Extended School Year Services: A Consumer Perspective on Implementation

1988 ◽  
Vol 13 (4) ◽  
pp. 244-250 ◽  
Author(s):  
Thomas F. Wilds ◽  
George N. Liacopoulos
Keyword(s):  
National Society ◽  
Public Officials ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Adults With Autism ◽  
School Year ◽  
The Status ◽  
Consumer Perspective ◽  
State And Local ◽  
Local Education Agencies

The status of extended school year (ESY) services was assessed through a national survey of the chapters of the National Society for Children and Adults with Autism (NSAC). The results of the 66 NSAC chapters that responded were compared with previous research that surveyed state and local education agencies about ESY implementation. Although the availability of ESY programs appears to be increasing, public officials and consumers differ in their perceptions of the methods and criteria employed by states to implement ESY services. Differences among states were evident with regard to the operationalization of various aspects of ESY such as eligibility criteria and length of programs.

Criteria for Determining Eligibility for Extended School Year Services

2020 ◽  
pp. 002246692091146
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens
Keyword(s):  
Special Education ◽  
Education Research ◽  
Lower Percentage ◽  
Special Education Directors ◽  
Limited Information ◽  
Extended School Year ◽  
School Year ◽  
Inclusive Settings ◽  
Education Directors ◽  
Local Education Agencies

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease.

Extended School Year Services for Students with Severe Handicaps: A National Survey

1987 ◽  
Vol 12 (1) ◽  
pp. 61-66 ◽  
Author(s):  
Sandra Alper ◽  
Dennis R. Noie
Keyword(s):  
National Survey ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Optimal Program ◽  
Directors Of Special Education ◽  
School Year ◽  
Extended Year ◽  
State Directors ◽  
Severe Handicaps ◽  
Cost Efficient

A national survey was conducted in order to examine extended school year services for students with severe handicaps. A six-item questionnaire was mailed to all 50 State Directors of Special Education in order to ascertain the number of states currently providing extended year services, eligibility criteria, and information on duration and funding. This article examines legal and educational bases in support of extended school year programming and presents the results of a survey that showed wide discrepancies between states in how these services are provided. These results are discussed relative to the need for empirically based guidelines to determine student eligibility, optimal program length, and cost-efficient funding patterns.

Issues in the Implementation of Extended School Year Programs for Handicapped Students

1981 ◽  
Vol 47 (4) ◽  
pp. 256-263 ◽  
Author(s):  
Larry Larsen ◽  
Libby Goodman ◽  
Richard Glean
Keyword(s):  
Public Schools ◽  
Student Performance ◽  
School Personnel ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
The Public ◽  
School Year ◽  
Extended Year ◽  
Funding Mechanisms ◽  
Student Performance Data

For some severely and profoundly handicapped children who have a regression-recoupment disability, the lengthy interruption in school programing during the summer months poses serious obstacles to learning. As a result of court decisions in Armstrong v. Kline and Battle v. Commonwealth, the public schools now have an obligation to identify these children and to provide programs suited to their needs. School personnel are urged to take the initiative in developing quality extended school year programs that accommodate the need for clear eligibility criteria based on valid and reliable student performance data, reducing the number of students in need through effective instruction and parent/home involvement; exploring the use of alternative service models; identifying funding mechanisms for extended year programs; and operating programs cost effectively.

Extended School Year Services: A Review of Eligibility Criteria and Program Appropriateness

2002 ◽  
Vol 27 (3) ◽  
pp. 188-203 ◽  
Author(s):  
Susan Etscheidt
Keyword(s):  
Students With Disabilities ◽  
State Standards ◽  
Department Of Education ◽  
Eligibility Criteria ◽  
Extended School Year ◽  
Free Appropriate Public Education ◽  
School Year ◽  
Disabilities Education Act ◽  
Education Act ◽  
Federal Guidelines

Students with disabilities may require extended school year services (ESYS) to receive a free appropriate public education (FAPE). Although the Individuals with Disabilities Education Act (IDEA) regulations require ESYS if necessary to provide FAPE, the Department of Education has “declined to establish standards” for ESYS eligibility. Absent federal guidelines concerning eligibility, IEP teams rely upon state standards and judicial interpretations in determining a student's need for ESYS. This article extended a review of ESYS eligibility factors conducted by Rapport and Thomas (1993). Fifty-seven ESYS cases were reviewed for factors used in decisions concerning ESYS eligibility and program appropriateness. Several implications for school IEP teams are also presented.

Extended School Year

2020 ◽  
pp. 1-2
Author(s):  
Brian Reichow ◽  
Fred R. Volkmar
Keyword(s):  
Extended School Year ◽  
School Year

scholarly journals INTERNATIONAL EXPERIENCE OF DECLARING PROPERTY, ASSETS AND PRIVATE INTERESTS

2019 ◽  
Vol 5 (1) ◽  
pp. 214
Author(s):  
Anna Tytko ◽  
Hanna Stepanova
Keyword(s):  
Western Europe ◽  
The State ◽  
Financial Control ◽  
Legal Analysis ◽  
Private Interest ◽  
Public Officials ◽  
Private Interests ◽  
The Subject ◽  
State And Local ◽  
Practical Implications

The aim of the article. To analyse the specificities of asset and private interest declaration by public officials and representatives of political power, as well as to suggest the author’s original differentiation of declarations of assets, income, private interests, and gifts. The subject of the study is the procedure for submitting declarations by persons entrusted with functions of the state and local self-government bodies in some countries of Western Europe. Methodology. In the article, the method of deduction and induction enabled to study the features of violating the requirements of financial control through the procedure for submitting a declaration by persons entrusted with functions of the state and local authorities. The methods of deduction and synthesis enabled to define the concept of “asset and interest declaration”, practiced in some countries of Western Europe. A comparative legal analysis enabled to study the procedure for submitting an income and expenditure declaration in some Western European countries, identifying the main types of conflict of interest and income declarations, as well as differentiating persons obliged to submit declarations. The results of the study revealed that the foreign experience of asset declaration is closely intertwined with the private interest declaration. Practical implications. In the study: first, the specificities of foreign declaration practice, according to the subjects of such declaration submission, are outlined; second, the procedures for submitting declarations of income and expenditures, as well as interests, are analysed and compared; third, the author’s perspective on the differentiation of declarations and declarants is substantiated. Relevance/originality. The comparative legal analysis enabled to study the procedure for submitting a declaration of public officials in some countries of Western Europe, empowering to form perspective areas of legislation development in this sphere.

scholarly journals Legal Liability of the Deputies to NPC for Selling Ballots

2020 ◽  
pp. 86-90
Author(s):  
Zhou Heng
Keyword(s):  
Criminal Law ◽  
Criminal Responsibility ◽  
Legal Liability ◽  
Public Officials ◽  
Standing Committee ◽  
The Status ◽  
Right To Vote ◽  
The Law ◽  
The Right ◽  
People's Congress

Deputies to people’s congresses enjoy the right to elect the personnel of a state organ, members of the Standing Committee of the People’s Congress at the same level and deputies to the People’s Congress at a higher level in accordance with the provisions of the law. Based on the official nature of the right to vote, deputies to NPC can not transfer their right to vote and sell votes. As selling ballots is an illegal exercise of their official duty, they should assume for corresponding criminal responsibility for the crime of undermining election and bribery provided in the Criminal Law of China. Moreover, delegates to NPC who have the status of public officials shall be included in the supervision , and strengthen the responsibility inquiry.

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