scholarly journals Availability of Special Education Related Services and Incentives for Children with Special Needs in Government Special Education Centres in Punjab: A Survey of Parental Perception

2021 ◽  
Vol VI (IV) ◽  
pp. 129-141
Author(s):  
Ghazala Yasmeen ◽  
Azhar Mumtaz Saadi
Keyword(s):  
Special Education ◽  
Demographic Characteristics ◽  
Parental Perception ◽  
Future Planning ◽  
Related Services ◽  
Rehabilitation Process ◽  
Parental Views ◽  
Low Education ◽  
Parents Involvement ◽  
Special Children

Parents' involvement in the rehabilitation process is very important. Parental views about the availability of related services and incentives are the significant indicators of their required particular needs. The aims of the present study were to evaluate the level of available related services and incentives in special education centers and to highlight their specific and suggestions for improvement of these services for students of four disabilities studying in these centers. A survey was conducted from 2019 to 2020 to collect data about demographic characteristics and information about related services and incentives provided to these special students from their parents and also their suggestions to improve these services. The sample consisted of 36 government special education centers at the Tehsil level, from which 479 questionnaires, filled by the parents of students, were received back. The results emphasized the low education and income of the parents, increasing incidence of disability in the families of special children, lack of available services and incentives in these centers, and acknowledged parental suggestions and recommendations. It was concluded from the survey that future planning of provisions of related services and incentives might be more helpful and effective if based on the requirements and preferences conveyed by parents of special students with four disabilities.

scholarly journals Availability of Support and Services for Aural Rehabilitation of Children with Hearing Impairment in Punjab – A Survey of Parental Perception

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Hina Noor ◽  
Manzoor Arif
Keyword(s):  
Special Education ◽  
Hearing Impairment ◽  
Demographic Data ◽  
Income Level ◽  
Parental Perception ◽  
Future Planning ◽  
Rehabilitation Process ◽  
Aural Rehabilitation ◽  
Vital Importance ◽  
The Poor

Involvement of parents in rehabilitation process is of vital importance. Parental perception and satisfaction from the available support and services are the indicators of their (un)met specific needs. The objectives of the study were to assess the parental perception about the level of available support from different personnel involved in the process of aural rehabilitation and to highlight the parental needs and recommendations for aural rehabilitation of children with hearing impairment (HIC). A survey was conducted from October 2014 to January 2015 to collect demographic data, information about level of support of different personnel as received by the parents, their opinion and recommendation about further required support. The sample comprised of 30 government special education institutes from which 308 questionnaires, filled by the parents of the HIC studying in these institutions were received back. The results highlighted the poor educational and income level of the parents, increasing incidence of hearing impairment in the families of HIC, lack of available support from personnel involved in aural rehabilitation and documented parental demands and recommendations. It was concluded that future planning of provisions for aural rehabilitation may be more effective, if aligned with the requirements and preferences expressed by parents of HIC.

Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents

1992 ◽  
Vol 17 (4) ◽  
pp. 273-280 ◽  
Author(s):  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
Edward J. Sabornie
Keyword(s):  
Special Education ◽  
Population Density ◽  
Family Structure ◽  
Emotionally Disturbed ◽  
National Sample ◽  
Demographic Characteristics ◽  
Related Services ◽  
Educational Placements ◽  
Medication Status

There is very little information available on personal, educational, and demographic characteristics of seriously emotionally disturbed students based on nationwide data. The present study examined such characteristics and intercorrelations among them based on a national sample of adolescents identified as seriously emotionally disturbed, along with comparable nonhandicapped students. Results provided information about demographic (sex, age, race, population density of student's residence), personal (family structure, medication status), and educational (placements, extent of mainstreaming, related services, years in special education, and teacher information) variables, considered singly and in combination. Results are integrated with existing findings, and research implications are discussed.

Dysphagia Services in Schools: Applying Special Education Requirements to a Health Service

2009 ◽  
Vol 18 (3) ◽  
pp. 86-90 ◽  
Author(s):  
Lissa Power-deFur
Keyword(s):  
Special Education ◽  
Health Service ◽  
Due Process ◽  
Due Process Hearings ◽  
Related Services ◽  
Eligibility Determination ◽  
Legal Provisions ◽  
Provision Of Services ◽  
Related Service ◽  
Specially Designed Instruction

Abstract School speech-language pathologists and districts frequently need guidance regarding how the legal provisions of special education affect the needs of children with dysphagia. This article reviews key principles of special education that guide eligibility determination and provision of services to all children. In the eligibility process, the school team would determine if the child's disability has an adverse effect on his/her education program and if the child needed special education (specially designed instruction) and related services. Dysphagia services would be considered a related service, a health service needed for the child to benefit from specially designed instruction. The article concludes with recommendations for practice that stem from a review of due process hearings and court cases for children with disabilities that include swallowing.

