Vocational Readiness Curriculum: Preparing Visually Multi-Handicapped Students for the World of Work

1985 ◽  
Vol 79 (10) ◽  
pp. 450-457
Author(s):  
Lawrence T. Mccarron ◽  
J.R. Hurst
Keyword(s):  
Special Education ◽  
Career Development ◽  
School Districts ◽  
Special Education Students ◽  
Education Students ◽  
Texas Education Agency ◽  
The World ◽  
Texas Education ◽  
Education Agency ◽  
Texas School Districts

Discusses the need for a developmental curriculum that covers the steps toward vocational readiness for visually/multihandicapped students, and outlines a curriculum program designed for the Texas Education Agency that addresses the career development needs of special education students. The curriculum is presently being field-tested in four Texas school districts with approximately 8 teachers and 35 students. Worksheets, checklists and tables are presented to illustrate different aspects of the five-point curriculum.

scholarly journals High Expense: Disability Severity and Charter School Attendance in Arizona

2011 ◽  
Vol 19 ◽  
pp. 6 ◽  
Author(s):  
Anthony M. Garcy
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Charter School ◽  
Linear Models ◽  
School Attendance ◽  
Special Education Students ◽  
Education Students ◽  
School Year ◽  
Education Agency ◽  
Student Disabilities

Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

Correlations among Special Education Students' Wisc—R IQS and Sra Scores

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1225-1226
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
Special Education ◽  
Sex Differences ◽  
School Districts ◽  
Special Education Students ◽  
Full Scale ◽  
Education Students ◽  
North Central ◽  
Academic Abilities ◽  
And Performance

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC—R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC—R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.

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.

scholarly journals Policy and principal turnover: The impact of the Texas special education cap

2021 ◽  
Vol 29 ◽  
pp. 152
Author(s):  
Zoë Mandel ◽  
Andrew Pendola
Keyword(s):  
Special Education ◽  
Odds Ratio ◽  
State Level ◽  
School Level ◽  
Principal Turnover ◽  
Texas Education Agency ◽  
Before And After ◽  
Texas Education ◽  
Education Agency ◽  
The Impact

Accountability policies in education play a significant role for the principals tasked with facilitating the implementation of these reforms at the school-level. While these policies are most often intended to improve student outcomes, this is not always the case. In some instances, these policies can prove detrimental to schools, yet principals are still responsible for compliance. In Texas, a federal investigation found the Texas Education Agency (TEA) was restricting access to special education services by incentivizing districts to enroll fewer than 8.5% of students, utilizing these numbers as a measure of district performance. The implementation of the “8.5% cap” in 2004 resulted in a sharp decline in special education enrollment. Employing a sample of all principals in Texas before and after the 2004 law, this paper examines how the 8.5% cap impacted school leader attrition during its implementation. Prior to the implementation of the cap in 2004, we find little association between the proportion of students receiving services and principal turnover. After its implementation however, we find that principals in schools enrolling more than 8.5% of students in special education had a .39 higher odds ratio of switching districts and a .14 higher odds ratio of exiting the profession. We conclude by highlighting the scarcity of school labor market research that accounts for state-level education policies and note that policy may be more associated with principal turnover than student characteristics themselves.

scholarly journals Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

2018 ◽  
Vol 15 (2) ◽  
pp. 109-119
Author(s):  
David S. Knight ◽  
David E. DeMatthews
Keyword(s):  
Special Education ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Texas Education Agency ◽  
Use Of Data ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
Education Report

Educational data offer a powerful tool for supporting equity. In this article, the authors call for a shift toward greater use of data in educator preparation programs. The authors motivate their proposal by highlighting findings from the Department of Education report released January 2018, which found that the Texas Education Agency systematically denied students special education services. The article outlines three basic metrics that stakeholders can use to identify potential noncompliance with the Individuals With Disabilities Education Act. The authors describe other ways data can be used to promote equity and close with recommendations for educator preparation policy and practice.

Sign in / Sign up

Export Citation Format

Share Document