Legal Framework for the Education of Individuals With Disabilities in Mexico

2020 ◽  
pp. 105345122096309
Author(s):  
Marisol Sanchez ◽  
Aída Imelda Valero Chávez ◽  
Matthew D. O’Donnell ◽  
Berenice Pérez Ramírez ◽  
Theresa A. Ochoa
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Legal Framework ◽  
Educational Services ◽  
Depression And Anxiety ◽  
Special Education Services ◽  
Education Services ◽  
Legal Provisions ◽  
Trained Personnel

Mexico has general education and disability laws that guarantee special education services to children and adolescents with disabilities as part of their basic human rights. As youth with psychosocial disabilities, such as depression and anxiety, are not recognized within the special education system as a separate category, in practice, they are excluded from educational supports in public schools. Despite laws that state that special education services must be available in all settings, including juvenile prisons, adolescents with psychosocial disabilities lack access to educational programs and properly trained personnel. This article describes Mexico’s special education legal provisions, noting that adolescents with psychosocial disabilities do not receive the same educational services mandated for students in general education.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

scholarly journals Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 43-56
Author(s):  
Solange A. Lopes-Murphy
Keyword(s):  
Special Education ◽  
Second Language ◽  
Public Schools ◽  
Emergent Bilinguals ◽  
Special Education Services ◽  
Language Abilities ◽  
Related Services ◽  
Education Services ◽  
School Settings ◽  
Steady Growth

The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

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.

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.

scholarly journals STRATEGI PEMBELAJARAN BAGI ANAK BERKEBUTUHAN KHUSUS DI SLB

2018 ◽  
Vol 6 (2) ◽  
pp. 886-897
Author(s):  
Oki Dermawan
Keyword(s):  
Special Education ◽  
Educational Services ◽  
Special Education Services ◽  
Education Services ◽  
Different Characteristics

Special need children is used to replace extraordinary children indicating specific abnormalities had. Special need children have different characteristics from one another. The characteristics and constraints had make them require special education services adapted with their abilities and potential. Special need children have physical, emotional, mental, intellectual, or or social weakness and strength. Proposing expansion and equalization of educational services for special need children in SLB PKK Bandar Lampung, school should be pro-active in socializing the existence of special education.

High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies

2022 ◽  
pp. 67-92
Author(s):  
Randa Keeley
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teacher ◽  
Special Education Services ◽  
Education Services ◽  
Education Teacher ◽  
General Education Curriculum ◽  
School Day ◽  
Inclusion Classroom

Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.

The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers

2003 ◽  
Vol 25 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Liza M. Conyers ◽  
Arthur J. Reynolds ◽  
Suh-Ruu Ou
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Public Schools ◽  
Low Income ◽  
Family Background ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Placement ◽  
Preschool Intervention ◽  
Long Term Impact

This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.

Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study

2019 ◽  
pp. 153450841989508
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Emily R. Bergman
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Emotional Disturbance ◽  
Factor Structure ◽  
Internal Consistency ◽  
Geographic Area ◽  
Special Education Services ◽  
Education Services ◽  
Inclusive Instruction

Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settings have yet to be identified. As a result, school-based practitioners must primarily rely on professional recommendations and values when planning and delivering inclusive instruction for this student population. This study investigated the internal consistency and factor structure of a survey measure designed to obtain information on practitioner knowledge, use, and perceived effectiveness of recommended classroom-based practices for the inclusive instruction of students with ED. Results indicate adequate internal consistency. An exploratory factor analysis (EFA) revealed a four-factor structure: Behavior Support, Classroom Management, Differentiation, and Instructional Practices. Study limitations include a low response rate for the electronic survey and reliance on responses from practitioners from one geographic area. Future investigations are necessary to refine the survey instrument and to obtain data from teachers from other geographic areas.

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