School-Bus Taking for Students with Disabilities: Who’s On-Board?

2021 ◽  
pp. 089590482110494
Author(s):  
Michael A. Gottfried ◽  
Christopher S. Ozuna ◽  
Michael L. Lloydhauser
Keyword(s):  
Students With Disabilities ◽  
Lower Incidence ◽  
School Experience ◽  
Family Characteristics ◽  
School Bus ◽  
School Transportation ◽  
The U.S

Taking the school bus has long been an integral part of the school experience in the U.S. However, not much is known about how school transportation relates to getting to school each day, particularly for students with disabilities. This study used ECLS-K: 2011 to explore two issues. First, we examined what characteristics are associated with taking the school bus, comparing students with and without disabilities. Second, we evaluated the link between taking the school bus and absenteeism for these groups. In the first set of findings, school bus taking is differentiated by student and family characteristics, as well as by urbanicity. We find no major differences in characteristics associated with taking the bus between students with disabilities and students without. As for the second set of findings, students with more common disability diagnoses had fewer absences compared to both students without disabilities as well as those with lower incidence diagnoses, suggesting that taking the bus is related to better attendance behaviors for some students with disabilities. Implications are discussed.

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.

Supporting Service Dogs in the Classroom

2019 ◽  
Vol 55 (5) ◽  
pp. 313-318
Author(s):  
Julia J. Davidson ◽  
Therese M. Cumming ◽  
Iva Strnadová
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Planning Process ◽  
Legal Responsibility ◽  
Background Information ◽  
Service Dogs ◽  
Service Dog ◽  
Support Students ◽  
The U.S

With the rising use of service dogs to support students with disabilities, it is important that teachers are knowledgeable about how they can be incorporated into their classroom. A recent ruling from the U.S. Supreme Court has highlighted the legal responsibility of schools to allow access to the service dogs of students. However, information focusing on the preparation of teachers for this possibility is lacking. This article provides both general and special education teachers with guidelines for including service dogs in their classroom. Background information regarding service dogs is included in addition to practical considerations concerning students, the classroom, the service dog, and planning process.

A Case Study of Federal Leadership Perspectives on Special Education

2020 ◽  
pp. 002246692090990
Author(s):  
Jeannie Kleinhammer-Tramill ◽  
Zorka Karanxha ◽  
A. Joy Broughton
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Family Background ◽  
Phenomenological Approach ◽  
Rehabilitation Services ◽  
Education Programs ◽  
Time Period ◽  
The U.S

This article is part of an illustrative study of federal leadership in special education based on interviews with persons who served as Assistant Secretaries in the U.S. Department of Education’s Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs. The perspectives cover the time period since the inception of the HEW—Bureau of Education for the Handicapped in 1967 until 2012. A phenomenological approach to interpreting the data revealed that these leaders faced similar barriers in their efforts to implement their vision, that their family background experiences influenced the policies they pursued, that their accomplishments frame major evolutions of the field, and, that their work represents a lifelong commitment to improving education and services for students with disabilities and special needs. We believe what we learned has value not only in helping to understand the challenges and accomplishments that have passed but also in its potential for guiding the future of federal and other legislation protecting the rights of and improving and sustaining the services needed for individuals with disabilities.

scholarly journals Planning for the Future

2018 ◽  
Vol 33 (2) ◽  
Author(s):  
Bryan C. Hutchins ◽  
Judith L. Meece ◽  
Soo-yong Byun ◽  
Thomas W. Farmer
Keyword(s):  
North Carolina ◽  
Postsecondary Education ◽  
Parental Expectations ◽  
Rural Youth ◽  
Family Characteristics ◽  
Occupational Expectations ◽  
Chapel Hill ◽  
Schooling Experiences ◽  
The University ◽  
The U.S

The purpose of this study was to explore the postsecondary educational and occupational expectations of work-bound rural youth. Three groups of work-bound youth were identified (work-bound, work-bound with future educational plans, and work-bound but unsure/undecided about postsecondary education), and each group was compared to college-bound rural youth using results from a recent national investigation of the educational and occupational aspirations of rural youth. Results indicated that the majority of rural youth in this study planned to continue their education after high school (56%), followed by 34% who planned to work and further their education. Results of logistic regression analysis indicated that family characteristics and students’ schooling experiences were the strongest predictors of work-bound status. Work-bound youth were more likely to report greater family economic hardship, lower parental expectations for completing college, and more negative schooling experiences than college-bound rural youth. Acknowledgements: This research was supported by a grant from the U.S. Department of Education’s Institute of Education Sciences (R305A04056) awarded to the NRCRES at the University of North Carolina-Chapel Hill. The views expressed in this article are those of the authors and do not necessarily reflect those of the granting agency.

