Collaborating with Cultural and Linguistically Diverse Families of Students in Rural Schools who Receive Special Education Services

2012 ◽  
Vol 31 (3) ◽  
pp. 24-28 ◽  
Author(s):  
Paula Wenner Conroy
Keyword(s):  
Special Education ◽  
Rural Schools ◽  
Linguistically Diverse ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Families

A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities

2020 ◽  
pp. 074193252098347
Author(s):  
Dosun Ko ◽  
Dian Mawene ◽  
Kate Roberts ◽  
Joan J. Hong
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Special Education ◽  
Students With Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Boundary Crossing ◽  
Special Education Services ◽  
Education Services ◽  
K 12

Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD students with disabilities. The purpose of this systematic review is to synthesize the broader literature investigating K-12 school-based boundary-crossing collaborations among multiple stakeholders to address the unique academic, social-emotional, and behavioral needs of CLD students with or at risk of disabilities. Eight studies met the criteria for inclusion. Features of boundary crossers, problems of practice that boundary crossers collaboratively sought to address, emerging tensions in building partnership, facilitators of boundary-crossing communication and collaboration, learning experiences of boundary crossers, and learning outcomes of CLD students with or at risk of disabilities are reported and further discussed.

Problems in Implementing Resource Programs in Rural Schools

1975 ◽  
Vol 42 (2) ◽  
pp. 95-99 ◽  
Author(s):  
Walter J. Harris ◽  
Carolyn Mahar
Keyword(s):  
Special Education ◽  
Rural Schools ◽  
Organizational Readiness ◽  
Special Education Services ◽  
Handicapped Children ◽  
Education Services ◽  
Regular Classrooms ◽  
Trained Personnel ◽  
Resource Program

The resource program has been widely accepted as an effective way to provide special education services to mildly and moderately handicapped children in regular classrooms. The purpose of this article is to identify and discuss problems which impede the development and effectiveness of resource programs in rural schools. Lack of organizational readiness, system shock, interpersonal roadblocks, and the lack of trained personnel are the problem areas discussed. Suggestions for the resolution of these problems are proposed.

scholarly journals Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

2021 ◽  
Author(s):  
Enoch Leung
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Disproportionate Representation ◽  
Special Education Services ◽  
Education Services ◽  
Education Data ◽  
To Receive

This book chapter examines the intersection between learning disabilities (LD) and other marginalized identities to understand the diverse experiences of students with LDs and the disproportionalities that exist in LD identification and support in schools. Largely driven by the history and evolution of inclusion of disabilities in schools, Response to Intervention (RtI) arose as a model designed to increase academic performance among students with and without disabilities. Though RtI is a model shown to minimize inappropriate identification of LDs, intersectionality must be taken into consideration to understand the disproportionate representation of culturally and linguistically diverse (CLD) students in special education. Data from the National Assessment of Educational Progress suggest social factors (e.g. socioeconomic disadvantages, racial and ethnic intersection) as a potential cause for disproportionate representation and points to a need to further understand the disproportionality of different groups of students being over- or under-identified to receive special education services.

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

The Use of Rating Scales With Children Who Have Language Impairments

2002 ◽  
Vol 11 (2) ◽  
pp. 124-138 ◽  
Author(s):  
Sean M. Redmond
Keyword(s):  
Special Education ◽  
Emotional Disorders ◽  
Rating Scales ◽  
Language Impairments ◽  
Special Education Services ◽  
Speech Language Pathologists ◽  
Language Bias ◽  
Education Services ◽  
Behavioral Rating ◽  
Behavioral Rating Scales

Several reports suggest that socio-emotional disorders and language impairments frequently co-occur in children receiving special education services. One explanation for the high levels of co-occurrence is that limitations inherent to linguistic deficiencies are frequently misinterpreted as symptomatic of underlying socioemotional pathology. In this report, five commonly used behavioral rating scales are examined in light of language bias. Results of the review indicated that children with language impairments are likely to be overidentified as having socioemotional disorders. An implication of these findings is that speech-language pathologists need to increase their involvement in socioemotional evaluations to ensure that children with language impairments as a group are not unduly penalized for their language limitations. Specific guidelines for using ratings with children with language impairments are provided.

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