Endorsement by Exam: Policy and Practice in Rural Special Education

2019 ◽  
Vol 38 (3) ◽  
pp. 177-184
Author(s):  
Alexandra Hollo ◽  
Kim K. Floyd ◽  
Carla B. Brigandi
Keyword(s):  
Special Education ◽  
State Level ◽  
The United States ◽  
Subject Area ◽  
State Agencies ◽  
Education Policies ◽  
Policy And Practice ◽  
Knowledge Test ◽  
Teacher Shortages

National- and state-level education policies are evolving to address teacher shortages that are pervasive across the United States and are particularly problematic in rural special education. In this article, we describe a policy we call “endorsement by exam” in which teachers certified in one subject area can become certified in other areas by passing a content knowledge test. Although such add-on endorsements are not uncommon in some content areas (e.g., chemistry teachers adding certification in biology), some states have extended this practice to include special education certification. The purpose of this article is to explore what state agencies have adopted endorsement by exam for special education. Despite difficulties in obtaining reliable information, we determined approximately eight states have adopted some form of this policy. We discuss results in terms of rurality and conclude by explaining our position that endorsement by exam is a potentially harmful quick fix that may in fact exacerbate teacher shortages in the long term and thus is ill advised.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Educational Policy and Practice Contexts

2019 ◽  
pp. 39-66
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
Special Education ◽  
Educational Policy ◽  
Inclusive Education ◽  
Individual Rights ◽  
Education Policies ◽  
Policy And Practice ◽  
Relative Risks ◽  
Culturally Based ◽  
The Individual ◽  
The U.S

Chapter 3 lays the groundwork for understanding how educators incorporate national special education policies into their local, culturally based practices. It examines national disability policies and services in Japan, South Korea, Taiwan, and the U.S. Special education policies in all four nations have been influenced by the contemporary, international trend of inclusive education. Yet the ways in which policymakers and educators have responded to such international initiatives, which reinforce the individual rights of children with disabilities, vary cross-culturally. Such variation partly reflects culturally based differences in how the relative risks of disability labels and the benefits of specialized support are weighted, especially for these children whose functioning is at the border of “typical development” and “having disabilities.”

American Policy in Gifted Education

2018 ◽  
Vol 41 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Education Policy ◽  
Gifted Education ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Specific Aspect ◽  
Policy And Practice ◽  
Case Examples ◽  
Gifted Program ◽  
History Of

This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of gifted program development has been successfully advanced. Implications of the article suggest that gifted education policy is not coherent across the country, is controlled by state legislatures, and subject to annual scrutiny for continued and new funding.

Untangling the Racialization of Disabilities

2013 ◽  
Vol 10 (2) ◽  
pp. 329-347 ◽  
Author(s):  
Alfredo J. Artiles
Keyword(s):  
Special Education ◽  
The United States ◽  
Future Research ◽  
Educational Trajectories ◽  
Individual Structure ◽  
Historical Processes ◽  
Disability Categories ◽  
The Individual ◽  
Sizable Number

AbstractThis article advances an intersectional perspective in the analysis of racial inequities in special education so that theoretical refinement of this problem will strengthen educational equity research and theory. Racial disproportionality in some disability categories continues to affect a sizable number of students in the United States, with dire long-term consequences for the educational trajectories of these learners. After more than four decades, the problem continues to be debated in research, practice, and policy circles. There is consensus among researchers that the racialization of disability embodies complexities that defy linear explanations. But this debate has overlooked the potential of intersectionality to document complexity and to transcend the individual-structure binary that tends to permeate previous scholarship. Indeed, intersectionality's explicit attention to how the complexity of people's everyday experiences is connected to larger historical processes could offer key insights. I analyze how disproportionality research has addressed the intersections of race and disability (along with other markers of oppression) through a contrapuntal reading of works framed with medical, social, and cultural disability models. I conclude with reflections for future research on racial disparities in special education that is mindful of intersectional complexity.

scholarly journals Clinical Strategies for the Treatment and Management of Patients Prescribed Long-term Opioid Therapy

Pain Medicine ◽  
2018 ◽  
Vol 20 (9) ◽  
pp. 1737-1744
Author(s):  
Jessica J Wyse ◽  
Linda Ganzini ◽  
Steven K Dobscha ◽  
Erin E Krebs ◽  
Janet Zamudio ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Drug Testing ◽  
Health Care Systems ◽  
Qualitative Interviews ◽  
The United States ◽  
Opioid Therapy ◽  
Prescribing Practices ◽  
Policy And Practice ◽  
Care Systems

Abstract Objectives Across diverse health care systems, growing recognition of the harms associated with long-term opioid therapy (LTOT) for chronic pain has catalyzed substantial changes to policy and practice designed to promote safer prescribing and patient care. Although clear goals have been defined, how clinics and providers should most effectively implement these changes has been less well defined, and facilities and providers have had substantial flexibility to innovate. Methods Qualitative interviews were conducted with 24 Department of Veterans Affairs (VA) clinicians across the United States who prescribe LTOT for chronic pain. Interviews probed the practices and initiatives providers utilized to meet opioid safety requirements and address common challenges in caring for patients prescribed LTOT. Results Innovative strategies in the design and organization of clinical practice (urine drug testing, informed consent, limiting transfer requests, specialty patient panel) and resources utilized (engaged pharmacists, non-opioid pain treatments, intra-organizational collaborations) are described. Conclusions We conclude with recommendations designed to improve opioid prescribing practices, both within the VA and in other settings.

