scholarly journals Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance

2017 ◽  
Vol 25 ◽  
pp. 50 ◽  
Author(s):  
Maria M. Lewis
Keyword(s):  
School District ◽  
Students With Disabilities ◽  
Policy Change ◽  
Policy Implications ◽  
Special Education Law ◽  
Education Law ◽  
Urban School District ◽  
Idea 2004 ◽  
Manifestation Determination ◽  
Legal Standard

Under federal special education law, before a school district may discipline a student with a disability for greater than 10 days, it must first determine whether the student’s actions were a manifestation of his or her disability (IDEA, 2004). This requirement, referred to as manifestation determination review (MDR), aims to ensure that students with disabilities do not experience a significant disciplinary change in placement for actions that are caused by their disabilities. This article will discuss the evolution of the legal standard and the policy implications of a study that examined 80 MDR decisions in one large urban school district. 

States Decrease Their Required Secondary Transition Planning Age: Federal Policy Must Change

2020 ◽  
Vol 31 (2) ◽  
pp. 112-118
Author(s):  
Andrea L. Suk ◽  
James E. Martin ◽  
Amber E. McConnell ◽  
Tiffany L. Biles
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Special Education Law ◽  
Education Law ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Transition Models ◽  
Education Act ◽  
The U.S

Individuals With Disabilities Education Act 2004 mandates transition planning for students with disabilities begin by the age of 16 years. Currently, no study exists describing when states and territories require transition planning to begin; we conducted a methodical review to determine this age. We found over half (52%) the U.S. states and territories (29 of 56) require transition planning begin prior to the federal age 16 mandate. To argue the age 16 federal mandate is too old and needs to be lowered to at least age 14, we review special education law, provide a summary of influential position statements, cite relevant data-based studies, and provide an overview of research-based transition models.

scholarly journals The Inclusive Education: Policy Issues and Challenges. The Rights in the Amended Special Edu- cation Law in Israel (1988)

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
L. Shaked
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Law ◽  
Education Law ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Restrictive Environment

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools

2020 ◽  
Vol 60 (3) ◽  
pp. 407-429 ◽  
Author(s):  
Christine Ashby ◽  
Julia M White ◽  
Beth Ferri ◽  
Siqi Li ◽  
Lauren Ashby
Keyword(s):  
School District ◽  
Middle Schools ◽  
Learning Communities ◽  
Students With Disabilities ◽  
Middle Grades ◽  
Historical Analysis ◽  
Urban School District ◽  
School Transitions ◽  
Smaller Learning Communities ◽  
Spatial Methods

Middle grades education has been the object of efforts to remediate US education to address an array of social problems. Districts have sought out K-8 models to create smaller learning communities, require fewer school transitions, and allow sustained student connections. This paper offers a historical analysis of K-8 schools, drawing on statistical and spatial methods and a DisCrit intersectional lens to illustrate how creating K-8 schools produced enclaves of privilege in one urban school district. K-8 schools in our target district became whiter and wealthier than district averages. Students with disabilities attending K-8 schools tended to be placed in more inclusive classrooms, where they were more likely to be integrated alongside nondisabled peers than counterparts attending traditional middle schools. We consider how the configuration of K-8 schools, which could be considered an administrative decision to better serve students, has obscured interworkings of power and privilege.

scholarly journals How We Label Students with Disabilities: A Framework of Language Use in an Urban School District in the United States

2016 ◽  
Vol 36 (4) ◽  
Author(s):  
Lindsey T. Back ◽  
Christopher B. Keys ◽  
Susan D. McMahon ◽  
Kaney O'Neill
Keyword(s):  
School District ◽  
Students With Disabilities ◽  
Qualitative Interviews ◽  
First Language ◽  
People With Disabilities ◽  
Urban School ◽  
The United States ◽  
Urban School District ◽  
Disability Identity ◽  
People First

Although scientists have often overlooked the role of language used to refer to people with disabilities in their identities, language may reflect societal attitudes that are critical in shaping the experiences of people with disabilities, particularly during formative periods. International controversy surrounds disability-first versus people-first language, but little research to date has explored specific linguistic references to people with disabilities. This study draws on a content analysis of 22 qualitative interviews with students, parents, teachers, and administrators to explore language used to refer to students with disabilities. Results offer the first framework of language in a U.S. urban school district, including people-first, disability-implicit, and disability-first language. Results demonstrate noteworthy variation in form and content, and offer a values-based and contextual understanding of language.  This nuanced way of understanding experiences of students with disabilities has implications for potentially improving language used to refer to people with disabilities, as well as creating a more positive disability identity.

Emergent Concepts of Inclusion in the Context of Committed School Leadership

2020 ◽  
Vol 52 (8) ◽  
pp. 1238-1263
Author(s):  
Srikala Naraian ◽  
Mary Ann Chacko ◽  
Claire Feldman ◽  
Tara Schwitzman-Gerst
Keyword(s):  
Public Schools ◽  
School District ◽  
General Education ◽  
Students With Disabilities ◽  
School Leadership ◽  
Urban School District ◽  
Learning Differences ◽  
School Based ◽  
General Education Setting ◽  
Building Leaders

Inclusion of students with disabilities within general education settings is increasingly accepted as the desirable response of school systems to student learning differences. It has triggered districtwide reforms that are differentially enacted and realized within different schooling contexts. This study explores meanings of inclusion that were produced when three school leaders in a large urban school district adopted buildingwide initiatives to facilitate inclusion. We interviewed building leaders, families, and teachers within three public schools over a period of approximately 11 months. Data disclosed that the enactment of initiatives at each school reflected particular understandings of disability as well as relations with teachers and families. Our analysis showed that schoolwide commitments to inclusion can simultaneously produce forms of exclusion, erase dis/ability as a form of diversity, and neglect to understand parents and families as “experts” on their children. We argue that the structural implementation of inclusion premised on placement of students with disabilities in a general education setting leaves intact and unquestioned school-based norms of ability that render both students and families as lacking.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

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