths and weaknesses, and programming should include support in their areas of need and validation of their strengths. When both exceptionalities are addressed successfully, 2e learners can reach their full potential.

Effective Self-Determination Practices for Students with Disabilities: Implications for Students with Visual Impairments

2019 ◽  
Vol 113 (2) ◽  
pp. 114-128
Author(s):  
Jennifer L. Cmar
Keyword(s):  
Students With Disabilities ◽  
Low Vision ◽  
Contextual Information ◽  
Visual Impairments ◽  
Individualized Education Program ◽  
Self Determination ◽  
Computer Assisted ◽  
Self Advocacy ◽  
Starting Point ◽  
Year 2000

Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included in the review. Results: A total of 14 articles were identified that focused on the following interventions: Self-Determined Learning Model of Instruction, Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy, Self-Directed Individualized Education Program, and Computer-Assisted Instruction. The levels of evidence supporting each intervention varied from potential to moderate, with none falling into the strong category. Discussion: Although several studies included at least one student with visual impairment, their results were not disaggregated by disability category. As a result, the existing literature does not allow for any specific conclusions to be made about the effects of these interventions on students with visual impairments. Additional research that evaluates self-determination interventions among this population is warranted. Implications for practitioners: By providing descriptions of six self-determination interventions and research evidence (including contextual information) supporting each one, this study serves as a starting point for practitioners to identify curricula that may be used to promote self-determination among their students. For students with visual impairments to fully benefit from these interventions, preteaching and accommodations by teachers of students with visual impairments or orientation and mobility specialists is necessary.

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