Addressing the Needs in Reading of the Dyslexic Learner in the Inclusive Classroom

2016 ◽  
pp. 206-218
Author(s):  
Enid Acosta-Tello
Keyword(s):  
Learning Disabilities ◽  
Language Skills ◽  
Classroom Teacher ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Special Education Services ◽  
Education Services ◽  
Disabilities Education Act ◽  
Education Act ◽  
Teaching Ideas

Many children in the nation are not proficient readers. Many of them are affected by learning disabilities and disorders. The Individuals with Disabilities Education Act (IDEA) was designed to help meet the needs of these children. However, children diagnosed with dyslexia were excluded from special education services because they did not qualify. Though advances in technology have identified dyslexia as stemming from a neurological difficulty to process language skills necessary for learning to read, dyslexic children continue to fall outside the qualification guidelines for special educational service. For this reason, many classroom teachers find themselves with children in their classes who are unable to read and who will not receive extra help. The aim of this chapter is to share teaching ideas, methodologies, and strategies which will help the classroom teacher address some of the needs of the dyslexic learner within the regular classroom setting.

Parents as Partners in the Special Education Process

2016 ◽  
pp. 263-276
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

scholarly journals Under-Identification of Students with Long Term Disability from Moderate to Severe TBI:

2019 ◽  
Vol 38 (1) ◽  
pp. 10-25
Author(s):  
Drew A Nagele ◽  
Stephen R. Hooper ◽  
Kristin Hildebrant ◽  
Melissa McCart ◽  
Judy Dettmer ◽  
...  
Keyword(s):  
Special Education ◽  
Special Education Services ◽  
Medical Systems ◽  
Special Education Eligibility ◽  
Education Services ◽  
Disabilities Education Act ◽  
Severe Tbi ◽  
State Child ◽  
Education Act

Traumatic Brain Injury (TBI) is a special education eligibility category under the Individuals with Disabilities Education Act (IDEA). Unlike other special education categories (e.g., autism, specific learning disabilities), relatively few students with TBI are identified for special education nationwide compared to the known prevalence of TBI. Discrepanies between TBI hospitalization data, estimates of long-term disability due to TBI, and the number of students identified under the TBI category were analyzed. Only 33% of students projected to have moderate to severe TBI were represented in state child counts using the IDEA TBI category. Possible explanations for these discrepancies were explored, including that students with TBI are not referred for special education services, students are served under other special education categories, communications between medical systems-school systems are limited, and that students may not manifest difficulty until years after injury. Potential solutions to improve TBI identification for special education services are presented.

How to Survive a Due Process Hearing

2008 ◽  
Vol 9 (1) ◽  
pp. 5-12
Author(s):  
Carl Corbin
Keyword(s):  
Special Education ◽  
Due Process ◽  
Individualized Education Program ◽  
Special Education Services ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Educational Professionals ◽  
Due Process Hearing ◽  
Education Act

Abstract Background/Introduction: Due process hearings are administrative hearings that resolve disputes between parents of children, who qualify for special education services under the Individuals with Disabilities Education Act (“IDEA”), and a Local Educational Agency (“LEA”). The IDEA provides that students that qualify for special education services are entitled to receive a Free Appropriate Public Education (“FAPE”). A FAPE has both substantive and procedural requirements. The process by which a LEA details the provision of a FAPE to a student who qualifies for special education services is through the development of an Individualized Education Program (“IEP”). Objectives: This article reviews the process to develop a legally defensible IEP. This article provides strategies for LEAs and educational professionals to avoid a due process hearing. This article provides a brief description of and timelines associated with a due process hearing. This article provides suggestions to educational professionals who may be called to testify as a witness at a due process hearing. Conclusion: LEAs and educational professionals can minimize their risk of having to undergo a due process hearing and can maximize their chances to prevail at a due process hearing through preparation and training.

