Special Education and School Reform in the United States and Britain

2002 ◽  
Keyword(s):  
United States ◽  
Special Education ◽  
School Reform ◽  
The United States

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Bilingualism and testing: A special case of bias. G. Valdes and R. Figueroa. Norwood, NJ: Ablex, 1994. Pp. 255.

2000 ◽  
Vol 21 (2) ◽  
pp. 290-296
Author(s):  
Evangeline Harris Stefanakis
Keyword(s):  
United States ◽  
Special Education ◽  
Standardized Testing ◽  
Standardized Tests ◽  
The United States ◽  
Minority Population ◽  
Bilingual Students ◽  
School Age ◽  
Educational Leader ◽  
Special Case

Guadalupe Valdes and Richard Figueroa carefully and clearly craft an argument for why bilingualism and testing constitute a special case of bias that continues to have serious consequences for today's school-age minority population in the United States. This argument could not be more timely, given the drive in the United States for standards and a rising wave of state-mandated standardized testing programs for all students, including bilinguals. Perhaps a summary of this book should be on the desk of every educational leader and policymaker charged with the mandate of administering standardized tests to bilingual students and comparing their scores with those of monolingual groups for the purpose of special education and vocational placements.

GED: An Option for Students with Visual Impairments

1997 ◽  
Vol 91 (3) ◽  
pp. 258-260 ◽  
Author(s):  
L. Cassels ◽  
O.V. Cummings
Keyword(s):  
United States ◽  
High School ◽  
New York ◽  
Special Education ◽  
Visually Impaired ◽  
Visual Impairments ◽  
The United States ◽  
Preparation Program ◽  
General Equivalency Diploma ◽  
Ged Preparation

The general equivalency diploma (GED), which is an equivalent high school credential, is authorized by all states in the United States and is recognized as a diploma by both colleges and employers. This article describes the development and implementation of a GED-preparation program at the New York Institute for Special Education, which serves students who are visually impaired.

School Reform: Equal Expectations on an Uneven Playing Field

2002 ◽  
Vol 12 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Genniver C. Bell ◽  
Enid B. Jones ◽  
Joseph F. Johnson
Keyword(s):  
United States ◽  
Public Policy ◽  
School Reform ◽  
Educational Reform ◽  
Educational System ◽  
The United States ◽  
Educational Process ◽  
Playing Field ◽  
Comprehensive View ◽  
Real Change

Educational reform efforts in the United States have produced little sustainable results. Reformers are quick to impose standards and to label schools and the students they serve. Yet, they rarely acknowledge the serious inequities and inequalities found throughout the educational process. This article seeks to present a more comprehensive view of the collective disparities found in the American educational system, with the idea that “leaving no child behind” requires a serious attempt at leveling the playing field. Inherent in this presentation is the notion that reform efforts that produce real change must begin with public policy that acknowledges and removes the faults and errors of the system.

“Good Intentions Can Only Get You So Far”: Critical Reflections From Teach For America Corps Members Placed in Special Education

2017 ◽  
Vol 50 (5) ◽  
pp. 435-460 ◽  
Author(s):  
Matthew A. M. Thomas
Keyword(s):  
United States ◽  
Special Education ◽  
Urban Schools ◽  
Special Education Teachers ◽  
The United States ◽  
Teach For America ◽  
Pedagogical Practices ◽  
Roles And Responsibilities ◽  
Critical Reflections ◽  
Education Initiatives

Research on Teach For America (TFA) continues to grow, but scant scholarship has explored the experiences of its corps members working in special education in urban schools. As teachers who require in-depth knowledge of legal and liability processes as well as effective pedagogical practices, corps members in special education positions have significant demands placed on them that often lie beyond the roles and responsibilities of other TFA teachers. This article therefore focuses on the experiences of five TFA corps members placed in special education as it explores their critical reflections about the minimal preparation and support they received from TFA. In light of recent special education initiatives launched by TFA, the article raises questions about the continued involvement of TFA in the field of special education and its ability to adequately prepare corps members for the unique responsibilities served by special education teachers in the United States.

Spotlighting Advances in Special Education

1965 ◽  
Vol 32 (2) ◽  
pp. 77-81 ◽  
Author(s):  
Romaine P. Mackie
Keyword(s):  
United States ◽  
Special Education ◽  
Nationwide Survey ◽  
The United States ◽  
School Systems ◽  
The Us

This article presents statistical highlights on special education in the United States for the period 1948–1963. They are based on a nationwide survey conducted by the US Office of Education. The survey reveals striking increases in the number of: (a) school systems providing special education; (b) pupils enrolled in programs for the education of the exceptional; and (c) special teachers and speech and hearing specialists in the schools.

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