Early identification for special education: Implications for research and development in the Pacific Rim

2012 ◽  
Vol 15 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Bryan Cook ◽  
Michael Gerber ◽  
Li-Yu Hong ◽  
Hasheem Mannan ◽  
Weng-jing Zhang
Keyword(s):  
Special Education ◽  
General Education ◽  
Early Identification ◽  
Children With Disabilities ◽  
Well Being ◽  
Pacific Rim ◽  
Education Systems ◽  
Effective Interventions ◽  
The Pacific ◽  
National Investment

Early identification and intervention for children with disabilities can significantly improve longer term outcomes, but in developing nations like many in the Pacific Rim, such programs and practices can be expensive and must compete against other needs. We argue that early identification and intervention by schools leads not only to life improvements for children with disabilities and their families but also to substantial additions to a nation's human capital. Therefore, national investment in special education and prevention systems that provide the earliest possible identification and effective interventions can not only offset the lifetime family and social costs of disabilities, but also can add importantly to general well-being. Moreover, new knowledge and technologies relevant to applied problems in early identification are rapidly emerging, potentially increasing the precision and lowering the costs involved. The bottleneck, however, is the inadequate supply of highly skilled professionals in the special and general education systems – from university doctoral training down to typical classroom teaching. Based on extant literature, we articulate some development principles to help developing education systems in choosing how they may best invest in early identification and intervention.

Assessment

2019 ◽  
Author(s):  
Robin Detterman ◽  
Jenny Ventura ◽  
Lihi Rosenthal ◽  
Ken Berrick
Keyword(s):  
General Education ◽  
Planning Process ◽  
Well Being ◽  
Logic Model ◽  
High Quality ◽  
Climate Assessment ◽  
School Year ◽  
Effective Interventions ◽  
Culture And Climate

By now it should be apparent that unconditional education (UE) is both comprehensive in its scope and ambitious in its goals. This chapter will help outline the formative assessment process that has been created as a means to inform high-quality program planning and implementation and summative assessments used to measure the extent to which the model promotes positive outcomes for students and schools. The two overarching goals of implementing this model are (1) to increase the academic performance and social-emotional well-being of the most struggling students and (2) to increase the capacity of schools serving highly stressed communities to deliver effective interventions through the implementation of a transdisciplinary multi-tiered framework. The second goal relates to capacity building and systems change within the school community itself; while the first relates to the outcomes these changes bring about. More information about the model’s overall theory of action can be found in the logic model in Appendix 7.1. The logic model also highlights the four key components of UE and the implementation strategies related to them. These key components are as follows: …System efficiency, resources match the level of identified student need and schools are able to leverage braided funding, including general education, special education, and mental health dollars. Coordination of services, a transdisciplinary team reviews data, assigns students to intervention, and monitors their progress. Universal supports/Tier 1, a culture and climate team engages in a schoolwide assessment and planning process explained in great detail later in this chapter. Targeted and intensive supports, data-informed, high-quality interventions are implemented with fidelity and monitored for effectiveness…. The strategies related to these four key components are expected to influence a set of comprehensive, long-term outcomes. These outcomes measure the extent to which the model has improved school culture and climate (as measured by the School Climate Assessment Instrument), increased academic achievement (as measure by standardized tests), improved behavior outcomes (as measured by suspension rates), and increased attendance. While data are reviewed at the end of every school year, it is not until the third year that a substantial impact on these long-term measures is expected.

scholarly journals Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students

2021 ◽  
Author(s):  
Marina Palmgren ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Jenni Sullanmaa ◽  
Tiina Soini
Keyword(s):  
Special Education ◽  
General Education ◽  
Minority Group ◽  
School Achievement ◽  
Well Being ◽  
School Experiences ◽  
Special Education Students ◽  
Language Minority ◽  
Emotional Engagement ◽  
Education Students

AbstractThe aim of the study was to enhance understanding of how seventh graders vary in emotional engagement and experienced well-being at school in terms of anxiety and cynicism. The two profiles were explored, and comparisons were made between students in general education and those in special education. The study participants comprised 119 Finland–Swedish students from five secondary schools. Four emotional-engagement and well-being profiles were identified based on cluster analysis. The students with the most typical profile were moderately engaged in teacher-student interaction and emotionally highly engaged in peer interaction, combined with a low risk of anxiety and cynicism. The profiles showed no statistically significant differences regarding gender and school achievement. However, there were differences between students in special education and those in general education. In Finland, Swedish –speaking Finns are a language minority group. Swedish has official language status in Finland. Compared to many other language minority groups they can be considered somewhat exceptional, since according to many welfare indicators they tend to do better than the general population. There are a few studies on differences between Swedish and Finnish– speaking students’ school experiences in Finland, however, so far studies exploring Swedish- speaking general and special education students’ emotional engagement and study well-being in terms of anxiety and cynicism have been scarce.

