Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Vandana Nandakumar ◽  
Nikita McCree ◽  
Ambra L. Green
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Diverse Students ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Backgrounds ◽  
To Receive ◽  
Referrals For Special Education

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

Transition Into and Out of Special Education Services by Young Australian School Children Between 2006 and 2010

2014 ◽  
Vol 38 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Ian Dempsey
Keyword(s):  
Special Education ◽  
School System ◽  
Special Education Services ◽  
Australian School ◽  
School Students ◽  
Education Services ◽  
The Status ◽  
Education Support ◽  
To Receive ◽  
Over Time

The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access such support over a 4-year period. Nearly two thirds of the children receiving additional assistance in 2006 did not receive such assistance 4 years later. There were substantial variations in the principal reason for providing special education services to students over this period, and the relative academic performance of the students who received special education support across the 4 years substantially declined. The findings have ramifications for the way we consider changes in the needs of young children as they progress through the primary school system.

Exploring the Special Education Advocacy Process According to Families and Advocates

2018 ◽  
Vol 53 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Meghan M. Burke ◽  
Kristina Rios ◽  
Chung eun Lee
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
Child Outcomes ◽  
Research Practice ◽  
Special Education Services ◽  
Education Services ◽  
Family Outcomes ◽  
Parent Advocate ◽  
To Receive

Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent–advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school’s response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.

Promise and Possibility in Special Education Services for Students with Emotional or Behavioral Disorders: Peacock Hill Revisited

2010 ◽  
Vol 35 (4) ◽  
pp. 294-307 ◽  
Author(s):  
Nicholas A. Gage ◽  
Reesha Adamson ◽  
Barbara S. Mitchell ◽  
Kristin Lierheimer ◽  
Karen V. O'Connor ◽  
...  
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Special Education Services ◽  
Education Services ◽  
Emotional Or Behavioral Disorders

Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders

2020 ◽  
pp. 105345122094414
Author(s):  
Justin D. Garwood ◽  
Stephen Ciullo ◽  
Daniel R. Wissinger ◽  
John W. McKenna
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Civics Education ◽  
Education Services ◽  
Content Acquisition

Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social studies interventions are evaluated by researchers in schools for students with EBD or LD, the focus is most often on geography, history, and text-based content acquisition and comprehension. However, the information learned during civics instruction most directly prepares students for active participation in their communities.

The Effectiveness of Audiologists’ Information Sources for Classroom Teachers

1999 ◽  
Vol 30 (2) ◽  
pp. 173-182 ◽  
Author(s):  
James C. Blair ◽  
Mary EuDaly ◽  
Peggy Von Almen Benson
Keyword(s):  
Special Education ◽  
Hearing Loss ◽  
Hard Of Hearing ◽  
Information Sources ◽  
Classroom Teachers ◽  
Special Education Services ◽  
Education Services ◽  
Grade Levels ◽  
To Receive

This study investigated how well 273 teachers in Georgia understood the needs of mainstreamed children who were hard of hearing who were in their classrooms. A survey was sent to 273 teachers of students with hearing loss who were not receiving special education services. The survey sought information regarding the teachers’ awareness of their students’ hearing loss and what they knew about the loss. Teachers were also asked how they received information about the hearing loss and how they preferred to receive it. Deficiencies were found in the teachers’ level of awareness and knowledge regarding their students’ hearing loss across all grade levels. Teachers generally preferred the information sources with which they were most familiar. Recommendations are offered to improve communication with classroom teachers regarding students’ hearing loss.

Talking Mathematics

2007 ◽  
Vol 14 (2) ◽  
pp. 68-73
Author(s):  
Stacy M. Fleming Amos
Keyword(s):  
Special Education ◽  
African American ◽  
Middle Eastern ◽  
School Lunch ◽  
Single Parent ◽  
Third Graders ◽  
Special Education Services ◽  
Education Services ◽  
Single Parent Home ◽  
To Receive

Discussion fills the room as the bell rings. Scanning the classroom, the teacher takes in the faces of twenty-one third graders. Eleven African-American, three Hispanic, five Asian, and two Middle Eastern children prepare for the day. Of these twenty-one students, three live with someone other than their parents, five live in a single-parent home, eleven live in homes in which English is a second language, four receive special education services, and more than half qualify to receive a free or reduced school lunch. Their teacher smiles and prepares for mathematics workshop, already posing questions.

scholarly journals Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

2021 ◽  
Author(s):  
Enoch Leung
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Disproportionate Representation ◽  
Special Education Services ◽  
Education Services ◽  
Education Data ◽  
To Receive

This book chapter examines the intersection between learning disabilities (LD) and other marginalized identities to understand the diverse experiences of students with LDs and the disproportionalities that exist in LD identification and support in schools. Largely driven by the history and evolution of inclusion of disabilities in schools, Response to Intervention (RtI) arose as a model designed to increase academic performance among students with and without disabilities. Though RtI is a model shown to minimize inappropriate identification of LDs, intersectionality must be taken into consideration to understand the disproportionate representation of culturally and linguistically diverse (CLD) students in special education. Data from the National Assessment of Educational Progress suggest social factors (e.g. socioeconomic disadvantages, racial and ethnic intersection) as a potential cause for disproportionate representation and points to a need to further understand the disproportionality of different groups of students being over- or under-identified to receive special education services.

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