scholarly journals Participation of Children between Three and Five Years Old at Home and in the Community Setting

2020 ◽  
Vol 36 ◽  
Author(s):  
Sofia Guichard ◽  
Catarina Grande
Keyword(s):  
Special Education ◽  
Early Intervention ◽  
Preschool Teachers ◽  
Community Setting ◽  
Child Functioning ◽  
Environmental Barriers ◽  
Special Education Service ◽  
Education Service ◽  
Early Intervention System ◽  
At Home

Abstract The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with support of Special Education Service and/or of the Early Intervention System and noneligible children, in three main dimensions: child functioning, child participation and perceived environmental barriers. Data about child functioning was collected through preschool teachers and about participation and barriers through parents. Sociodemographic data was also collected. Forty preschool teachers and 116 children (and their parents) participated in this study. Forty-two children were eligible and had support from Special Education Service and/or of the Early Intervention System. The results showed that eligible children have lower levels of functionality, participate less frequently and are less involved in the activities at home and in the community setting and that their parents perceive more environmental barriers in both settings. The results were analysed considering the Biopsychosocial Model.

Special Education Service Delivery Models Around the Globe

2019 ◽  
pp. 383-416
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Special Education Service Delivery Models around the Globe

2015 ◽  
pp. 226-247
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Use of Special Education Services Among Children With and Without Congenital Gastrointestinal Anomalies

2010 ◽  
Vol 115 (5) ◽  
pp. 421-432 ◽  
Author(s):  
Shannon E. G. Hamrick ◽  
Matthew J. Strickland ◽  
Stuart K. Shapira ◽  
Andrew Autry ◽  
Diana Schendel
Keyword(s):  
Special Education ◽  
Service Use ◽  
Neurodevelopmental Outcome ◽  
Hirschsprung Disease ◽  
Congenital Defects ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Service ◽  
Education Service ◽  
Congenital Gastrointestinal Anomalies

Abstract Our objective was to evaluate the relationship between congenital gastrointestinal anomalies requiring neonatal surgery and neurodevelopmental outcome. Among the children born in metropolitan Atlanta during 1982–2001 who survived to age 1 year (N  =  762,824), we identified children with congenital gastrointestinal anomalies via linkage with the Metropolitan Atlanta Congenital Defects Program and children who received special education services via linkage with the Special Education Database of Metropolitan Atlanta. Several modest increases in special education service use were observed among children with isolated congenital gastrointestinal anomalies; no association was statistically significant. Among children with Hirschsprung disease, gastroschisis, esophageal atresia, intestinal malrotation, bowel atresia, or imperforate anus who had multiple anomalies, we observed statistically significant increases in special education service use.

Goal Attainment Scaling: A Method for Evaluating Special Education Services

1983 ◽  
Vol 49 (6) ◽  
pp. 529-536 ◽  
Author(s):  
Charles A. Maher
Keyword(s):  
Special Education ◽  
Goal Attainment ◽  
Goal Attainment Scaling ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Service ◽  
Service Programs ◽  
Local Education Agency ◽  
Education Service ◽  
Education Agency

Goal attainment scaling (GAS) is presented in this paper as a useful approach for evaluating special education services at the local education agency (LEA) level. Utilization of the approach by school practitioners allows for individualization of program goals for a range of special education service programs. In the paper, the nature and scope of the GAS method are described, its applications to evaluating special education services at the LEA level are reported, and considerations in the implementation of the approach are discussed.

Integrating Title I and Special Education Service Delivery

1996 ◽  
Vol 17 (1) ◽  
pp. 21-29 ◽  
Author(s):  
ELAINE CARLSON ◽  
FRAN E. O'REILLY
Keyword(s):  
Special Education ◽  
Title I ◽  
Compensatory Education ◽  
Special Education Services ◽  
Title 1 ◽  
Cooperative Teaching ◽  
Special Education Service ◽  
Public Elementary Schools ◽  
Education Service ◽  
Funding Mechanisms

SPECIAL EDUCATION AND TITLE 1 PROGRAMS COEXIST IN ABOUT 65% OF ALL PUBLIC ELEMENTARY SCHOOLS IN THE NATION. ALTHOUGH SOME OF THE SERVICES OFFERED BY THE TWO PROGRAMS ARE SIMILAR, THE LEGISLATIVE INTENT, FUNDING MECHANISMS, AND THE POPULATIONS TARGETED BY EACH PROGRAM DIFFER. THIS ARTICLE EXPLORES INTEGRATION OF THE TITLE 1 COMPENSATORY EDUCATION PROGRAM AND SPECIAL EDUCATION. THIS INTEGRATION IS OFTEN ACHIEVED EITHER THROUGH COOPERATIVE TEACHING OR THROUGH BLENDED FUNDING OF STAFF SALARIES. PROFILES OF LOCAL EFFORTS TO INTEGRATE TITLE 1 AND SPECIAL EDUCATION SERVICES ARE PROVIDED.

Effective Co-Teaching Practices Within the Inclusive Classroom

2020 ◽  
Author(s):  
Kathleen Magiera
Keyword(s):  
High School ◽  
Special Education ◽  
General Education ◽  
Student Teachers ◽  
Students With Disabilities ◽  
Teaching Practices ◽  
Service Providers ◽  
Inclusive Classroom ◽  
Special Education Service ◽  
Education Service

Co-teaching can be defined with a multitude of formats in a variety of educational settings. Its underlying concept is that at least two professionals collaborate during their instruction and strengthen their delivery, resulting in improved student outcomes. Partnerships that can be deemed as co-teaching could include pairing various combinations of university instructors, teachers of English-language learners, special education service providers, and student teachers but the following review of co-teaching targets the special education service model. In the preschool through high school setting, the continuing trend toward greater inclusion of students with disabilities means that all teachers are faced with teaching their content to increasingly diverse students. A popular service used to accomplish inclusive practices from preschool to high school is co-teaching. Co-teaching is a service by which students with disabilities and their teachers collaborate together for the purpose of providing students with and without disabilities access to the general education curriculum with specially designed instruction. Co-teaching usually occurs for a designated portion of the instructional day. By carefully planning together, co-teaching pairs provide more intense instruction to the entire class based on the general education content and the learning goals for students with disabilities. While instructing together, both teachers often form smaller instructional groups for more individualized lessons. The co-teachers use their assessment data to inform future instruction within the inclusive classroom. By implementing the effective co-teaching practices of shared planning, instructing, and assessing, teachers become equal partners for the benefit of all students.

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