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.

Trends in LRE Placement Rates Over the Past 25 Years

2019 ◽  
Vol 53 (4) ◽  
pp. 236-244 ◽  
Author(s):  
Pamela Williamson ◽  
David Hoppey ◽  
James McLeskey ◽  
Erica Bergmann ◽  
Hanna Moore
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Census Bureau ◽  
Future Research ◽  
Disability Categories ◽  
Restrictive Environment ◽  
Restrictive Settings ◽  
Educational Placements ◽  
The Impact ◽  
The U.S

The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990 through 2015. Data were retrieved electronically from the U.S. Department of Education and the U.S. Census Bureau websites. Cumulative placement rates were then calculated. Findings indicate that from 1990 through 2015, (a) general education placements increased while more restrictive placements decreased, (b) students in secondary schools continued to be placed in more restrictive settings, and (c) the impact of disability categories on national LRE trends varied. Future research is needed to investigate the effect of increased identification rates in specific disability categories on national placement trends and explore how placement practices vary across schools, districts, and states.

Characterizing Remote Instruction Provided by Elementary School Teachers during School Closures due to COVID-19

2020 ◽  
Author(s):  
Michael Hebert ◽  
John Marc Goodrich ◽  
Jessica M. Namkung
Keyword(s):  
English Language Learners ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Survey Study ◽  
School Closures ◽  
Academic Instruction ◽  
And Mathematics ◽  
The U.S

The purpose of this survey study was to characterize the nature of remote instruction provided by elementary teachers across the U.S. during school closures related to the COVID-19 pandemic. The survey included questions on demographics, questions that broadly focused on remote instruction (e.g., live meetings with students), questions focused on academic instruction (in reading, writing, and mathematics), and questions focused on the nature of remote instruction for students with disabilities and English language learners. The survey was distributed to a random sample of teachers across the U.S. Results indicated that although most teachers provided remote instruction, few teachers believed remote instruction was effective at promoting student learning. Moreover, teachers reported that only 60% of students were ready to advance to the next grade level when schools closed. Based on our results, we estimate that between 7.2 and 11.6 million students did not receive any live remote instruction during the shutdown.

States Decrease Their Required Secondary Transition Planning Age: Federal Policy Must Change

2020 ◽  
Vol 31 (2) ◽  
pp. 112-118
Author(s):  
Andrea L. Suk ◽  
James E. Martin ◽  
Amber E. McConnell ◽  
Tiffany L. Biles
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Special Education Law ◽  
Education Law ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Transition Models ◽  
Education Act ◽  
The U.S

Individuals With Disabilities Education Act 2004 mandates transition planning for students with disabilities begin by the age of 16 years. Currently, no study exists describing when states and territories require transition planning to begin; we conducted a methodical review to determine this age. We found over half (52%) the U.S. states and territories (29 of 56) require transition planning begin prior to the federal age 16 mandate. To argue the age 16 federal mandate is too old and needs to be lowered to at least age 14, we review special education law, provide a summary of influential position statements, cite relevant data-based studies, and provide an overview of research-based transition models.

scholarly journals Sustained Lower Incidence of Diabetes-Related End-Stage Kidney Disease Among American Indians and Alaska Natives, Blacks, and Hispanics in the U.S., 2000–2016

Diabetes Care ◽  
2020 ◽  
Vol 43 (9) ◽  
pp. 2090-2097
Author(s):  
Nilka Ríos Burrows ◽  
Yan Zhang ◽  
Israel Hora ◽  
Meda E. Pavkov ◽  
Karen Sheff ◽  
...  
Keyword(s):  
Kidney Disease ◽  
American Indians ◽  
Lower Incidence ◽  
Alaska Natives ◽  
End Stage Kidney Disease ◽  
End Stage ◽  
The U.S
Sign in / Sign up

Export Citation Format

Share Document