Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities

2010 ◽  
Vol 20 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Thomas W. Farmer ◽  
Robert Petrin ◽  
Debbie Sprott Brooks ◽  
Jill V. Hamm ◽  
Kerrylin Lambert ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Externalizing Behavior ◽  
School Adjustment ◽  
The United States ◽  
Special Education Students ◽  
Rural Students ◽  
Adjustment Difficulties ◽  
Bully Victims ◽  
Interpersonal Characteristics

Bullying involvement status (i.e., bully, victim, bully–victim) and school adjustment were examined in a sample of 1,389 fifth graders (745 female, 644 male) including 145 special education students who were served in general education classrooms for at least 50% of the day. The sample was drawn from 35 rural schools in seven states across all geographic areas of the United States. School adjustment difficulties including internalizing and externalizing behavior problems were most pronounced in students who were identified as bully–victims (students who were identified as both victims and perpetrators of bullying). In contrast, bullies tended to have more positive interpersonal characteristics and fewer negative ones than youth who were identified as victims or bully–victims. Furthermore, compared to their nondisabled peers, students who received special education services had elevated rates of involvement as victims and bully–victims, but not as bullies. Implications for intervention are discussed.

scholarly journals Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

2021 ◽  
Author(s):  
Stephanie A. Moore ◽  
Rebecca Landa ◽  
Gazi Azad
Keyword(s):  
Special Education ◽  
General Education ◽  
Organizational Context ◽  
School Leaders ◽  
The United States ◽  
Autism Spectrum ◽  
School Enrollment ◽  
School Type ◽  
Implementation Climate ◽  
Implementation Leadership

AbstractOrganizational context (e.g., climate, culture, resources) can impede or enhance implementation of evidence-based practices in general education settings or special education settings serving students with autism spectrum disorder. We examined the relations between organizational context and individual (i.e., implementation leadership, administrator- or service provider-role) or school (i.e., enrollment size, public/nonpublic school type) characteristics. Participants were administrative or service providing leaders (n = 34) from 11 schools in one state on the East Coast of the United States. School leaders’ average ratings of the organizational context were generally more positive for special education than general education; however, greater culture stress was reported for special education. Correlation analyses indicated being an administrator and implementation leadership were positively associated with implementation climate in both education settings. Being an administrator was also positively associated with cultural effort (i.e., how hard people work towards achieving goals) in special education, but negatively associated with culture stress in general education. In special education, nonpublic schools had better climates (both learning and implementation), but more culture stress. Additionally, school enrollment size was negatively related to available resources and implementation climate in special education. Investigating the similarities and differences in organizational context across educational settings is needed in future research.

Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

1996 ◽  
Vol 63 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Elaine Carlson ◽  
Lucian Parshall
Keyword(s):  
Special Education ◽  
General Education ◽  
Preliminary Investigation ◽  
Behavioral Adjustment ◽  
Special Education Students ◽  
Department Of Education ◽  
Full Time ◽  
Special Education Services ◽  
Education Students ◽  
The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

scholarly journals Crafting Coherence from Complex Policy Messages: Educators’ Perceptions of Special Education and Standards-Based Accountability Policies

2013 ◽  
Vol 21 ◽  
pp. 12 ◽  
Author(s):  
Jennifer Lin Russell ◽  
Laura E. Bray
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Special Education Students ◽  
Unintended Consequences ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
General Education Courses

Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these students meet age-based grade-level standards and assessment targets. In this paper, we examine this dynamic interplay between policies through analysis of policy documents and interviews that reveal how a sample of educators grapple with their simultaneous implementation. We found that educators made sense of some facets of the policies as complementary and others as contradictory. NCLB and IDEA offered consistent and specific guidelines defining “highly qualified” teachers and educators reported a clear and accurate understanding of these policy demands. On an issue where there was no specific guidance from NCLB–the placement of special education students–educators interpreted the law as promoting the inclusion of more students in general education courses, often to an extent that contradicted the guidance offered by IDEA. With respect to fundamental issues of teaching and learning, NCLB and IDEA represent contradictory theories of action and educators perceived conflict and expressed concerns about unintended consequences for students. Based on our empirical findings, we conclude with a set of theoretical propositions regarding how the alignment of policy messages influences educators’ interpretation of policies, which in turn may have implications for how they enact policies.  

scholarly journals Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

2021 ◽  
Vol 2 (1) ◽  
pp. 15-31
Author(s):  
Leonard Jackson
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Strategies ◽  
Standardized Test ◽  
Special Education Students ◽  
Eighth Grade ◽  
Education Students ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

scholarly journals Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students

2021 ◽  
Author(s):  
Marina Palmgren ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Jenni Sullanmaa ◽  
Tiina Soini
Keyword(s):  
Special Education ◽  
General Education ◽  
Minority Group ◽  
School Achievement ◽  
Well Being ◽  
School Experiences ◽  
Special Education Students ◽  
Language Minority ◽  
Emotional Engagement ◽  
Education Students

AbstractThe aim of the study was to enhance understanding of how seventh graders vary in emotional engagement and experienced well-being at school in terms of anxiety and cynicism. The two profiles were explored, and comparisons were made between students in general education and those in special education. The study participants comprised 119 Finland–Swedish students from five secondary schools. Four emotional-engagement and well-being profiles were identified based on cluster analysis. The students with the most typical profile were moderately engaged in teacher-student interaction and emotionally highly engaged in peer interaction, combined with a low risk of anxiety and cynicism. The profiles showed no statistically significant differences regarding gender and school achievement. However, there were differences between students in special education and those in general education. In Finland, Swedish –speaking Finns are a language minority group. Swedish has official language status in Finland. Compared to many other language minority groups they can be considered somewhat exceptional, since according to many welfare indicators they tend to do better than the general population. There are a few studies on differences between Swedish and Finnish– speaking students’ school experiences in Finland, however, so far studies exploring Swedish- speaking general and special education students’ emotional engagement and study well-being in terms of anxiety and cynicism have been scarce.

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