Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

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.

scholarly journals K-12 online learning and students with disabilities: Perspectives from state special education directors

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Paula J. Burdette ◽  
Diana Greer ◽  
Kari L. Woods
Keyword(s):  
Special Education ◽  
Online Learning ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Rapid Expansion ◽  
Special Education Directors ◽  
Free Appropriate Public Education ◽  
Restrictive Environment ◽  
K 12 ◽  
Education Directors

K-12 special education policies and practices that ensure students with disabilities receive a free appropriate public education in the least restrictive environment are coming under pressure from rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12 online learning. Findings demonstrated the increased number of states providing online instruction; indicated students with many different types of disabilities participate in online learning; and described the directors’ reflections on current issues as well as anticipated barriers to students with disabilities participating in online learning. Ambiguity and variability existed across state policies as each state may have been in a different stage of adopting this relatively new approach to K-12 education. The authors suggest that federal guidance might be required to safeguard the civil rights of students with disabilities in online learning.

Nine Tips for Creating an Effective Extended School Year Program for Students With Disabilities

2016 ◽  
Vol 52 (3) ◽  
pp. 170-175 ◽  
Author(s):  
Emily Eyrolles Sobeck
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Summer Program ◽  
Extended School Year ◽  
School Year

Extended school year (ESY) is a summer program available for students with disabilities who meet specific qualifying criteria. Teachers are often hesitant to accept the position of the ESY teacher due to the ambiguities and demands of the position. The purpose of this article is to briefly share the impetus and focus of ESY and give special education teachers nine tips to create and execute an effective ESY program. When implemented correctly, ESY programs have the potential to help students maintain learned skills and master targeted skills.

“Flat” versus “Weighted” Reimbursement Formulas: A Longitudinal Analysis of Statewide Special Education Funding Practices

1993 ◽  
Vol 59 (5) ◽  
pp. 433-443 ◽  
Author(s):  
Samuel Dempsey ◽  
Douglas Fuchs
Keyword(s):  
Special Education ◽  
Longitudinal Analysis ◽  
Service Needs ◽  
Education Funding ◽  
Special Education Directors ◽  
Monetary Incentives ◽  
Funding Formula ◽  
Flat Rate ◽  
Education Directors ◽  
Reliable Increase

Tennessee data were analyzed longitudinally from 1979–80 to 1987–88 in terms of numbers of children placed in a variety of service options. In 1983–84, the Tennessee funding formula was changed from a “flat” rate to a “weighted” formula. The weighted formula was associated with a statistically significant decrease in less restrictive placements and a reliable increase in more restrictive placements. A statewide survey of district special education directors suggested that service needs may have been more likely than monetary incentives to explain the observed changes.

scholarly journals Understanding Principals’ Knowledge of Special Education

2021 ◽  
Author(s):  
Whitney G. Schexnider
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Students With Disabilities ◽  
Principal Preparation ◽  
School Administrators ◽  
The United States ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Related Information ◽  
School Year

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

What Special Education Directors Say about RTI

2009 ◽  
Vol 32 (4) ◽  
pp. 245-254 ◽  
Author(s):  
Margaret Gessler Werts ◽  
Monica Lambert ◽  
Ellen Carpenter
Keyword(s):  
Special Education ◽  
Special Education Directors ◽  
Education Directors

The Measurement of Family Perspectives on Extended School Year Practices with Students in Special Education

1998 ◽  
Vol 58 (3) ◽  
pp. 511-519 ◽  
Author(s):  
WILLIAM R. SHARPTON ◽  
David Sexton ◽  
Jane Nell Luster ◽  
Margaret Lang
Keyword(s):  
Special Education ◽  
Extended School Year ◽  
School Year ◽  
Family Perspectives

scholarly journals FINANCIAMENTO DA EDUCAÇÃO ESPECIAL NO BRASIL NA ARENA DO PÚBLICO E DO PRIVADO

2012 ◽  
Vol 6 (10) ◽  
pp. 359
Author(s):  
Ms. Ana Paula De Oliveira Moraes Soto (USP) ◽  
Ms. Andrea De Carvalho Zichia (USP) ◽  
Ms. Roseli Kubo Gonzalez (USP) ◽  
Drª. Rosângela Gavioli Prieto (USP)
Keyword(s):  
Students With Disabilities ◽  
Exploratory Study ◽  
Educational Quality ◽  
Education Law ◽  
Financial Resources ◽  
Global Development ◽  
National Education ◽  
Minimum Standards ◽  
The Creation ◽  
Definition Of

The definition of "minimum standards of educational quality" as established in the Guidelines and Bases of National Education Law, from 1996, also concerns the use of financial resources that enable the creation, maintenance and expansion of services to students with disabilities, global development disorder and high abilities/gifted ones. In order to discuss issues that are related to the special education’s funding, this article presents some results of an exploratory study in a city of São Paulo, over the period of 2008 to 2011, which analyzed the origin sources and costs of this type of education. The study revealed that spending with special’s education, in comparison to others types, is inexpensive on the general budget of education, also there are massive resources available to philanthropic institutions.

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