scholarly journals The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Judy L Lupart ◽  
Tanya Beran
Keyword(s):  
Special Education ◽  
Low Income ◽  
Future Research ◽  
Academic Expectations ◽  
Special Education Services ◽  
Education Services ◽  
Nationally Representative ◽  
Low Income Families ◽  
Making Friends ◽  
Teachers And Parents

This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emo-tional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of dif-ference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported hav-ing difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are pre-sented.

scholarly journals The Characteristics and Experiences of CanadianStudents Receiving Special Education Services fora Learning Disability

2007 ◽  
Vol 17 (3) ◽  
Author(s):  
Jessica Whitley ◽  
Judy L Lupart ◽  
Tanya Beran
Keyword(s):  
Special Education ◽  
Learning Disability ◽  
Demographic Characteristics ◽  
Drop Out ◽  
Future Research ◽  
Special Education Services ◽  
Education Services ◽  
Teachers Perceptions ◽  
Students With Ld ◽  
Nationally Representative

This article provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for a learning disability (LD) and a comparison group without disabilities (NLD). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth (NLSCY), which contains information provided by teachers, parents, and students. Results indicate that the demographic characteristics of the LD group are similar to the NLD group. As well, no signifi cant differences were found between the self-reports of children in the LD and NLD groups regarding school and social experiences. However, differences exist in teachers’ perceptions of students’ educational potential, social skills, and motivation. The findings inform school efforts focused on reducing the drop-out rate of students with LD. Other implications for practice as wellas for future research are discussed.

Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury

2020 ◽  
Vol 51 (3) ◽  
pp. 839-851 ◽  
Author(s):  
Judy Harvey ◽  
Kelly Farquharson ◽  
Whitney Schneider-Cline ◽  
Erin Bush ◽  
Christina Yeager Pelatti
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
Cognitive Processes ◽  
Future Research ◽  
Special Education Services ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Education Services ◽  
Education Plans

Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.

Special Education and School Achievement: An Exploratory Analysis With a Central-City Sample

1999 ◽  
Vol 21 (3) ◽  
pp. 249-269 ◽  
Author(s):  
Arthur J. Reynolds ◽  
Barbara Wolfe
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Low Income ◽  
Math Achievement ◽  
Central City ◽  
School Achievement ◽  
Elementary Grades ◽  
Special Education Services ◽  
Education Services ◽  
Reading And Math

Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance

2011 ◽  
Vol 36 (3) ◽  
pp. 172-184 ◽  
Author(s):  
Gary N. Siperstein ◽  
Andrew L. Wiley ◽  
Steven R. Forness
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Low Income ◽  
School Context ◽  
Special Education Services ◽  
Related Services ◽  
Education Services ◽  
School Based ◽  
Reading And Math ◽  
Education Status

Lack of progress of children with emotional disturbance (ED) has begun to be documented in longitudinal school-based studies. Variability in these studies may be due to several factors, including widespread differences in academic, behavioral, and social functioning of these children, their special education status, and school contextual factors. In this study, 86 children were followed over a two-year period: children were drawn from three subgroups—children with ED receiving special education in low-income schools, children with ED receiving special education services in high-income schools, and children not receiving special education services but who were considered high risk for ED. Outcome measures included reading and math achievement along with ratings of behavioral progress. Despite initial differences in overall functioning, there was, almost without exception, no significant progress in any of the three subgroups over the course of a full academic year. This lack of progress was not related to the type of special education and related services that students received in self-contained or full inclusion programs. Results and implications are discussed regarding lack of response of children with or at risk for ED to intervention in both general and special education.

The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers

2003 ◽  
Vol 25 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Liza M. Conyers ◽  
Arthur J. Reynolds ◽  
Suh-Ruu Ou
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Public Schools ◽  
Low Income ◽  
Family Background ◽  
Special Education Services ◽  
Education Services ◽  
Special Education Placement ◽  
Preschool Intervention ◽  
Long Term Impact

This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.

A Cross-Comparison Study of Reentry Intervention and Support for Engagement: Findings on Youth With Disabilities

2019 ◽  
pp. 019874291988684 ◽  
Author(s):  
Sarup R. Mathur ◽  
Heather Griller Clark ◽  
Jeff M. Gau
Keyword(s):  
Special Education ◽  
Experimental Study ◽  
General Education ◽  
Correctional Facility ◽  
Future Research ◽  
Comparison Study ◽  
Special Education Services ◽  
Youth With Disabilities ◽  
Education Services ◽  
Quasi Experimental

This article presents the findings of a 2-year-long quasi-experimental study of post-release engagement and recidivism for youth with disabilities. The effects of specialized Reentry Intervention and Support for Engagement (RISE) for youth with disabilities were compared with two other groups: (a) youth with disabilities who received traditional special education services, and (b) youth without disabilities who received traditional general education services in a juvenile correctional facility. Regardless of group, participants who were engaged in the community 30 days post-release were more likely to be engaged at 120 days and less likely to recidivate than nonengaged participants. However, compared with the two other groups, participants who received RISE services were more likely to be engaged in the community at 120 days post-release and have significantly lower rates of recidivism. We conclude our study by examining limitations, suggestions, implications for practice and policy, and future research.

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.

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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