Parents of Youth with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 134-142 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Youth With Disabilities ◽  
Education Administrators ◽  
School Youth

Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.

What Do Pupils with Disabilities Have to Say About Their Experience in High School?

1999 ◽  
Vol 20 (2) ◽  
pp. 67-83 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Maris Plavins ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Peer Tutors ◽  
Youth With Disabilities ◽  
Teachers And Parents ◽  
Education Administrators

The data reported here were obtained as part of a large 3-year study to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with and without disabilities, and their parents. The youth attended five representative public schools and one private school in Washington State. This study focuses only on data obtained from the youth. We interviewed 54 and surveyed 231 youth with disabilities and studied the class schedules of 345 others. We also interviewed 3 and surveyed 10 students without disabilities who served as peer tutors in one school. Data from all those sources were summarized in the form of 10 research questions. Two major themes that emerged from this study are discussed. Moreover, we include a list of recommendations for teachers and parents who serve youth with disabilities.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

A Policy Study of P. L. 94–142

1981 ◽  
Vol 48 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Lee M. Joiner ◽  
David A. Sabatino
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Special Education Administrators ◽  
Regular Educators ◽  
Special Education Policy ◽  
Middle Range ◽  
Level Of Consciousness ◽  
Policy Statements ◽  
Education Administrators

The study sought to determine the “level of consciousness” of selected regular and special educators for 50 competing educational policy statements. Fifty of the most frequently occurring policy items were selected, 20 arising as key concepts of the 1975 Education for All Handicapped Children Act (P.L. 94–142), intermingled with 30 of the most pressing issues drawn from the current regular (general) and vocational education literature. A Q-sort procedure required 199 general and special education teachers and administrators to prioritize the general and special education policy items, sorting them according to their importance. A discriminant functions analysis disclosed that respondents could be correctly classified as special or regular educators with 68% accuracy (cross-validated) on the basis of their level of consciousness for 11 P.L. 94–142 policy items. Special education administrators demonstrated the highest level of consciousness, general education administrators the lowest, and teachers the middle range.

scholarly journals Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices

2018 ◽  
Vol III (IV) ◽  
pp. 127-141
Author(s):  
Gulnaz Hameed ◽  
Intzar Hussain Butt
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Private School ◽  
Teaching Practices ◽  
School Teacher ◽  
Public High School ◽  
Public School Teachers ◽  
School Teachers ◽  
Text Book

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

scholarly journals Choosing a career path in agriculture: A tough calling for youths in Ibadan metropolis, Nigeria

2019 ◽  
Vol 52 (1) ◽  
pp. 27-37
Author(s):  
Oluwakemi Adeola Obayelu ◽  
Ifeoluwa Olawale Fadele
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Private School ◽  
National Development ◽  
Negative Attitude ◽  
School Students ◽  
Tertiary Institution ◽  
Equal Distribution ◽  
Tertiary Institutions

Abstract The decline in youth population and the upsurge in ageing farmer population have resulted in low agricultural output and per capital productivity in rural Nigeria, which is a threat to the national food security. High school students’ perception of agriculture and factors influencing their willingness to study agriculture in tertiary institutions were therefore investigated in this study. Information from 285 science students in high schools was analysed using descriptive statistics, Likert scale and logistic regression. Age of the students was 15.30 ± 1.17 years with almost equal distribution of both sexes. About half (50.5 %) of them wanted to study medicine where as only 4.6 % of the respondents were willing to study agriculture in the university. A higher percentage of female students (57.6 %) were willing to study agriculture in tertiary institution than their male counterparts (42.4 %). A higher percentage of students from public schools (51.4 %) were willing to study agriculture whereas 48.6 % of those from private schools were willing to do so. The students were undecided about the contribution of agriculture to national development but strongly disagreed that agriculture gives less income than other professions. Major motivating factors that can stimulate the respondents’ willingness to study agriculture were career awareness program in agriculture, practical knowledge of agriculture and agricultural excursion. The likelihood of a high school student’s willingness to study agriculture increased significantly with having a father who primarily practised agriculture and supports agricultural education, attending a school where crude implements are not used, visit to a mechanized farm and the youth’s willingness to own a farm in the future irrespective of the course of study, while attending a private school will decrease it. In conclusion, high school students had average perception of agriculture and were not willing to study agriculture in tertiary institutions. Suggestions are presented on how to change this negative attitude towards this vital branch of science.

Practicing What We Preach: Reclaiming the Promise of Multicultural Transition Programming

2018 ◽  
Vol 42 (3) ◽  
pp. 188-193
Author(s):  
Edwin Obilo Achola
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Ethnically Diverse ◽  
Career Transition ◽  
Clinical Applications ◽  
Youth With Disabilities ◽  
Research And Practice ◽  
Transition Outcomes ◽  
Transition Programming ◽  
Multicultural Research

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.

Assessment in Special Education: Administrators’ Perspectives

Diagnostique ◽  
1984 ◽  
Vol 10 (1-4) ◽  
pp. 161-175
Author(s):  
Virginia L. Dixon ◽  
David E. Greenburg
Keyword(s):  
Special Education ◽  
Special Education Administrators ◽  
Education Administrators

A Look Back: Taking stock of public school choice in Kappan

2021 ◽  
Vol 103 (1) ◽  
pp. 6-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Charter Schools ◽  
Alternative Schools ◽  
Private School ◽  
Magnet Schools ◽  
Public School Choice ◽  
Look Back

In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.

scholarly journals Instructional Facilities in Secondary Level School of Banke District, Nepal

2018 ◽  
Vol 4 (2) ◽  
pp. 119-129
Author(s):  
Lal Mani Acharya ◽  
Ram Krishna Maharjan
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private School ◽  
Secondary Level ◽  
Structure Questionnaire ◽  
Infrastructure Development ◽  
Exploratory Research ◽  
Final Exam ◽  
Teaching System ◽  
The Public

Talking about the instructional facilities indicates the facilities available for the classroom teaching and learning of students. This is the age of modern technology so students want to learn with new tools and techniques. In this context, school should be aware on the management of such basic facilities in school. The aim of this study is to identify the instructional facilities in secondary level school of Banke district of Nepal. The study was based on the descriptive and exploratory research design. In total 674 students from public and private secondary schools were selected for the study. Structure questionnaire survey was done to collect the data. The result shows that comparatively, the instructional facilities were better in private school than the public school. Private school had managed the computer aided teaching system, separate computer and science lab better than the public school. Considering the better result in final exam, private school has managed the additional coaching class for their students than the public school. Public schools are service oriented supported by Nepal Government so government should be responsible to improve the quality of teaching, learning and infrastructure development as the demand of modern teaching system.

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