scholarly journals Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs

Laws ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 38
Author(s):  
Michael Rozalski ◽  
Mitchell L. Yell ◽  
Jacob Warner
Keyword(s):  
Special Education ◽  
Public Education ◽  
Education Program ◽  
Individualized Education ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Substantive Content ◽  
State Education ◽  
Education Agency ◽  
Education Act

In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

scholarly journals Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 43-56
Author(s):  
Solange A. Lopes-Murphy
Keyword(s):  
Special Education ◽  
Second Language ◽  
Public Schools ◽  
Emergent Bilinguals ◽  
Special Education Services ◽  
Language Abilities ◽  
Related Services ◽  
Education Services ◽  
School Settings ◽  
Steady Growth

The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.

Provision of Related Services for Children with Chronic Disabilities

PEDIATRICS ◽  
1985 ◽  
Vol 75 (4) ◽  
pp. 796-797
Author(s):  
Keyword(s):  
Special Education ◽  
Program Planning ◽  
Individual Education Plan ◽  
Speech Pathology ◽  
Supportive Services ◽  
Related Services ◽  
Handicapped Children ◽  
Physician’S Role ◽  
Free Appropriate Public Education ◽  
Physician's Role

The term "related services" is defined in Public Law 94-142, the Education for All Handicapped Children Act of 1975, as follows: . . . related services means transportation, and such developmental, corrective and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation, and medical and counseling services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a handicapped child to benefit from special education, and includes the early identification and assessment of handicapping conditions in children. Under PL 94-142, all handicapped children are to have available to them "a free, appropriate, public education which includes special education and related services to meet their unique needs." Such services are to be provided at no cost to the child or family in conformity with an Individual Education Plan. PROBLEMS In the implementation of PL 94-142, the physician's role in providing related services has been narrowly defined as meaning: . . . services provided by a licensed physician to determine a child's medically related handicapping condition which results in the child's needs for special education and related services. This definition fails to recognize the physician's potential role in the supervision, program planning, medical management, and monitoring process. According to the definition, the physician's role in the delivery of related services has become limited to diagnosis. Little physician input is sought on treatment-related issues. As a result, the delivery and coordination of related services have posed a serious problem.1,2

scholarly journals General and special education teachers’ relations within teamwork in inclusive education: socio-demographic characteristics

2013 ◽  
Vol 33 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Marina Radić-Šestić ◽  
◽  
Vesna Radovanović ◽  
Biljana Milanović-Dobrota ◽  
Sanela Slavkovic ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Demographic Characteristics

Prospects for Special Education: The Decade Ahead

1986 ◽  
Vol 10 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Bernie Thorley ◽  
Meredith Martin ◽  
Joan Jardine
Keyword(s):  
Special Education ◽  
Point Of View ◽  
Learning Ability ◽  
Learning Problems ◽  
Great Expectations ◽  
Vast Number ◽  
At Risk Children ◽  
Special Children ◽  
Exciting Development ◽  
Instructional Research

The past decade saw a movement towards consensus in special education as personnel increasingly directed their attention to a literal interpretation of special education. At the same time, there was a shift from the old concern with extensive diagnosis and categorization of child-centred, organically based deficits, as the poor returns of this approach became apparent to parents, to teachers and to all other personnel involved with children needing assistance in learning.In essence, special education is about preventing, remedying, reducing and offsetting the effects of learning problems. Facts about what can or cannot be done to expand learning and learning ability provide the basic propositions from which all conclusions in special education must be drawn. Special educators recognise that learning ability within a domain is, to a large extent, learned and that failures need not be predictable nor inevitable.Influential in bringing about this new conceptualisation was the effect of the most exciting development in special education in the last two decades: an extensive and rapid growth in the power of instruction. This improvement was particularly apparent to those people who had access to the latest developments, on a worldwide basis, and who had the opportunity to check their magnitude in model projects. Almost overnight it became clear that special education services had to change completely. At the same time the most frustrating and disappointing feature of this era was the fact that so much of the newly created potential for helping special children remained largely unexploited as far as the vast number of “at risk” children was concerned. Consequently, the great expectations that were generated were often comprehensively and persistently thwarted as professionals, schools and systems failed to make the necessary adjustments. “It was the best of times; it was the worst of times.” This paper looks at prospects both from the point of view of new advances in instructional research, their origins and potential, and also at ways in which we can encourage professionals, schools and systems to adjust to these advances.

Sign in / Sign up

Export Citation Format

Share Document