scholarly journals Subjects With Intellectual Disability and Familial Need for Full-Time Special Education Show Regional Brain Alterations: A Voxel-Based Morphometry Study

2009 ◽  
Vol 66 (3) ◽  
pp. 306-311 ◽  
Author(s):  
Minna K Mannerkoski ◽  
Hannu J Heiskala ◽  
Koen Van Leemput ◽  
Laura E Åberg ◽  
Raili Raininko ◽  
...  
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Full Time ◽  
Voxel Based Morphometry ◽  
Regional Brain

THE CHANGING ROLES OF SPECIAL EDUCATION TEACHERS IN A FULL‐TIME MAINSTREAMING PROGRAM: RIGHTS WITHOUT LABELS

1994 ◽  
Vol 10 (2) ◽  
pp. 171-185 ◽  
Author(s):  
Rita M. Bean ◽  
Rebecca Hamilton ◽  
Naomi Zigmond ◽  
Gregory A. Morris
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Full Time ◽  
Changing Roles

Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

1996 ◽  
Vol 63 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Elaine Carlson ◽  
Lucian Parshall
Keyword(s):  
Special Education ◽  
General Education ◽  
Preliminary Investigation ◽  
Behavioral Adjustment ◽  
Special Education Students ◽  
Department Of Education ◽  
Full Time ◽  
Special Education Services ◽  
Education Students ◽  
The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

scholarly journals Trends in Special Education Eligibility Among Children With Autism Spectrum Disorder, 2002-2010

2017 ◽  
Vol 133 (1) ◽  
pp. 85-92 ◽  
Author(s):  
Eric Rubenstein ◽  
Julie Daniels ◽  
Laura A. Schieve ◽  
Deborah L. Christensen ◽  
Kim Van Naarden Braun ◽  
...  
Keyword(s):  
Public Health ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Intellectual Disability ◽  
Monitoring Network ◽  
Autism Spectrum ◽  
Special Education Eligibility ◽  
Children With Asd ◽  
Percentage Points ◽  
Racial Ethnic

Objective: Although data on publicly available special education are informative and offer a glimpse of trends in autism spectrum disorder (ASD) and use of educational services, using these data for population-based public health monitoring has drawbacks. Our objective was to evaluate trends in special education eligibility among 8-year-old children with ASD identified in the Autism and Developmental Disabilities Monitoring Network. Methods: We used data from 5 Autism and Developmental Disabilities Monitoring Network sites (Arizona, Colorado, Georgia, Maryland, and North Carolina) during 4 surveillance years (2002, 2006, 2008, and 2010) and compared trends in 12 categories of special education eligibility by sex and race/ethnicity. We used multivariable linear risk regressions to evaluate how the proportion of children with a given eligibility changed over time. Results: Of 6010 children with ASD, more than 36% did not receive an autism eligibility in special education in each surveillance year. From surveillance year 2002 to surveillance year 2010, autism eligibility increased by 3.6 percentage points ( P = .09), and intellectual disability eligibility decreased by 4.6 percentage points ( P < .001). A greater proportion of boys than girls had an autism eligibility in 2002 (56.3% vs 48.8%). Compared with other racial/ethnic groups, Hispanic children had the largest increase in proportion with autism eligibility from 2002 to 2010 (15.4%, P = .005) and the largest decrease in proportion with intellectual disability (–14.3%, P = .004). Conclusion: Although most children with ASD had autism eligibility, many received special education services under other categories, and racial/ethnic disparities persisted. To monitor trends in ASD prevalence, public health officials need access to comprehensive data collected systematically, not just special education eligibility.

scholarly journals Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

2020 ◽  
Vol 17 (19) ◽  
pp. 7325
Author(s):  
Laura Arcangeli ◽  
Alice Bacherini ◽  
Cristina Gaggioli ◽  
Moira Sannipoli ◽  
Giulia Balboni
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Intellectual Disability ◽  
Special Education Teachers ◽  
Perceived Support ◽  
Effective School ◽  
Mainstream Teachers ◽  
Training Support ◽  
Positive Attitudes

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

Evidence‐Based Practice in the Classroom: Evaluating a Procedure for Reducing Perseverative Requesting in an Adolescent with Autism and Severe Intellectual Disability

2008 ◽  
Vol 32 (1) ◽  
pp. 55-65
Author(s):  
Jeff Sigafoos ◽  
Jennifer Ganz ◽  
Mark O’Reilly ◽  
Giulio Lancioni
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Special Educators ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Individual Level ◽  
Severe Intellectual Disability ◽  
Speech Generating Device ◽  
The Individual ◽  
Response Interruption

Management of inappropriate behaviour is a major priority in special education. Evidence‐based practice dictates that interventions to reduce inappropriate behaviour should be evaluated at the individual level to demonstrate their efficacy in the classroom. This study illustrates the evaluation of an evidence‐based procedure (response interruption) for reducing perseverative requesting in an adolescent boy with autism and severe intellectual disability. The boy used a speech‐generating device to request snacks during baseline and response interruption conditions. During both conditions, the boy had to wait 30 seconds while the snack was being prepared. Requests that occurred during this wait interval were defined as perseverative. Intervention involved blocking perseverative requests and prompting the child to wait. An ABAB design was used to evaluate the effects of the response interruption procedure. The results demonstrated that response interruption effectively reduced perseverative requesting, while maintaining appropriate requesting at other times. The study illustrates how special educators might evaluate evidence‐based practice in the classroom.

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