Special Education Placement: An Interdisciplinary Case Study

2019 ◽  
Vol 22 (2) ◽  
pp. 14-25 ◽  
Author(s):  
Keri Giordano ◽  
Steven LoCascio ◽  
Rafael Inoa
Keyword(s):  
Special Education ◽  
School Psychologist ◽  
Educational Leaders ◽  
Role Playing ◽  
Child Study Team ◽  
Special Education Placement ◽  
Child Study ◽  
Special Education Needs ◽  
Study Team

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.

Child Study Team Decision Making in Special Education

1989 ◽  
Vol 10 (4) ◽  
pp. 50-58 ◽  
Author(s):  
Kevin J. Moore ◽  
M. Bryce Fifield ◽  
Deborah A. Spira ◽  
Mary Scarlato
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Child Study Team ◽  
Team Decision Making ◽  
Child Study ◽  
Study Team ◽  
Team Decision

A CASE STUDY IN STEM EDUCATION FOR LEARNERS WITH SPECIAL EDUCATION NEEDS

2019 ◽  
Author(s):  
Ioana Ghergulescu ◽  
Arghir-Nicolae Moldovan ◽  
Marilena Bratu ◽  
Cristina Hava Muntean ◽  
Gabriel-Miro Muntean
Keyword(s):  
Special Education ◽  
Stem Education ◽  
Special Education Needs ◽  
Education Needs

Accessibility, Self-Advocacy, and Self-Efficacy of Students With Disabilities in the 21st Century University

2020 ◽  
pp. 218-233
Author(s):  
Lynne Orr ◽  
Pamela Brillante ◽  
Linda Weekley
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Self Advocacy ◽  
Child Study Team ◽  
Child Study ◽  
Study Team ◽  
College Students With Disabilities ◽  
K 12 ◽  
To Receive

Few studies have addressed the challenging transition that occurs when students with disabilities graduate from the K-12 system and enter the world of higher education. Once in college, students with disabilities no longer have, among other federally-mandated supports, a child-study team to represent them, and thus must develop strong self-advocacy and self-efficacy skills in order to receive the accommodations and modifications they need to succeed academically. This chapter discusses the issues facing students with disabilities during this transition, details the services and support offered by colleges to guide students with disabilities, and shares recommended best practices for instructional strategies higher education can employ to ensure that these students flourish in the classroom and as self-assured, independent adults in society.

A Systems Approach for the Child Study Team

1985 ◽  
Vol 7 (2) ◽  
pp. 114-123
Author(s):  
Susan Huslage ◽  
Jill Stein
Keyword(s):  
Systems Approach ◽  
Child Study Team ◽  
Child Study ◽  
Study Team

scholarly journals AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT

2021 ◽  
Vol 1 (1) ◽  
pp. 16-47
Author(s):  
Grames Chirwa ◽  
Francis Lingolwe ◽  
Devika Naidoo
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Special Education Needs ◽  
Education Needs ◽  
Education Science

Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners.   Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

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