Functional Criteria in Basic Math Skill Proficiency

1978 ◽  
Vol 2 (2) ◽  
pp. 28-36 ◽  
Author(s):  
Stillman Wood ◽  
Linda Burke ◽  
Harold Kunzelmann ◽  
Carl Koenig
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Regular Education ◽  
Basic Skill ◽  
Regular Education Teachers ◽  
Math Skills ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Mathematical Skills ◽  
Education Plans

Proficiency standards for thirty-nine critical math skills were developed based on the performance of 49 adults whose chosen careers required mathematical skills. These standards will help regular education teachers write and meet basic skill objectives. Also, special education teachers can use these standards in individualized education plans and to improve mainstreaming efforts.

Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury

2020 ◽  
Vol 51 (3) ◽  
pp. 839-851 ◽  
Author(s):  
Judy Harvey ◽  
Kelly Farquharson ◽  
Whitney Schneider-Cline ◽  
Erin Bush ◽  
Christina Yeager Pelatti
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
Cognitive Processes ◽  
Future Research ◽  
Special Education Services ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Education Services ◽  
Education Plans

Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.

scholarly journals ENJEUX DE COLLABORATION ENTOURANT LE PLAN D’ENSEIGNEMENT INDIVIDUALISÉ. ENTRE PROCESSUS D’INCLUSION ET D’EXCLUSION

2019 ◽  
Vol 54 (2) ◽  
pp. 349-368
Author(s):  
Nathalie Bélanger ◽  
Joannie St-Pierre
Keyword(s):  
Literature Review ◽  
Social Relationships ◽  
Search Engines ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
The Social ◽  
Education Plans

This article examines the roles of actors engaged in the preparation and implementation of individualized education plans (IEP), which are considered as devices that organize the social relationships between community and school actors. A literature review conducted using search engines and based on precise criteria allows for a discussion on the roles of these actors and their collaboration with regards to recently developed directions in inclusion and the possible effects of exclusion.

scholarly journals Exploring the K-5 special education referral process in one Midwest suburban school district

2017 ◽  
Author(s):  
◽  
Jake W. Boswell
Keyword(s):  
Special Education ◽  
School District ◽  
School Environment ◽  
Regular Education ◽  
Evaluation Process ◽  
Referral Process ◽  
Regular Education Teachers ◽  
Special Education Referral ◽  
Suburban School District ◽  
Referrals For Special Education

Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn, 2006; Mamlin and Harris, 1998; and Ysseldyke et al.,1982). Consequently, this behavior leads to over identification of students from minority cultures due to their struggle to assimilate into the school environment (Deninger, 2008; Klingner and Harry, 2006; Parette, 2005; Poon-McBrayer and Garcia, 1994; Skiba et al., 2008; Wehmeyer and Schwartz, 2001). This study seeks to better understand the special education referral process in one Midwestern school district. Specifically, this qualitative study employed focus groups, interviews, and artifact collection to engage K-5 regular education teachers in conversations about common behaviors that prompt a referral for special education evaluation. The research was conducted in three elementary schools in a metropolitan school district.

Contents of Individualized Education Plans for Children With ADHD

2006 ◽  
Author(s):  
Justin A. Naylor ◽  
Gregory A. Fabiano ◽  
William E. Pelham ◽  
Christopher Niemic
Keyword(s):  
Individualized Education ◽  
Individualized Education Plans ◽  
Children With Adhd ◽  
Education Plans

scholarly journals Representations of Learning Disabilities in Portugal

Psychologica ◽  
2019 ◽  
Vol 62 (2) ◽  
pp. 75-93
Author(s):  
Cristina Petrucci Albuquerque
Keyword(s):  
Learning Disabilities ◽  
Special Education Teachers ◽  
Regular Education ◽  
School Failure ◽  
Family Interactions ◽  
Regular Education Teachers ◽  
Specific Nature ◽  
Educational Support ◽  
Education Professionals ◽  
Professional Groups

It is essential to study learning disabilities (LD) representations by education professionals since they are the ones who are more directly involved in their identification and intervention. This research analyzes the representations of the concept of LD of 310 Portuguese education professionals (regular education teachers, special education teachers, and psychologists). Through a questionnaire that consists of three parts, we examine the perspectives of the professionals regarding: 1) the identification criteria (e.g., exclusion; discrepancy; RTI) and the phenomenology of LD (manifestations; specific nature of LD); 2) the use, broad or narrow, of the LD term; and 3) the Portuguese legislation regarding LD. The results obtained indicate the agreement with the manifestations of LD (e.g., low achievement), with the criterion of discrepancy and with a dimensional view of LD. The professionals considered that LD may be due to contextual factors (e.g., socioeconomic disadvantage, family interactions, and inadequate teaching conditions). Participants also expressed agreement with a very comprehensive use of the term (e.g., in the absence of a diagnosis, in school failure situations). Education professionals also expressed a negative perspective regarding the educational support given to LD in Portugal. The comparisons between professional groups have documented the existence of certain significant differences.

scholarly journals Evaluating Parent Participation in Individualized Education Programs by Opinions of Parents and Teachers

2019 ◽  
Vol 7 (2) ◽  
pp. 76 ◽  
Author(s):  
Ş. Şenay İlik ◽  
Rukiye Konuk Er
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Ground ◽  
Parent Participation ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Iep Process ◽  
Descriptive Survey

All individuals who are responsible for the education of learners with special needs must actively participate in Individualized Education Programs (IEP). Moreover, IEP is a common ground encouraging educators and parents to work together on an education plan. This study aims to evaluate the opinions of both parents and teachers regarding parent participation in IEP. The qualitative approach was used in this study. To profoundly examine the opinions of parents and special education teachers and to make them explain it in their own words, descriptive survey model, one of the qualitative research methods, was used. Descriptive survey model enables to organize data according to the themes put forward by the research questions and to present it by considering questions and dimensions. The purposive sampling method was used in this study to obtain more detailed information regarding the opinions of special education teachers and parents with children with special needs about the preparation and implementation process of IEP. 22 teachers and 25 parents participated in the study. Data were analyzed through content analysis. It was found that most of the parents do not know anything about IEP. It was also found that parents are not involved in the IEP process and they are not invited by the school/institution. As for the opinions of teachers, it was found that they have some problems about getting the parents to involve in the IEP process. It was seen that teachers are lack of knowledge regarding how to include parents in the IEP process.

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