Parents as Partners in the Special Education Process

2019 ◽  
pp. 1610-1623
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

Blindness and Visual Impairment

1995 ◽  
Vol 16 (2) ◽  
pp. 77-78
Author(s):  
Ruth K. Kaminer ◽  
Eugene McMahon
Keyword(s):  
Visual Impairment ◽  
Well Being ◽  
Special Education Services ◽  
Visual Disability ◽  
Education Services ◽  
Disabilities Education Act ◽  
Blind Children ◽  
Education Act ◽  
Definition Of ◽  
Legal Blindness

The identification and treatment of children who have significant visual impairments are critical to their health and future well-being. "Legal blindness" occurs if a patient has central visual acuity of 20/200 or less in the better eye with corrective glasses or a visual field that is no greater than 20 degrees in the better eye. To determine eligibility for special education services, states must adopt a definition of visual impairment consistent with the Individuals with Disabilities Education Act (IDEA). For educational purposes, this includes students who have a visual disability that, even with correction, affects their educational performance adversely. The term includes both partially seeing and blind children.

The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts

2019 ◽  
Vol 43 (2) ◽  
pp. 162-177
Author(s):  
Keri C. Fogle ◽  
David Hoppey ◽  
David H. Allsopp
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Special Education Services ◽  
School Partnerships ◽  
Study Approach ◽  
Educational Rights ◽  
Disabilities Education Act ◽  
Education Act ◽  
Parent Educators

Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.

Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test

2000 ◽  
Vol 87 (1) ◽  
pp. 197-204 ◽  
Author(s):  
Michael B. Brown ◽  
Marc J. Giandenoto ◽  
Larry M. Bolen
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Educational Achievement ◽  
Achievement Test ◽  
Written Expression ◽  
Special Education Services ◽  
Specific Test ◽  
Education Services ◽  
Individual Achievement ◽  
Woodcock Johnson

The writing portions of the Woodcock-Johnson Tests of Educational Achievement–Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.

What Are Learning Disabilities?

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Learning Disabilities ◽  
School Setting ◽  
Learning Disorders ◽  
Warning Signs ◽  
Disabilities Education Act ◽  
Early Warning Signs ◽  
Educational Challenges ◽  
Education Act ◽  
The Many ◽  
Specific Learning

Definitions of learning disabilities from several sources reveal the heterogeneity of learning disabilities and the many terms used in different settings. Early warning signs of future educational challenges are listed. Case studies illustrate the presentation of learning disabilities of different types. Learning Disorders from DSM-5 are contrasted with Specific Learning Disabilities in the Individuals With Disabilities Education Act of 2004 (IDEA), which governs diagnosis and treatment in the school setting. The IDEA process of diagnosis and qualification is described for clinicians to clarify inconsistencies between clinical and school procedures and outcomes. Discontinuities between clinical and school assumptions, terms, and processes often lead to misunderstanding on the part of parents and clinicians.

scholarly journals Early Communication Skills and Special Education Outcomes at School Entry: Implications for Pediatric Care and Screening

2019 ◽  
Vol 6 ◽  
pp. 2333794X1988418
Author(s):  
Matthew H. Kim ◽  
Laura Lee McIntyre
Keyword(s):  
Special Education ◽  
Communication Skills ◽  
Speech Therapy ◽  
Language Skills ◽  
Receptive Language ◽  
Pediatric Care ◽  
Special Education Services ◽  
Education Services ◽  
Early Communication ◽  
Kindergarten Entry

Objective. To examine whether children’s early communication skills at age 3 predict special education outcomes at kindergarten entry. Methods. Data from 139 children eligible for early intervention or early childhood special education services were examined. Early communication was defined separately as expressive and receptive language skills and was measured by the Vineland Adaptive Behavior Scales–Second Edition. Outcome variables were parent-reported measures of special education use and dosage as well as speech therapy receipt and dosage at kindergarten entry. Results. Better expressive language skills at age 3—but not receptive language skills—predicted a significantly reduced likelihood (odds ratio = 0.79) of receiving speech therapy at kindergarten entry. There were no effects of early communication on broader receipt of special education services as well as on special education dosage. Conclusions. Screening of specific domains of early communication skills during routine pediatric care, in conjunction with the evaluations of other professionals involved in the child’s education and health, might be an effective method for identifying children who are likely to receive speech therapy and other special education services at kindergarten entry.

Mainstreaming Students with Learning Disabilities: Are We Making Progress?

1994 ◽  
Vol 60 (6) ◽  
pp. 508-517 ◽  
Author(s):  
James McLeskey ◽  
Debra Pacchiano
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Reports ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
The Past ◽  
Separate Class

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.

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