A mainstream preschool program: Working model in rural Maine

1987 ◽  
Vol 7 (4) ◽  
pp. 27-28
Author(s):  
James Mackin Walsh
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Service Delivery ◽  
Implementation Process ◽  
Education Programs ◽  
Preschool Program ◽  
Preschool Special Education ◽  
Public School Systems ◽  
Working Model

Recent permissive legislation in Maine now provides state subsidy for preschool special education programs in public schools. As a result, there has been heightened interest and incentive to develop preschool program models which can be integrated effectively and economically, into current public school systems. This article will describe the development and implementation process of a model preschool program in Richmond, a rural Maine community. There is particular emphasis on identifying practical considerations for those who may be interested in addressing similar service delivery concerns.

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

2021 ◽  
pp. 743-762
Author(s):  
Giuseppina Wright
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Public School Systems ◽  
School Settings ◽  
Governmental Organizations ◽  
Quantitative Results ◽  
Swedish School ◽  
And Training

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

The Squandered Brilliance of Our Disposable Youth

2021 ◽  
pp. 35-109
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Corporate America ◽  
Wall Street ◽  
Public School Systems ◽  
Communities Of Color ◽  
The Impact

This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

Missing Elements in the Discussion of Teacher Shortages

2016 ◽  
Vol 45 (8) ◽  
pp. 460-462 ◽  
Author(s):  
James Cowan ◽  
Dan Goldhaber ◽  
Kyle Hayes ◽  
Roddy Theobald
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Teacher Candidates ◽  
Public Policies ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Shortages ◽  
Considerable Evidence

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

Why Special Education Isn 't Special

1974 ◽  
Vol 44 (4) ◽  
pp. 437-458 ◽  
Author(s):  
Carl Milofsky
Keyword(s):  
Special Education ◽  
Public School ◽  
Special Educators ◽  
Education Programs ◽  
Special Education Programs

Special education has developed in recent years to diagnose more effectively and teach children who, for a wide variety of reasons, cannot learn from a regular curriculum. In this article, the author notes that despite their increasing size and sophistication, special education programs have not been successful for the majority of their students. He suggests that one reason for their ineffectiveness may be the ways in which special educators-teachers,psychologists and administrators-relate to the regular personnel of schools. Because special education is marginal to public school operation, political and organizational obstacles may infringe on the autonomy, funds, and quality of programs special educators can provide.

Parents of Youth with Disabilities

1999 ◽  
Vol 20 (3) ◽  
pp. 134-142 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Suzanne Cushing
Keyword(s):  
High School ◽  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Special Education Teachers ◽  
Private School ◽  
Special Education Administrators ◽  
Youth With Disabilities ◽  
Education Administrators ◽  
School Youth

Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.

What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders

1988 ◽  
Vol 13 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Richard S. Neel ◽  
Nancy Meadows ◽  
Phyllis Levine ◽  
Eugene B. Edgar
Keyword(s):  
Special Education ◽  
Public School ◽  
Secondary Students ◽  
The State ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Follow Up Study ◽  
Follow Up Studies ◽  
Special Education Programs

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.

Resourcing Special Education Programs in Times of Economic Restraint

1991 ◽  
Vol 14 (2) ◽  
pp. 20-27
Author(s):  
Max Sawatzki ◽  
Rosemary Walsh
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Education Programs ◽  
The Subject ◽  
Special Education Programs ◽  
Effective Service ◽  
Negative Sense

In addressing the subject of resourcing special education programs in times of economic restraint, I want to say from the outset that I do not view the concept of “restraint” in a completely negative sense. In many ways it is in times of restraint that some of ourmostconstructiveand creative planning for effective service delivery occurs. It is at times such as these that we need to take a critical look at what we are doing in the area of program provision and to ask ourselves whether we are meeting needs and achieving outcomes, or whether, in fact, we could be doing better.

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