Teacher Race and Racial Disparities in Special Education

2019 ◽  
Vol 40 (4) ◽  
pp. 213-224 ◽  
Author(s):  
Rachel Elizabeth Fish
Keyword(s):  
Special Education ◽  
Predominantly White ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Students Of Color ◽  
Autism Spectrum ◽  
Teachers Of Color ◽  
Special Education Services ◽  
Teacher Race

The U.S. teacher population is predominantly White, yet research has not yet determined how teacher race might matter to the identification of students with disabilities. This study examines the role of teacher racial composition in special education service receipt. Findings show that schools’ proportion of teachers of color, net of all other factors, is associated with students’ increased odds of receiving special education services for all categories of disability, with the exception of emotional disturbance and autism spectrum disorder. These findings may reflect higher expectations of students held by teachers of color, which may lead to greater special education receipt for students who are not performing as well as expected. Although the effects do not vary by student race for most categories of disability, the evidence presented here suggests that increased representation of teachers of color ameliorates some underrepresentation of students of color in special education.

Helping Teachers Understand and Mitigate Trauma in Their Classrooms

2021 ◽  
pp. 004005992110618
Author(s):  
Lynn S. Burdick ◽  
Catherine Corr
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Emotional Responses ◽  
Classroom Environments ◽  
Special Education Services ◽  
Education Services ◽  
Working Together ◽  
Trauma Informed

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza’s life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Supporting the needs of students with undiagnosed disabilities

2018 ◽  
Vol 100 (3) ◽  
pp. 45-50 ◽  
Author(s):  
Julia Silverman Schechter
Keyword(s):  
High School ◽  
Special Education ◽  
Students With Disabilities ◽  
Public University ◽  
School Experience ◽  
Recent Survey ◽  
Special Education Services ◽  
Education Services ◽  
Underserved Students ◽  
Postsecondary Success

Students with disabilities, especially those with non-apparent conditions, are entering universities in growing numbers. Yet more and more students are going off to college unprepared to manage their disabilities, in part because their high schools are overburdened, understaffed, and uninformed to identify and support them. A recent survey of students receiving disability supports at one public university revealed that the majority of these undergraduates with disabilities did not receive special education services in high school, instead waiting until college to seek help. Respondents reflected on what could have been improved about their high school experience, and they offered advice to school practitioners as to how to support these underserved students for postsecondary success.

Special Education Is Associated With Reduced Odds of School Discipline Among Students With Disabilities

2021 ◽  
pp. 0013189X2098258
Author(s):  
Sarah Hurwitz ◽  
Emma D. Cohen ◽  
Brea L. Perry
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Disruptive Behavior ◽  
School Discipline ◽  
Urban School District ◽  
Behavioral Characteristics ◽  
Special Education Services ◽  
Special Education Referral ◽  
Novel Approach ◽  
Decomposition Models

Students with disabilities are disciplined at disproportionately high rates, despite federal laws designed to ensure disciplinary protection. We examine the association between disability and discipline using a novel approach, investigating whether behavior problems trigger special education referral, and if disciplinary outcomes change once students are enrolled. Using longitudinal data from an urban school district, we estimate lagged variance decomposition models that disaggregate the outcomes of special education services from the behavioral characteristics that prompt disciplinary responses. We find that (1) ongoing disruptive behavior leads to placement in special education and (2) receiving special education is associated with a reduced likelihood of punishment. Earlier identification is vital in order to treat, rather than punish, disruptive behavior.

They’re Not All at Home

2016 ◽  
Vol 24 (4) ◽  
pp. 247-256 ◽  
Author(s):  
Chin-Chih Chen ◽  
Dennis P. Culhane ◽  
Stephen Metraux ◽  
Jung Min Park ◽  
Jessica C. Venable ◽  
...  
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Behavioral Interventions ◽  
Early Adolescents ◽  
Language Impairments ◽  
Serious Emotional Disturbance ◽  
Urban School District ◽  
Special Education Services ◽  
Data Set ◽  
Residential Placements

