scholarly journals Addressing the inclusion imperative: an urban school district’s responses

2013 ◽  
Vol 21 ◽  
pp. 61 ◽  
Author(s):  
David Edward DeMatthews ◽  
Hanne Mawhinney
Keyword(s):  
Special Education ◽  
School Districts ◽  
Policy Implementation ◽  
Students With Disabilities ◽  
Implementation Process ◽  
Urban School ◽  
The United States ◽  
Minority Children ◽  
Implementation Processes ◽  
District Administrators

Over the past forty years, schools across the United States have become more inclusive for students with disabilities.  However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers.  This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years.  The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change.  The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs.  This article provides a case description of a district’s special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district’s policies. The findings inform next-generation policy initiatives and future lines of inquiry.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

‘A dive into floods’: exploring the Dutch implementation of the floods directive

Water Policy ◽  
2014 ◽  
Vol 17 (2) ◽  
pp. 187-207 ◽  
Author(s):  
Marjolein (M. C. J.) van Eerd ◽  
Carel Dieperink ◽  
Mark (M. A.) Wiering
Keyword(s):  
The Netherlands ◽  
Policy Implementation ◽  
Implementation Process ◽  
Influential Factors ◽  
High Impact ◽  
The European Union ◽  
Factors Affecting ◽  
Implementation Processes ◽  
Climate Change Effects ◽  
Floods Directive

In recent years the number and frequency of high-impact floods have increased and climate change effects are expected to increase flood risks even more. The European Union (EU) has recently established the Floods Directive as a framework for the assessment and management of these risks. The aim of this article is to explore factors that have hampered or stimulated the implementation process of the Floods Directive in the Netherlands, from its establishment in 2007 until January 2013. During this period, the first requirements of the Floods Directive had to be implemented, while the second and third obligations were to be in an advanced stage. Following a literature review of policy implementation theories and a content analysis of the Floods Directive, we have studied the implementation processes in the Dutch part of the Meuse and Rhine-West catchments. Perceptions of interviewees and survey respondents were used to identify influential factors. Our research shows that although the implementation process in the Netherlands is on schedule, it is iterative and complex. Various constraining and stimulating factors, affecting the implementation process, are distinguished. The article concludes with some suggestions for improving the further implementation of the Floods Directive.

scholarly journals Policy Implementation of the Green Revolution in Korea

1992 ◽  
Vol 7 (0) ◽  
pp. 21-53
Author(s):  
Sung Mo Choi
Keyword(s):  
United States ◽  
Policy Implementation ◽  
Developing Country ◽  
Green Revolution ◽  
Implementation Process ◽  
The United States ◽  
Research Trends ◽  
The Other ◽  
European Countries ◽  
Comparative Policy

Recently, academics have begun to explore the area of comparative policy implementation, Subsequently, two research trends have developed. One trend compares the differences and similarities of the policy implementation process of the United States and European countries. The other has focused on the study of policy implementation in a single developing country.

scholarly journals Understanding Principals’ Knowledge of Special Education

2021 ◽  
Author(s):  
Whitney G. Schexnider
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Students With Disabilities ◽  
Principal Preparation ◽  
School Administrators ◽  
The United States ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Related Information ◽  
School Year

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

Students with Disabilities and School Choice

2019 ◽  
Author(s):  
Robert Garda ◽  
Wendy Hensel ◽  
Paul O’Neill
Keyword(s):  
United States ◽  
School Districts ◽  
School Choice ◽  
Charter Schools ◽  
Students With Disabilities ◽  
The United States ◽  
Section 504 ◽  
Education Reforms ◽  
Schools Of Choice ◽  
Legal Challenges

School choice is one of the primary education reforms currently sweeping the United States. School choice systems create unique challenges for students with disabilities and schools of choice in serving such students. While there are a variety of school choice systems, this chapter focuses on three types of school choice models—charter schools, portfolio school districts, and voucher programs—and the unique policy and legal challenges they present for students with disabilities. Specifically, this chapter examines the interplay of these school choice reforms with the United States laws regarding students with disabilities: the Individuals with Education in Disabilities Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act (ADA). The challenges, barriers and problems are examined and solutions are proposed that consider both the laws regarding students with disabilities and the structures of the choice programs.

Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts

2021 ◽  
Vol 38 (2) ◽  
pp. 258-270
Author(s):  
Amy J. Catalano ◽  
Bruce Torff ◽  
Kevin S. Anderson
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
School Districts ◽  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Online Teaching ◽  
The United States ◽  
Content Type ◽  
K 12

PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.Design/methodology/approachThe authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.FindingsRespondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.Originality/valueNo published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

Preparing Culturally Diverse Special Education Faculty: Challenges And Solutions

2010 ◽  
Vol 3 (9) ◽  
pp. 27
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Linguistic Diversity ◽  
The United States ◽  
University Faculty ◽  
Highly Qualified ◽  
Education Faculty ◽  
Linguistically Diverse Students ◽  
Research Technology

This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education.  The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgrounds to become highly qualified university faculty in the areas of teaching, research, technology, and cultural/linguistic diversity. 

