scholarly journals Under-Identification of Students with Long Term Disability from Moderate to Severe TBI:

2019 ◽  
Vol 38 (1) ◽  
pp. 10-25
Author(s):  
Drew A Nagele ◽  
Stephen R. Hooper ◽  
Kristin Hildebrant ◽  
Melissa McCart ◽  
Judy Dettmer ◽  
...  
Keyword(s):  
Special Education ◽  
Special Education Services ◽  
Medical Systems ◽  
Special Education Eligibility ◽  
Education Services ◽  
Disabilities Education Act ◽  
Severe Tbi ◽  
State Child ◽  
Education Act

Traumatic Brain Injury (TBI) is a special education eligibility category under the Individuals with Disabilities Education Act (IDEA). Unlike other special education categories (e.g., autism, specific learning disabilities), relatively few students with TBI are identified for special education nationwide compared to the known prevalence of TBI. Discrepanies between TBI hospitalization data, estimates of long-term disability due to TBI, and the number of students identified under the TBI category were analyzed. Only 33% of students projected to have moderate to severe TBI were represented in state child counts using the IDEA TBI category. Possible explanations for these discrepancies were explored, including that students with TBI are not referred for special education services, students are served under other special education categories, communications between medical systems-school systems are limited, and that students may not manifest difficulty until years after injury. Potential solutions to improve TBI identification for special education services are presented.

Parents as Partners in the Special Education Process

2016 ◽  
pp. 263-276
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

How to Survive a Due Process Hearing

2008 ◽  
Vol 9 (1) ◽  
pp. 5-12
Author(s):  
Carl Corbin
Keyword(s):  
Special Education ◽  
Due Process ◽  
Individualized Education Program ◽  
Special Education Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Educational Professionals ◽  
Due Process Hearing ◽  
Education Act

Abstract Background/Introduction: Due process hearings are administrative hearings that resolve disputes between parents of children, who qualify for special education services under the Individuals with Disabilities Education Act (“IDEA”), and a Local Educational Agency (“LEA”). The IDEA provides that students that qualify for special education services are entitled to receive a Free Appropriate Public Education (“FAPE”). A FAPE has both substantive and procedural requirements. The process by which a LEA details the provision of a FAPE to a student who qualifies for special education services is through the development of an Individualized Education Program (“IEP”). Objectives: This article reviews the process to develop a legally defensible IEP. This article provides strategies for LEAs and educational professionals to avoid a due process hearing. This article provides a brief description of and timelines associated with a due process hearing. This article provides suggestions to educational professionals who may be called to testify as a witness at a due process hearing. Conclusion: LEAs and educational professionals can minimize their risk of having to undergo a due process hearing and can maximize their chances to prevail at a due process hearing through preparation and training.

Parents as Partners in the Special Education Process

2019 ◽  
pp. 1610-1623
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts

2019 ◽  
Vol 43 (2) ◽  
pp. 162-177
Author(s):  
Keri C. Fogle ◽  
David Hoppey ◽  
David H. Allsopp
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Special Education Services ◽  
School Partnerships ◽  
Study Approach ◽  
Educational Rights ◽  
Disabilities Education Act ◽  
Education Act ◽  
Parent Educators

Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.

What Happens to Students Leaving Secondary Special Education Services in Arizona?

1997 ◽  
Vol 18 (5) ◽  
pp. 261-269 ◽  
Author(s):  
Laura L. Love ◽  
Ida M. Malian
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Transition Services ◽  
Computer Assisted ◽  
Special Education Services ◽  
Education Services ◽  
Analysis Technique ◽  
Students First ◽  
Education Act ◽  
The Impact

The Arizona Follow-along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the individuals with Disabilities Education Act of 1990.

Addressing the Needs in Reading of the Dyslexic Learner in the Inclusive Classroom

2016 ◽  
pp. 206-218
Author(s):  
Enid Acosta-Tello
Keyword(s):  
Learning Disabilities ◽  
Language Skills ◽  
Classroom Teacher ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Special Education Services ◽  
Education Services ◽  
Disabilities Education Act ◽  
Education Act ◽  
Teaching Ideas

Many children in the nation are not proficient readers. Many of them are affected by learning disabilities and disorders. The Individuals with Disabilities Education Act (IDEA) was designed to help meet the needs of these children. However, children diagnosed with dyslexia were excluded from special education services because they did not qualify. Though advances in technology have identified dyslexia as stemming from a neurological difficulty to process language skills necessary for learning to read, dyslexic children continue to fall outside the qualification guidelines for special educational service. For this reason, many classroom teachers find themselves with children in their classes who are unable to read and who will not receive extra help. The aim of this chapter is to share teaching ideas, methodologies, and strategies which will help the classroom teacher address some of the needs of the dyslexic learner within the regular classroom setting.

Utilization of special education services and educational attainment among long-term survivors of childhood cancer

Cancer ◽  
2003 ◽  
Vol 97 (4) ◽  
pp. 1115-1126 ◽  
Author(s):  
Pauline A. Mitby ◽  
Leslie L. Robison ◽  
John A. Whitton ◽  
Michael A. Zevon ◽  
Iris C. Gibbs ◽  
...  
Keyword(s):  
Special Education ◽  
Educational Attainment ◽  
Childhood Cancer ◽  
Special Education Services ◽  
Education Services ◽  
Survivors Of Childhood Cancer ◽  
Long Term Survivors

Attention Deficit Hyperactivity Disorder as a Disability Category: A Critique

1993 ◽  
Vol 60 (3) ◽  
pp. 198-214 ◽  
Author(s):  
Robert Reid ◽  
John W. Maag ◽  
Stanley F. Vasa
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Special Education Services ◽  
Academic Difficulties ◽  
Education Services ◽  
Hyperactivity Disorder ◽  
Education Act ◽  
Students With Adhd ◽  
Social And Cultural Factors

Attention deficit hyperactivity disorder (ADHD) has generated a great deal of interest recently among the special education profession. Various groups have advocated making ADHD a separate disability category under the Individuals with Disabilities Education Act. As a result, children with this disorder would be eligible for special education services. Proponents argue that at least 50% of students with ADHD currently are not receiving special education services they require under existing categories. The argument for considering ADHD as a disability category rests on the assumption that it is a valid psychiatric disorder and is characterized by academic difficulties. We challenge the validity of these assumptions and examine social and cultural factors we believe fuel the perceived need for ADHD as a new disability category.

Blindness and Visual Impairment

1995 ◽  
Vol 16 (2) ◽  
pp. 77-78
Author(s):  
Ruth K. Kaminer ◽  
Eugene McMahon
Keyword(s):  
Visual Impairment ◽  
Well Being ◽  
Special Education Services ◽  
Visual Disability ◽  
Education Services ◽  
Disabilities Education Act ◽  
Blind Children ◽  
Education Act ◽  
Definition Of ◽  
Legal Blindness

The identification and treatment of children who have significant visual impairments are critical to their health and future well-being. "Legal blindness" occurs if a patient has central visual acuity of 20/200 or less in the better eye with corrective glasses or a visual field that is no greater than 20 degrees in the better eye. To determine eligibility for special education services, states must adopt a definition of visual impairment consistent with the Individuals with Disabilities Education Act (IDEA). For educational purposes, this includes students who have a visual disability that, even with correction, affects their educational performance adversely. The term includes both partially seeing and blind children.

Sign in / Sign up

Export Citation Format

Share Document