Introduction to Special Education Textbooks: What They Say About the Efficacy of Early Intervention

1986 ◽  
Vol 11 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Karl R. White ◽  
Faith Fecteau
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Special Education Textbooks

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

2021 ◽  
pp. 088840642110373
Author(s):  
Ann M. Mickelson ◽  
Vivian I. Correa ◽  
Vicki D. Stayton
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Intervention ◽  
Historical Analysis ◽  
Early Childhood Special Education ◽  
Call To Action ◽  
Social Foundations ◽  
Roles And Responsibilities ◽  
Collaborative Models ◽  
Strategic Coordination

The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.

Cognitive and Quality of Life-Related Burdens of Illness in Pediatric Allergic Airway Disease

2020 ◽  
Vol 162 (4) ◽  
pp. 566-571 ◽  
Author(s):  
Alisa Yamasaki ◽  
Ciersten A. Burks ◽  
Neil Bhattacharyya
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Cognitive Function ◽  
Burden Of Illness ◽  
Airway Disease ◽  
Income Level ◽  
Allergic Airway Disease ◽  
Cross Sectional ◽  
Childhood Play ◽  
Race Ethnicity

Objective To analyze the prevalence of pediatric allergic airway disease (PAA) and recognize its impact on cognitive function, childhood activities, use of early intervention, and missed school days. Study Design Cross-sectional analysis of National Health Interview Survey (NHIS), 2014 to 2017. Setting US households. Subjects and Methods An NHIS survey of US children and responding caregivers was analyzed to determine the prevalence of PAA, including allergic rhinitis and allergic asthma. Associations were determined between the presence of PAA and activities limited by difficulty remembering, limitation in the amount of childhood play, use of special education/early intervention, and number of missed school days in the past 12 months. Multivariate analysis was used to adjust for age, sex, race, ethnicity, and income level. Results An estimated 11.1 million (10.6-11.6 million, 95% confidence interval) children (mean age, 9.9 years; 56.9% male) reported a diagnosis of PAA (15.1% [14.6-15.6%]). Children with PAA missed 4.0 (3.7-4.4) school days per year vs 2.2 (2.1-2.4) days for those without PAA ( P < .001, adjusted). PAA was associated with limited daily activities due to difficulty with memory (odds ratio, 1.8 [1.2-2.9]), limitations in childhood play (3.2 [2.2-4.7]), and need for special education/early intervention services (1.6 [1.4-1.8]) after adjusting for age, sex, race, ethnicity, and income level. Conclusion PAA is a common condition and is associated with declines in cognitive function and school attendance as well as increased use of special education/early intervention. Given the significant prevalence and burden of illness of PAA, further attention is needed to ensure timely diagnosis and treatment.

scholarly journals Birth characteristics of children who used early intervention and special education services in New York City

2019 ◽  
Vol 42 (4) ◽  
pp. e401-e411
Author(s):  
Matthew L Romo ◽  
Katharine H McVeigh ◽  
Phoebe Jordan ◽  
Jeanette A Stingone ◽  
Pui Ying Chan ◽  
...  
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
Early Intervention ◽  
Gestational Age ◽  
York City ◽  
Service Use ◽  
Maternal Obesity ◽  
Use Patterns ◽  
Birth Characteristics

Abstract Background Early intervention (EI) and special education (SE) are beneficial for children with developmental disabilities and/or delays and their families, yet there are disparities in service use. We sought to identify the birth characteristics that predict EI/SE service use patterns. Methods We conducted a retrospective cohort study using linked administrative data from five sources for all children born in 1998 to New York City resident mothers. Multinomial regression was used to identify birth characteristics that predicted predominant patterns of service use. Results Children with service use patterns characterized by late or limited/no EI use were more likely to be first-born children and have Black or Latina mothers. Children born with a gestational age ≤31 weeks were more likely to enter services early. Early term gestational age was associated with patterns of service use common to children with pervasive developmental delay, and maternal obesity was associated with the initiation of speech therapy at the time of entry into school. Conclusions Maternal racial disparities existed for patterns of EI/SE service use. Specific birth characteristics, such as parity and gestational age, may be useful to better identify children who are at risk for suboptimal EI use.

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