Community-dwelling older adults' perceptions of dignity: core meanings, challenges, supports and opportunities

2013 ◽  
Vol 34 (8) ◽  
pp. 1292-1313 ◽  
Author(s):  
KATHY BLACK ◽  
DEBRA DOBBS
Keyword(s):  
Older Adults ◽  
Older People ◽  
The United States ◽  
Community Dwelling ◽  
Health Issues ◽  
Policy And Practice ◽  
Community Based ◽  
Self Identity ◽  
Community Dwelling Older Adults

ABSTRACTDignity is a universally important issue for all people, and particularly vital for older adults who face multiple losses associated with ageing. In the United States of America and beyond, the maintenance of dignity is a key aim of policy and service provision for older people. Yet surprisingly little research has been conducted into the meaning of dignity to community-based older adults in the context of everyday life. As life expectancy continues to increase worldwide, unprecedented numbers of people are living longer than ever before. The majority of older adults will face declining health and other factors that may impact dignity in the course of ageing in their communities. This paper reports on a study that explored older people's understandings and experiences of dignity through focus groups and a survey. Three key components of dignity are identified: autonomy, relational and self-identity. In addition, the paper discusses a range of factors that can facilitate or inhibit a sense of dignity for older people, including long-term health issues, sensory deficits and resilience to life events. Finally, the implications of these findings for policy and practice are considered in the context of American social structures and values.

scholarly journals The Impact of Uncertainty on State-Level Housing Markets of the United States: The Role of Social Cohesion

2021 ◽  
Vol 13 (6) ◽  
pp. 3065
Author(s):  
Linyan Dai ◽  
Xin Sheng
Keyword(s):  
United States ◽  
Social Cohesion ◽  
Housing Markets ◽  
State Level ◽  
The United States ◽  
Negative Effects ◽  
Housing Returns ◽  
The Impact

While considering the role of social cohesion, we analyse the impact of uncertainty on housing markets across the 50 states of the United States, plus the District of Columbia, using the local projection method for panel data. We find that both short-term and long-term measurements of macroeconomic and financial uncertainties reduce real housing returns, with the strongest effect originated from the macro-economic uncertainty over the long term. Moreover, the degree of social cohesion does not change the nature of the impact of uncertainty on real housing returns dramatically, but the size of the negative effects is relatively large for states with low social cohesion.

Devolution and Aging Policy: Racing to the Bottom in Long-Term Care

1997 ◽  
Vol 27 (3) ◽  
pp. 427-442 ◽  
Author(s):  
Carroll L. Estes ◽  
Karen W. Linkins
Keyword(s):  
Long Term Care ◽  
Nonprofit Sector ◽  
State Level ◽  
The Elderly ◽  
The United States ◽  
Term Care ◽  
New Federalism ◽  
Trade Offs ◽  
The Future

For two decades, New Federalism, devolution, and other challenges to the federal role in domestic health and human services policy have fundamentally shaped the structure and delivery of long-term care in the United States. Devolution evokes crucial questions concerning the future of universal entitlement programs such as Social Security and Medicare and, with them, the future of aging and long-term care policy. This article examines the implications of the “devolution revolution” for long-term care in the context of the sociodemographics of aging and the managed care movement. Central issues are the extent to which state-level discretionary policy options (1) alter priorities, services, and benefits for the elderly and disabled; (2) foster a race to the bottom in long-term care; (3) promote generational, gender, racial and ethnic, and social class trade-offs; and (4) fundamentally alter the role and capacity of nonprofit sector services that comprise a significant part of the long-term care continuum.

The Costs of Emergency Certification: A Solution or Dilemma for School Leaders?

2021 ◽  
pp. e20200032
Author(s):  
Andrene Jones-Castro
Keyword(s):  
School Environment ◽  
Formal Education ◽  
School Leaders ◽  
The United States ◽  
Bachelor's Degree ◽  
Policy And Practice ◽  
Teacher Shortages ◽  
Certified Teachers ◽  
Preservice Preparation ◽  
Mixed Feelings

When there are teacher shortages, emergency certification allows individuals with a bachelor’s degree to enter the profession without having undergone formal education training or preservice preparation. Despite its widespread use in the United States, emergency certification is a poorly understood human resource process. Little is known about how principals perceive and assign meaning to the credential, how they engage with emergency credentialed teachers during the hiring phase, and, in turn, how they incorporate these teachers into the school environment after hire. This study draws on credential theory and uses qualitative methods to investigate school leaders’ perceptions of emergency-certified teachers in Oklahoma. Findings from this study shed new light on the use of emergency credentialing by highlighting school leaders’ mixed feelings about the policy and the challenges and limitations of providing necessary support systems for emergency-certified teachers. By illuminating the costs of emergency certification, findings offer implications for policy and practice.

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2

2019 ◽  
Keyword(s):  
Music Education ◽  
Music Performance ◽  
State Level ◽  
The United States ◽  
Music Technology ◽  
Policy And Practice ◽  
Education Practice ◽  
Music Assessment ◽  
Secondary Music ◽  
Technical Issues

This volume of the handbook addresses music education practice and technology in 37 chapters written by fifty three leading experts from across the world. The volume is divided into three sections and closes with an epilogue. Part 1, “Music Assessment in the United States,” presents a review of legislation and case law, national assessment trends, and state-level assessment programs in eight states. Part 2, “Assessment of Student Music Learning,” covers the practice of assessment in early childhood, special needs, primary, and secondary music classrooms and ensembles. Part 3, “Assessment and Music Technology,” covers policy and practice for technologically assisted music assessment, and details technical issues related to computerized assessment of music performance. The epilogue brings the handbook to a close with a review of the state of the art of music assessment, and introduces the International Principles of Assessment in Music Education.

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