Assessing Public School Programs for Visually Handicapped Students

1978 ◽  
Vol 72 (5) ◽  
pp. 170-172
Author(s):  
John D. Stager
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
School Districts ◽  
Program Assessment ◽  
Special Education Services ◽  
Handicapped Children ◽  
Education Services ◽  
School Programs ◽  
Visually Handicapped

Stresses that programs developed for the education of visually handicapped children in public schools must be evaluated in order to better serve the children and to justify continued support for the programs. Describes the Program Assessment of Special Education Services to Children with Special Needs with Regard to Vision that has been field tested in several Massachusetts school districts.

Is Special Education Free?

1994 ◽  
Vol 15 (3) ◽  
pp. 171-176 ◽  
Author(s):  
Joy J. Rogers
Keyword(s):  
Special Education ◽  
Public School ◽  
School Districts ◽  
Private Health Insurance ◽  
Public School Districts ◽  
Third Party ◽  
Special Education Services ◽  
Education Services ◽  
Legal Documents ◽  
History Of

When funding for special education services is limited, public school districts may be attracted by the possibility that either children's private health insurance or medicaid could be used to subsidize their special education services. Although school districts' attempts to use third-party sources to fund public school special education services have been generally unsuccessful, time-consuming, and costly, the history of such failures has mainly been published in legal documents that have been relatively inaccessible to educators. An explanation of the reasons for such failures is provided.

scholarly journals Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 43-56
Author(s):  
Solange A. Lopes-Murphy
Keyword(s):  
Special Education ◽  
Second Language ◽  
Public Schools ◽  
Emergent Bilinguals ◽  
Special Education Services ◽  
Language Abilities ◽  
Related Services ◽  
Education Services ◽  
School Settings ◽  
Steady Growth

The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.

A Study of the Incidence of Speech Deviations among Visually Handicapped Children

1963 ◽  
Vol 57 (1) ◽  
pp. 10-14 ◽  
Author(s):  
L. E. Miner
Keyword(s):  
Public Schools ◽  
Optic Atrophy ◽  
Statistical Difference ◽  
Day School ◽  
Retrolental Fibroplasia ◽  
Handicapped Children ◽  
School Programs ◽  
Visually Handicapped ◽  
Illinois Schools ◽  
School Surveys

This report has attempted to investigate the incidence of speech deviations among visually handicapped children. Two hundred and ninety-three children were surveyed and 33.8 per cent were found to have some sort of speech deviation. This statistic is four to five times higher than the incidence in public schools, depending upon which study is used for comparison. The largest category of deviations was “articulations.” There was no statistical difference between the braille students and sight-saving students in terms of speech deviations. There was no statistical difference between the number of boys and girls in comparing speech deviations. More children had a diagnosis of retrolental fibroplasia than any other eye diagnosis. The incidence of retrolental fibroplasia has decreased significantly among the blind in the past five years. Consequently, it cannot be positively stated that there is a correlation between retrolental fibroplasia and speech deviations. It is interesting to note, however, that out of fourteen students having optic atrophy, thirteen had articulation problems. It is not known, unfortunately, how many out of the total number surveyed had optic atrophy. The mean age of the children with speech deviations is 10.1 years. From this investigation it cannot be generalized that approximately one-third of all blind children have speech deviations. Numerous factors alter the interpretation of such a generalization. Both the Michigan and Illinois schools are residential schools. Perhaps the incidence might be different in day school programs. Nevertheless, it can be said that the incidence of speech deviations in visually handicapped children is higher than most estimates of defective speech in public school surveys.

The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers

2003 ◽  
Vol 25 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Liza M. Conyers ◽  
Arthur J. Reynolds ◽  
Suh-Ruu Ou
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Public Schools ◽  
Low Income ◽  
Family Background ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Placement ◽  
Preschool Intervention ◽  
Long Term Impact

This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.

Legal Framework for the Education of Individuals With Disabilities in Mexico

2020 ◽  
pp. 105345122096309
Author(s):  
Marisol Sanchez ◽  
Aída Imelda Valero Chávez ◽  
Matthew D. O’Donnell ◽  
Berenice Pérez Ramírez ◽  
Theresa A. Ochoa
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Legal Framework ◽  
Educational Services ◽  
Depression And Anxiety ◽  
Special Education Services ◽  
Education Services ◽  
Legal Provisions ◽  
Trained Personnel

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are excluded from educational supports in public schools. Despite laws that state that special education services must be available in all settings, including juvenile prisons, adolescents with psychosocial disabilities lack access to educational programs and properly trained personnel. This article describes Mexico’s special education legal provisions, noting that adolescents with psychosocial disabilities do not receive the same educational services mandated for students in general education.

Legal Considerations in Providing Special Education Services in Parochial Schools

1998 ◽  
Vol 64 (3) ◽  
pp. 385-394 ◽  
Author(s):  
Allan G. Osborne ◽  
Philip DiMattia ◽  
Charles J. Russo
Keyword(s):  
Special Education ◽  
School Districts ◽  
Students With Disabilities ◽  
Private School ◽  
Parochial Schools ◽  
Parochial School ◽  
Special Education Services ◽  
School Students ◽  
Related Services ◽  
Education Services

The Individuals with Disabilities Education Act (IDEA) requires public school districts to provide special education and related services to students with disabilities enrolled in private schools. When the private school is a parochial school this issue may be complicated because of the First Amendment's separation of church and state doctrine. Until recently, providing most on-site special education services was prohibited. A recent U.S. Supreme Court decision lifted the ban, and the 1997 amendments to IDEA have helped to clarify a school district's obligation for providing services to parochial school students. In this article the authors summarize and analyze the major court decisions concerned with the provision of special education and related services to parochial school students and discuss their implications for providing on-site special education services at parochial schools. In particular, two questions are addressed: Must private school students with disabilities be provided with the same level of services as their public school peers? Are school districts required to provide parochial school students with on-site special education services?

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