An Ethnographic Study of Special Education Services in a Rural Area of Mexico

1996 ◽  
Vol 15 (3) ◽  
pp. 34-37 ◽  
Author(s):  
Beverley Argus-Calvo ◽  
Robert Ortiz ◽  
Laurie L. Mccarty
Keyword(s):  
Special Education ◽  
Rural Areas ◽  
The United States ◽  
Ethnographic Study ◽  
Ciudad Juarez ◽  
Special Education Services ◽  
Education Services ◽  
Professional Experiences ◽  
Border Areas ◽  
Insight Into

The provision of appropriate special education services to Mexican, immigrant children and their families who live in rural border areas of the United States begins with an understanding of the educational system in Mexico. A brief history and overview of the types of special education programs that are currently being administered in Mexico are provided. Additionally, the personal perspectives of two administrators who oversee programs in rural areas neighboring Ciudad Juarez are highlighted. Using in-depth interviewing to gain insight into the personal and professional experiences of these two professionals, emergent themes concerning special education in rural areas of Mexico are identified and discussed.

Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)

2021 ◽  
pp. 106342662110397
Author(s):  
Laura Rhinehart ◽  
Sai Iyer ◽  
Diane Haager
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Longitudinal Study ◽  
The United States ◽  
Special Education Services ◽  
Behavioral Skills ◽  
Early Childhood Longitudinal Study ◽  
Education Services ◽  
Special Education Needs ◽  
Students With Adhd

Approximately one in 10 children in the United States is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade ( N = 220). Results showed higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.

Black and White Middle Class Children Who Have Private Health Insurance in the United States

PEDIATRICS ◽  
1999 ◽  
Vol 104 (Supplement_1) ◽  
pp. 151-157 ◽  
Author(s):  
Michael Weitzman ◽  
Robert S. Byrd ◽  
Peggy Auinger
Keyword(s):  
Mental Health ◽  
United States ◽  
Special Education ◽  
Middle Class ◽  
Black Children ◽  
The United States ◽  
Special Education Services ◽  
White Children ◽  
Education Services ◽  
Black And White

Objective. To compare the health, behavior and school problems, and use of medical, mental health, and special education services of privately insured, middle class black and white children in the United States. Design/Methods. Analyses of the Child Health Supplement to the 1988 National Health Interview Survey, with a nationally representative sample of 17 110 children age 0–17 years. Results. Privately insured middle class black children had fewer chronic health conditions, but were less likely to be reported to be in excellent health (46.2% vs 57.3%) and more likely to have had asthma (8.5% vs 5.8%) or to have been of low birth weight (10.7% vs 5.6%). There were no differences in rates of having a usual source of routine care (92.2% vs 93.8%) or of being up to date with well-child care (79.3% vs 78.2%), but black children made fewer physician visits, were less likely to use physicians' offices, were more likely to lack continuity of care, and were twice as likely to use emergency departments. These differences in use of medical services persisted in multivariate analyses and analyses restricted to more affluent children. Despite similar rates of behavior problems, black children were more likely to repeat a grade (20.0% vs 12.3%) and to have been suspended from school (11.3% vs 5.0%). Although significantly fewer black middle class children received mental health or special education services in bivariate analyses, no differences in receipt of these services were noted in multivariate analyses. All differences reported were significant. Conclusions. Among middle class children in the United States, black and white children have similar rates of health and behavior problems, but black children experience substantially increased rates of asthma, low birth weight, and school difficulties. Although not differing in the receipt of mental health or special education services, middle class black children, even in the presence of private health insurance, have markedly different sources and patterns of use of medical services.

The 24-Hour Movement Guidelines and Body Composition Among Youth Receiving Special Education Services in the United States

2021 ◽  
pp. 1-6
Author(s):  
Justin A. Haegele ◽  
Xihe Zhu ◽  
Sean Healy ◽  
Freda Patterson
Keyword(s):  
Physical Activity ◽  
Special Education ◽  
Body Weight ◽  
Screen Time ◽  
Weight Status ◽  
The United States ◽  
Special Education Services ◽  
Education Services ◽  
Body Weight Status ◽  
The Impact

Background: The purposes of this study were to examine the proportions of youth receiving special education services in the United States who individually and jointly met physical activity, screen time, and sleep duration guidelines, and to examine the impact of meeting none, one, two, and three of the guidelines on overweight and obesity. Methods: This cross-sectional analysis utilized data from the 2016 to 2017 National Survey for Children’s Health data set on 3582 youth aged 10–17 years who received special education services. The frequency of the participants’ compliance with the 24-hour movement guidelines and body weight status (based on the age- and sex-specific percentile cutoffs) were estimated. Meeting guidelines was defined as: 9–11 hours/night (5–13 y) or 8–10 hours/night (14–17 y) of sleep, ≤120 minutes per day of screen time, and ≥60 minutes per day of moderate to vigorous physical activity. A multinomial logistic regression analysis was conducted to estimate the impact of meeting none, one, two, or three guidelines on body weight status, adjusted for potential confounders. Results: Overall, 8.1% of youth met all three guidelines, 42.0% met two guidelines, 38.0% met one guideline, and 11.9% did not meet any guideline. Meeting all three guidelines was associated with an approximately 50% decreased likelihood of overweight than meeting no guideline, or sleep or screen time guidelines independently. Conclusions: This study extends the 24-hour movement framework to children receiving special education services and should prompt the continued study of its utility for understanding health disparities experienced by this population.

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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