Using an integrated administrative data set, out-of-home residential placements (i.e., child welfare, juvenile justice, mental health) were examined in a sample of early adolescents in a large urban school district. Out-of-home placements were tracked across Grades 7 to 9 in a population of 58,000 youth. This included 10,911 students identified for special education (7,028 with learning disabilities, 1,247 with serious emotional disturbance, 1,245 with intellectual disabilities, 804 with speech and language impairments, and 587 with other disabilities). Students who received special education were twice as likely to experience out-of-home placements. The rates and types of out-of-home placements were differentially related to specific special education classifications. In particular, youth with serious emotional disturbance were more likely to experience out-of-home placements and to be involved in multiple sectors. Findings are discussed in relation to the development of intensive emotional and behavioral interventions for early adolescents who receive special education services.

scholarly journals Positionality: Reflecting on the Research Process

2014 ◽  
Author(s):  
Brian Bourke
Keyword(s):  
Predominantly White ◽  
Students Of Color ◽  
Research Process ◽  
Potential Influence ◽  
Research Setting ◽  
Research Project ◽  
Color Experience ◽  
Predominantly White University ◽  
Challenges And Opportunities

Through this article, the author provides a reflection on the role of positionality in research, following the completion of a qualitative research project. Through the research project, the White researcher sought to explore the ways in which students of color experience a predominantly White university. Drawing on literature and findings from the research project, the author highlights potential challenges and opportunities of being cognizant of one’s positionality. These reflections illustrate the significance of positionality and serve as a reminder of its potential effects on the research process, as well as on participants and the researcher. The manuscript concludes with recommendations for researchers to carefully consider the potential influence of their positionality in any research setting.

scholarly journals Bullying and Victimization among Students in Special Education and General Education Curricula

2011 ◽  
Vol 21 (3) ◽  
Author(s):  
Chad A Rose ◽  
Dorthy L Espelage ◽  
Steven R Aragon ◽  
John Elliott
Keyword(s):  
Special Education ◽  
Middle School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Studies ◽  
Special Education Services ◽  
Education Programs ◽  
School Students ◽  
Education Services ◽  
Univer Sity

International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.

The Educational Rights of Students with Chronic Disease

2020 ◽  
pp. 550-577
Author(s):  
Thomas C. Gibbon ◽  
Jenifer Cline ◽  
Christopher L. Schwilk ◽  
Patricia D. Hosfelt ◽  
David F. Bateman
Keyword(s):  
Special Education ◽  
Chronic Disease ◽  
Students With Disabilities ◽  
Section 504 ◽  
Special Education Services ◽  
Related Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Educational Rights ◽  
Definition Of

Effective implementation of services for students with chronic disease in any school district relies on a solid understanding of the rules and regulations governing the educational rights of those with disabilities. This chapter enumerates the history of the educational rights of students with disabilities, describes the key laws as promulgated by the federal government, provides a definition of a disability based on these laws, possible categories of special education services and the qualification process for 504 or special education services. This chapter discusses the consideration for education in the least restrictive environment, and key components in the development of both IEP's and Section 504 plans, issues related to providing a free appropriate public education, and the Family and Educational Rights Privacy Act. It concludes with a discussion of working with related services personnel. The two main ways students with chronic disease receive services is under IDEA in the category of Other Health Impaired or under Section 504 of the Rehabilitation Act.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

The Sociometric Status of Students with Disabilities in a Full-Inclusion School

1995 ◽  
Vol 62 (1) ◽  
pp. 6-19 ◽  
Author(s):  
Paul Sale ◽  
Doris M. Carey
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Sociometric Status ◽  
Control Group ◽  
Social Perceptions ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Full Inclusion ◽  
Education Services ◽  
Perceptions Of Students

This study examined the sociometric status of children with disabilities in a full-inclusion school that did not use eligibility labels for special education services. The study used a positive and negative peer nomination technique to interview all students. The subject population included students with a range of disabilities; the majority were students with learning disabilities. Findings indicated significant differences between how students who were currently eligible for special education services and students who were likely eligible for services were perceived by their peers when compared to a control group. Full-inclusion strategies did not eliminate negative social perceptions of students with disabilities.

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