scholarly journals Including Community and Family in Indigenous Special Education: A Book Review of School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities

2014 ◽  
Vol 1 (2) ◽  
pp. 129-132
Author(s):  
Spirit Dine'tah Brooks
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Children With Disabilities ◽  
Special Educators ◽  
Indigenous Communities ◽  
Well Being ◽  
Multidisciplinary Teams ◽  
Comprehensive Overview ◽  
Students With Special Needs ◽  
Indigenous Students

Globally, Indigenous communities face roadblocks that hinder their success in educational settings. These roadblocks include poverty, lack of social supports, limited access to education, and a high risk for health problems. Indigenous students with special needs face even greater challenges.  School –Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities provides a comprehensive overview of the context of disability within indigenous experience. The study comprehensively examines the uniqueness of indigenous communities on a global scale, psychological models of reactions to disability, the benefit of multidisciplinary teams in working with schools and families, factors affecting collaboration between indigenous parents of children with disabilities and school professionals, and core values of indigenously attuned collaboration. Manor-Binyamini discusses her pilot study conducted among the Bedouins of Southern Israel to illustrate the ways that special education teachers and personnel engage Bedouin parents in interventions for their children. Rather than focusing solely on cultural sensitivity as a guiding force, the model Manor-Binyamini advocates, “Knowledge in Action” calls for special educators and professionals to be cultural mediators between family and schools. The model has the potential to impact the ways in which special educators work with indigenous communities globally and locally to improve the health and well-being of indigenous students with special needs. 

The Beginnings of Inclusion in the People's Republic of China

2003 ◽  
Vol 28 (1) ◽  
pp. 16-22 ◽  
Author(s):  
Helen McCabe
Keyword(s):  
Special Education ◽  
Public Schools ◽  
General Education ◽  
Children With Disabilities ◽  
Children With Autism ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Significant Growth ◽  
General Education Classrooms

Education for children with disabilities in the People's Republic of China has experienced significant growth and reform since 1978, the beginning of the period of Reform and Opening ( gaige kaifang). Since that time, models of special education have gradually evolved to include educating children with disabilities in general education classrooms. This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practices, focusing on the importance of parent efforts, are discussed.

scholarly journals Child Well-being in the Pacific Rim

2010 ◽  
Vol 3 (3) ◽  
pp. 367-383 ◽  
Author(s):  
Maggie Lau ◽  
Jonathan Bradshaw
Keyword(s):  
Well Being ◽  
Pacific Rim ◽  
The Pacific

Deserving Immigrants and Good Advocate Mothers: Immigrant Mothers’ Negotiations of Special Education Systems for Children with Disabilities

2020 ◽  
Author(s):  
Nazli Kibria ◽  
Walter Suarez Becerra
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
The United States ◽  
Education Systems ◽  
Raising Children ◽  
Immigrant Mothers ◽  
The Face ◽  
Mothers Of Color ◽  
Depth Interviews ◽  
Constant Source

Abstract Drawing on observational data and 30 in-depth interviews, we examine how immigrant mothers of color from diverse class, ethnic, and racial backgrounds negotiate public special education services for their children with severe intellectual disabilities. Special education systems in the United States emphasize parental involvement and oversight in the process of developing appropriate service packages for children. The intersection of these expectations with ideologies of intensive mothering generate an idealized vision of the mothers of children with disabilities as engaging in vigorous, selfless, and skillful advocacy in special education systems. The “Good Advocate Mother” becomes an ideational foil for “immigrant deservingness” by offering a yardstick of expectations against which to evaluate the commitment and merit of immigrant mothers raising children with disabilities. The Good Advocate Mother is a source of empowerment for immigrant mothers. The narrative legitimates their quest to obtain the best services for their children in the face of political currents that call immigrant entitlements to public services into question. The Good Advocate Mother is a constant source of challenge for immigrant mothers for whom the pressures of advocating well for their children intersect with those of establishing themselves as deserving immigrants.

The Incredible Years Teacher Classroom Management Program: Effects for Students Receiving Special Education Services

2020 ◽  
pp. 074193252093744
Author(s):  
Wendy M. Reinke ◽  
Melissa Stormont ◽  
Keith C. Herman ◽  
Nianbo Dong
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Children With Disabilities ◽  
Special Education Services ◽  
Incredible Years ◽  
Education Services ◽  
The Impact ◽  
Teacher Classroom ◽  
The Incredible Years

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to third grade receiving special education services. Using data from a large randomized controlled trial conducted across 105 Kindergarten to third-grade classrooms and 1,817 children, we investigated the impact of IY TCM on children receiving special education services. Findings indicated that children who receive special education supports, who were in classrooms of general education teachers trained in the IY TCM intervention, had significant improvement in concentration problems, disruptive behavior, and social competence in comparison with children receiving special education in control classrooms.

Sign in / Sign up

Export Citation Format

Share Document