Cut From the Same Cloth? Comparing Urban District CBAs Within States and Across the United States

2017 ◽  
Vol 32 (2) ◽  
pp. 334-359 ◽  
Author(s):  
Bradley D. Marianno ◽  
Tara Kilbride ◽  
Roddy Theobald ◽  
Katharine O. Strunk ◽  
Joshua M. Cowen ◽  
...  
Keyword(s):  
United States ◽  
School Districts ◽  
Collective Bargaining ◽  
The United States ◽  
Urban School Districts ◽  
Prior Work ◽  
Urban District ◽  
Considerable Heterogeneity ◽  
High Profile ◽  
District Administrators

There is considerable speculation and some empirical evidence that teacher collective bargaining agreements (CBAs) in urban school districts are more restrictive to district administrators than CBAs in other districts. We build on prior work by comparing urban with nonurban CBAs in three states—California, Michigan, and Washington—and, for a set of high-profile provisions, with those in CBAs from 72 of the largest districts in the country outside those states. We find that urban CBAs are more restrictive than nonurban CBAs in all three states, but there is still considerable heterogeneity across districts in overall restrictiveness and in high-profile provisions.

Legal Aspects of Teaching Music Students with Disabilities

2017 ◽  
Vol 104 (2) ◽  
pp. 45-50
Author(s):  
Jean B. Crockett
Keyword(s):  
Special Education ◽  
School Improvement ◽  
Music Education ◽  
Students With Disabilities ◽  
The United States ◽  
Legal Aspects ◽  
Music Instruction ◽  
Related Services ◽  
Federal Policies ◽  
Education Act

The public education of students with disabilities in the United States is governed by federal policies that promote school improvement, protect students from discrimination, and provide those who need it with special education and related services to meet their individual needs. This article explains the legal aspects of teaching students with disabilities in the context of music education. Topics address promoting student achievement through the Every Student Succeeds Act, protecting individual access to the music curriculum under Section 504 and the Americans with Disabilities Act, and providing music instruction to special education students under the Individuals with Disabilities Education Act. Guidelines are provided for making music instruction for students with disabilities both legally correct and educationally meaningful.

scholarly journals Ambiguitas Kebijakan Pemerintah Kabupaten Sleman Terhadap Moratorium Izin Usaha Hotel, Apartemen dan Kondotel

2021 ◽  
Vol 2 (1) ◽  
pp. 67-85
Author(s):  
Irfan A Ulumuddin ◽  
Muhadjir M Darwin
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Policy Implementation ◽  
Price Competition ◽  
Implementation Process ◽  
Implementation Processes ◽  
Descriptive Approach ◽  
The Government ◽  
Occupancy Rates ◽  
Research Type

Pertumbuhan pembangunan hotel, apartemen dan kondotel dinilai tidak ramah bagi pelaku usaha, karena berkaitan dengan rendahnya tingkat okupansi dan persaingan harga pada layanan sejenis. Pemerintah menanggapi permasalahan ini dengan menerbitkan kebijakan moratorium untuk izin usaha hotel dan sejenisnya. Namun, setelah pemerintah menerbitkan kebijakan moratorium, jumlah usaha tidak mengalami stagnasi, bahkan meningkat signifikan bila dibandingkan sebelum pemerintah menetapkan kebijakan moratorium. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan deskriptif yang bertujuan untuk mengetahui dimensi ambiguitas dalam kebijakan dan proses implementasi kebijakan. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Dalam penelitian ini penulis menggunakan ambiguitas-konflik Matland. Hasil penelitian menunjukan bahwa peningkatan jumlah usaha setelah penerbitan kebijakan moratorium diinisiasi oleh ambiguitas tujuan dalam kebijakan dan ambiguitas sarana dalam proses implementasi kebijakan.The growth in the construction of hotels, apartments, and condotels is considered unfriendly to business actors because it is related to low occupancy rates and price competition for similar services. The government responded to this problem by issuing a moratorium policy for hotel business permits and the like. However, after the government issued a moratorium policy, the number of businesses did not stagnate, even increasing significantly when compared to before the government enacted the moratorium policy. This study uses a qualitative research type with a descriptive approach that aims to determine the dimensions of ambiguity in policy and policy implementation processes. The data collection techniques used were observation, interview, and documentation. In this study, the authors used Matland's conflict ambiguity. The results showed that the increase in the number of businesses after the issuance of the moratorium policy was initiated by the ambiguity of objectives in policy and ambiguity of means in the policy implementation process.

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