What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.

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A Follow-Up Study on Recidivism among Adjudicated Juveniles with Special Education in the Juvenile Correctional Facility

Youth Justice ◽

10.1177/1473225420923764 ◽

2020 ◽

Vol 20 (3) ◽

pp. 328-343

Author(s):

Taiping Ho ◽

Gregory C. Rocheleau

Keyword(s):

Special Education ◽

Logistic Regression ◽

Juvenile Offenders ◽

Multivariate Analyses ◽

Correctional Facility ◽

Education Programs ◽

Level Of Education ◽

Follow Up Study ◽

Special Education Programs

This study examines recidivism among adjudicated juveniles in special education programs in the juvenile correctional facility during the period of 2009–2015. There were two aims of this research: to conduct exploratory analyses of recidivism and to examine whether level of education relates to recidivism among this segment of juvenile offenders. Results revealed that 37.6 % of adjudicated juveniles with special education recidivated and that 52 % of those who recidivated were recommitted within 12 months of being released. Results from logistic regression also show that education failed to significantly predict recidivism once other factors were controlled for in multivariate analyses.

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Aversives in Special Education Programs for Behaviorally Disordered Students: A Debate

Behavioral Disorders ◽

10.1177/019874298501000404 ◽

1985 ◽

Vol 10 (4) ◽

pp. 295-304 ◽

Cited By ~ 2

Author(s):

Robert H. Zabel ◽

Reece Peterson ◽

Robert Zabel ◽

Ellen McGinnis ◽

Deborah Scott-Miller ◽

...

Keyword(s):

Special Education ◽

Education Programs ◽

Behaviorally Disordered ◽

Special Education Programs

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Why Special Education Isn 't Special

Harvard Educational Review ◽

10.17763/haer.44.4.kn473331q325g167 ◽

1974 ◽

Vol 44 (4) ◽

pp. 437-458 ◽

Cited By ~ 19

Author(s):

Carl Milofsky

Keyword(s):

Special Education ◽

Public School ◽

Special Educators ◽

Education Programs ◽

Special Education Programs

Special education has developed in recent years to diagnose more effectively and teach children who, for a wide variety of reasons, cannot learn from a regular curriculum. In this article, the author notes that despite their increasing size and sophistication, special education programs have not been successful for the majority of their students. He suggests that one reason for their ineffectiveness may be the ways in which special educators-teachers,psychologists and administrators-relate to the regular personnel of schools. Because special education is marginal to public school operation, political and organizational obstacles may infringe on the autonomy, funds, and quality of programs special educators can provide.

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Social Interaction Patterns of High and Low Status Behaviorally Disordered Students within Self-Contained Classroom Settings: A Pilot Investigation

Behavioral Disorders ◽

10.1177/019874298501000108 ◽

1984 ◽

Vol 10 (1) ◽

pp. 20-26 ◽

Cited By ~ 3

Author(s):

Larry Maheady ◽

Diane M. Sainato

Keyword(s):

Special Education ◽

Social Interaction ◽

Social Behavior ◽

Social Interactions ◽

Free Play ◽

High Status ◽

Interaction Patterns ◽

Education Programs ◽

Behaviorally Disordered ◽

Special Education Programs

The purpose of the present investigation was to provide information regarding the social interaction patterns of behaviorally disordered students in self-contained special education programs. The highest and lowest sociometrically rated students in each of three elementary, self-contained special education programs were observed during free play time for 5 minutes each day over a 4-week period. The quantity (frequency), quality (positive or negative), and reciprocal nature of their social interactions with classroom peers were recorded. Results of this investigation indicate that, for the most part, social interactions among behaviorally disordered youngsters were both positive and reciprocal in nature. In addition, no discernible differences were noted between the target-initiated social behavior of high and low status students. However, specific differences were found in peer social behavior that was directed toward the target subjects. High status students were the recipients of (a) higher rates of peer initiations, (b) greater percentages of positive social initiations, and (c) fewer negative social contacts. Low status children, on the other hand, encountered fewer peer-initiated contacts, and of these, a greater percentage were negative in nature. Implications for future research are discussed.

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The State-Federal Rehabilitation Program: Interface with Special Education

Council review ◽

10.1177/001440298905600110 ◽

1989 ◽

Vol 56 (1) ◽

pp. 70-77 ◽

Cited By ~ 6

Author(s):

Edna Mora Szymanski ◽

John King ◽

Randall M. Parker ◽

William M. Jenkins

Keyword(s):

Special Education ◽

Vocational Rehabilitation ◽

Rehabilitation Program ◽

The State ◽

Education Programs ◽

Evaluation Standards ◽

History Of ◽

Special Education Programs ◽

State And Local ◽

Program Interface

There are many differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program. The differences are highlighted through discussion of the history of the state-federal VR program, differing definitions of individuals with disabilities (used in VR and special education), operation of the VR program, and funding differences and resultant differences in evaluation standards between VR and special education programs. Recommendations are made to effect productive interaction between special education and state-federal VR agencies.

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