Parents' Perceptions after Inclusion of Their Children with Moderate or Severe Disabilities

1995 ◽  
Vol 20 (2) ◽  
pp. 147-157 ◽  
Author(s):  
Diane Lea Ryndak ◽  
June E. Downing ◽  
Lilly R. Jacqueline ◽  
Andrea P. Morrison
Keyword(s):  
New York ◽  
Qualitative Research ◽  
School Districts ◽  
General Education ◽  
New York State ◽  
Severe Disabilities ◽  
Educational Services ◽  
York State ◽  
Qualitative Research Methodology ◽  
Age Appropriate

This study investigated the perceptions of parents of 13 children with moderate or severe disabilities in relation to their child's education in inclusive general education settings. Parents were all Caucasian and were from seven different school districts in western New York State. Their children ranged in age from 5 to 20 years, with nine having experienced educational services in self-contained settings prior to being included in typical classrooms. Audio-taped interviews of parents lasting from 60 to 90 minutes were transcribed and analyzed following qualitative research methodology. Findings indicated that, regardless of the age of their child, parents of all 13 children reported very positive perceptions. Parents whose children had been educated previously in self-contained classes reported many academic, behavioral, and social outcomes that they felt would not have happened without the transition to age-appropriate general education classes. The findings add to the growing literature on inclusion and support the trend to provide educational services for students with moderate or severe disabilities in general education settings.

scholarly journals Using Teleconferencing for A Planetarium Lesson

1990 ◽  
Vol 105 ◽  
pp. 386-386
Author(s):  
Elizabeth S. Wasiluk
Keyword(s):  
New York ◽  
School Districts ◽  
New York State ◽  
Educational Services ◽  
Science Center ◽  
York State ◽  
Telephone Conversation ◽  
Computer Services ◽  
Set Up ◽  
Member School

Before coming to West Virginia, I worked for Delaware-Chenango BOCES as their telelearning coordinator. BOCES stands for “Board of Cooperative Educational Services.” Such organizations exist throughout New York State for the purpose of pooling resources of school systems and providing services and equipment they might be unable to afford on their own. Examples of the services they provide include distance learning, vocational education, computer services, etc. Our BOCES owned a portable Starlab planetarium for loan to member school districts.Carol Kwiencinski, from Downsville Central School in Downsville, New York, used the portable planetarium with her students. Her students asked her many questions she could not answer, particularly about black holes. As an add-on to her planetarium session, she approached me to do a teleconference with a planetarium director, Mitch Luman of the Koch Planetarium and Science Center, Evansville, Indiana. To set up the conference, we used a speakerphone, which is basically a set of amplifiers and microphones that allow students to speak and listen to a telephone conversation as a group.

Response of School Districts to the New York State Concussion Awareness and Management Act

2014 ◽  
Vol 95 (10) ◽  
pp. e66
Author(s):  
Maria Kajankova ◽  
Jennifer Oswald ◽  
Lauren Terranova ◽  
Anne Felicia Ambrose ◽  
Wayne Gordon
Keyword(s):  
New York ◽  
School Districts ◽  
New York State ◽  
York State

scholarly journals An ecological study of food desert prevalence and 4th grade academic achievement in New York State school districts

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Seth E. Frndak
Keyword(s):  
Academic Achievement ◽  
New York ◽  
School District ◽  
School Districts ◽  
Ecological Study ◽  
New York State ◽  
Food Deserts ◽  
Food Desert ◽  
Achievement Scores ◽  
York State

<p><em>Background</em>. This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. <br /><em>Design and methods.</em> Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors.<br /><em>Results</em>. The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. <em><br />Conclusions</em>. Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.</p>

Response of School Districts to the New York State Concussion Awareness and Management Act: Review of Policies and Procedures

2017 ◽  
Vol 87 (6) ◽  
pp. 409-415 ◽  
Author(s):  
Maria Kajankova ◽  
Jennifer M. Oswald ◽  
Lauren M. Terranova ◽  
Michael V. Kaplen ◽  
Anne F. Ambrose ◽  
...  
Keyword(s):  
New York ◽  
School Districts ◽  
New York State ◽  
York State ◽  
Policies And Procedures

scholarly journals Response of School Districts to the New York State Concussion Awareness and Management Act: A Review of Implementation Protocols

2014 ◽  
Vol 95 (10) ◽  
pp. e2
Author(s):  
M. Kajankova ◽  
J. Oswald ◽  
L. Terranova ◽  
A. Ambrose ◽  
M. Kaplen ◽  
...  
Keyword(s):  
New York ◽  
School Districts ◽  
New York State ◽  
York State

Who Receives Federal Title I Assistance? Examination of Program Funding by School Poverty Rate in New York State

1997 ◽  
Vol 19 (4) ◽  
pp. 354-359 ◽  
Author(s):  
Paul H. Carmichael
Keyword(s):  
New York ◽  
Public Schools ◽  
School Districts ◽  
Title I ◽  
New York State ◽  
Poverty Rate ◽  
Distributional Pattern ◽  
York State ◽  
Elementary And Secondary Education ◽  
School Poverty

The distributional pattern of federal funding allocated through the Elementary and Secondary Education Act’s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed across New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when an individual school’s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America’s Schools Act of 1994).

scholarly journals How Clients' Satisfaction Affects Their Perception of Organizational Efficacy: The Case of a Nonprofit Organization in New York State, USA

2020 ◽  
Author(s):  
Pierre Balthazar
Keyword(s):  
New York ◽  
Qualitative Research ◽  
Nonprofit Organization ◽  
New York State ◽  
York State ◽  
Organizational Efficacy

A case study analyzing clients' perception of the services they receive. Using qualitative research, 8 current clients of the organization was surveyed.

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