The Experiences and Meanings of Special School Teachers Who Operated Free School Year System For Students with Severe Developmental Disabilities

2020 ◽  
Vol 36 (2) ◽  
pp. 405-432
Author(s):  
Hyun-hee Kim ◽  
Kyoung-won Lim
Keyword(s):  
Developmental Disabilities ◽  
Special School ◽  
School Teachers ◽  
Free School ◽  
School Year ◽  
Severe Developmental Disabilities

scholarly journals An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs

2021 ◽  
Author(s):  
Melaura Andree Erickson Tomaino ◽  
Alissa L. Greenberg ◽  
Sarah Ann Kagawa-Purohit ◽  
Sagui A. Doering ◽  
Edward Steven Miguel
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Severe Disabilities ◽  
Technology Study ◽  
Educational Benefits ◽  
Additional Information ◽  
Behavioral Needs ◽  
Severe Developmental Disabilities ◽  
Learning Programs ◽  
Students With Severe Disabilities

AbstractSchools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.

Examining the Needs of Culturally Diverse Rural Caregivers who Have Adults with Severe Developmental Disabilities Living with Them

2000 ◽  
Vol 81 (2) ◽  
pp. 174-185 ◽  
Author(s):  
Elizabeth Ann Gammon
Keyword(s):  
Developmental Disabilities ◽  
Social Services ◽  
Culturally Diverse ◽  
Developmental Delays ◽  
Coping Skills ◽  
Service Needs ◽  
Policy Makers ◽  
Rural Caregivers ◽  
Severe Developmental Disabilities ◽  
And Coping

This article presents the results of a study of rural caregivers who have adults with severe developmental delays living at home with them. It examines their demographic characteristics, their perceived levels of stress, and the coping skills they use to deal with that stress. This article provides information on the availability and utilization of social services for the adults with mental retardation and developmental disabilities (MR/DD) and their families. In addition, the service needs, stresses experienced, and coping skills of these families are examined according to majority and minority racial status. This type of information should be valuable to policy makers, agency administrators, and program planners to improve the development, targeting, and accessibility of rural programs and services. For the purpose of this study, the term “developmental disability” refers to both mental and physical delays and is sometimes represented as MR/DD, which is consistent with the literature on this population.

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