scholarly journals Self-Determination and Quality of Life: Implications for Special Education Services and Supports

2017 ◽  
Vol 33 (8) ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Robert L. Schalock
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Self Determination ◽  
Special Education Services ◽  
Education Services ◽  
Services And Supports

Special Education Services and School-Related Quality of Life in Children With Learning Disorders and Their Families: A One-Year Follow-Up Study

2021 ◽  
pp. 002221942110608
Author(s):  
Deborah P. Waber ◽  
Ellen C. Boiselle ◽  
Peter W. Forbes ◽  
Georgios D. Sideridis
Keyword(s):  
Quality Of Life ◽  
Special Education ◽  
Learning Disorders ◽  
Special Education Services ◽  
Education Services ◽  
Independent Evaluation ◽  
Related Quality ◽  
The Impact

Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school’s response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be associated with improved QOL. Parents completed the LDQOL/15, a brief measure of school-related QOL, at the time that their child received an independent evaluation and again a year later ( N =155). At follow-up, parents reported the tenor of the school’s response to the evaluation and whether special education services had changed. QOL problems were very high in this referred population, with 66% of respondents rating a level of problems in the clinical range at baseline. Predicted interactions between time of assessment (baseline/follow-up) and the school’s response to the evaluation were confirmed for all outcome variables; a positive school response was associated with improved QOL. Nevertheless, the overall prevalence of school-related QOL problems remained high a year after the evaluation. These findings indicate that special education interventions can mitigate LD impacts, but even with these services, many children with learning disorders and their families continue to be significantly affected.

Republication of “A Propensity Score Matching Analysis of the Effects of Special Education Services”

2017 ◽  
Vol 50 (4) ◽  
pp. 197-214 ◽  
Author(s):  
Paul L. Morgan ◽  
Michelle L. Frisco ◽  
George Farkas2 ◽  
Jacob Hibel
Keyword(s):  
Special Education ◽  
Propensity Score ◽  
Large Scale ◽  
Children With Disabilities ◽  
Behavioral Outcomes ◽  
Special Education Services ◽  
Education Services ◽  
Education Professionals ◽  
Propensity Score Matching Analysis ◽  
Services And Supports

Editor’s Note Since the landmark enactment of Education of the Handicapped Act in 1975, special education supports and services have been provided to children with disabilities. Although costly, the intentionality of these specialized services has been to advance the educational and societal opportunities of children with disabilities as they progress to adulthood. For our republished article in this issue of JSE’s 50th anniversary volume, we have selected an article by Paul Morgan, Michelle Frisco, George Farkas, and Jacob Hibel. In this research, Morgan and his colleagues quantified the effectiveness of special education services on children’s learning and behavioral outcomes using large-scale longitudinal data. Their results challenge all education professionals to explore ways to increase the effectiveness of special education and to document research efforts that provide clear evidence that the services and supports provided to individuals with disabilities are improving the extent to which they fully experience the benefits of education and participate fully in society.

Quality of Life in Patients with Non-melanoma Skin Cancer: Implications for Healthcare Education Services and Supports

2018 ◽  
Vol 34 (4) ◽  
pp. 755-759 ◽  
Author(s):  
Robabeh Abedini ◽  
Maryam Nasimi ◽  
Pedram Noormohammad Pour ◽  
Atie Moghtadaie ◽  
Hamid Reza Tohidinik
Keyword(s):  
Quality Of Life ◽  
Skin Cancer ◽  
Healthcare Education ◽  
Education Services ◽  
Non Melanoma Skin Cancer ◽  
Services And Supports ◽  
Melanoma Skin

Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing?

Autism ◽  
2020 ◽  
pp. 136236132095005
Author(s):  
Trenesha L Hill ◽  
Tiffany C White ◽  
Bruno J Anthony ◽  
Judy Reaven ◽  
Bryn Harris ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Clinical Diagnosis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Special Education Services ◽  
Education Services ◽  
Developmental Regression ◽  
Clinical Presentations

There is often a large time gap between caregivers’ initial concerns and the diagnosis of autism spectrum disorder. The current study aimed to identify factors associated with missed or delayed autism spectrum disorder diagnoses among children in Colorado. In a surveillance-based sample of 8-year-old children with autism spectrum disorder ( N = 572), we examined differences between children who were identified with autism spectrum disorder by a community provider and/or were eligible for special education services under an autism eligibility (documented diagnosis) and children who were first identified with autism spectrum disorder through a systematic record review (newly identified). Compared to documented diagnosis children, newly identified children were more likely to be female, aggressive, and argumentative. They were less likely to have had a developmental regression, sleep abnormalities, or an autism screener or diagnostic measure in their records. Newly identified children also had a poorer quality of information in their records. Furthermore, among documented diagnosis children, variations in clinical presentations were associated with significantly different mean ages at autism spectrum disorder diagnosis; children who showed early delays, motor abnormalities, hyperactivity and attention deficits, and odd responses to sensory stimuli received a diagnosis much earlier than documented diagnosis children with other clinical presentations. Lay abstract Although autism can be reliably diagnosed as early as 2 years of age, many children are not diagnosed with autism until much later. We analyzed data to determine why many of the 8-year-old children who resided in Colorado and were identified as having autism through a review of their health and/or educational records did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility. We found that children who did not have a documented clinical diagnosis of autism and were not eligible for special education services under an autism eligibility were more likely to be female, aggressive, and argumentative. They had a poorer quality of information in their records and were less likely to have had a developmental regression, sleep problems, or an autism screener or diagnostic measure in their records. These results suggest that the symptoms characteristic of autism among this group of children may have been attributed to another disorder and that clinicians may be able to recognize autism more readily in children with more functional impairment and those who experience a developmental regression. We also discovered that differences in symptom presentations among children who had a documented clinical diagnosis of autism and/or were eligible for special education services under an autism eligibility were associated with different ages at autism diagnosis.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

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