Provision of a Free and Appropriate Public Education in an Adult Jail during COVID-19: The Case of Charles H. et al. v. District of Columbia et al.

COVID-19 has engendered serious challenges with the provision of special education services for youth and young adults incarcerated in U.S. adult correctional facilities. This article describes the recent lawsuit, Charles H. et al. v. District of Columbia et al., which focused on the lack of a free and appropriate public education (FAPE) at the Inspiring Youth Program (IYP) school in the Washington DC jail during the pandemic. Following a brief review of relevant components of the Individuals with Disabilities Education Act (2006) regulations, we describe the three areas in which there were violations to the provision of IDEA and FAPE, as well as the harm incurred. Specifically, we discuss the lack of: (a) instruction and monitoring of youth academic progress; (b) related services (i.e., behavioral interventions and supports, counseling); and (c) DC public schools Office of the State Superintendent of Education (OSSE) supervision and oversight. Finally, we provide a discussion of the need for compensatory education to remediate harm.

Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context

Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the programs’ governing policies do not include language acknowledging the importance of SEL to student success. Additionally, the ongoing debate in the SEL field about which taxonomies might best capture the skills and the lack of conceptual clarity offers these practitioners little additional guidance. Drawing on sensemaking theory, this case study examined how practitioners in a compensatory education program made sense of SEL skills through their practice. The study used a case-based design with multiple methods, namely, document review, observations, and pre- and post-program semi-structured interviews. The study employed sensemaking theory and CASEL’s SEL framework in the thematic analysis of the documents, observations, and interviews to understand how practitioners made sense of the concept of SEL. The findings indicate three key aspects important in the practitioners’ sensemaking process: the local environment established by the federal policy and the leaders’ policy interpretation, which emphasized the importance of SEL skills; their articulation of their conceptualization of SEL skills at the beginning of the program; and the usefulness of an SEL skills conceptual framework. I discuss the policy and equity implications at the federal and local level.

La educación compensatoria como medida para la población refugiada y migrante: evolución de resultados

This research explains the essential characteristics of the organisation of compensatory education programmes as they are implemented in a centre in the Community of Madrid (Spain), It also presents the typology of compensatory education and approaches the results of the investments made in them according to their modalities and to a specific theoretical analysis. Once the study was contextualized, sets out the procedure and requirements for participating in each type of compensatory education programme according to the usual professional practice and describes the profile of pupils eligible for such programmes meeting the requirements of a linguistic nature, curriculum and tutorial. Specific mention is made of the important role of the family in compensatory education and its crucial role in achieving satisfactory results. The present case study includes data between the 2007-2008 school year and the 2014-2015 school year. It is a question of making an inferential analysis based on the percentages of the data collected in six consecutive academic years in three specific modalities of compensatory education programmes that include an analysis of the educational responses and the results obtained from them within a concrete reality. Data on repetition and promotion and qualification are analyzed. The conclusions revolve around the need to compensate for social disadvantages in order to ensure the achievement of academic achievements in terms of equity despite the fact that in recent years investment in resources for these programmes (especially with regard to the provision of the necessary staff) is progressively being undermined. The solution could focus on adjusting the approach to a prism more in line with the principles of inclusion.

Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams

A central goal of the Portuguese compensatory education program—Territórios Educativos de Intervenção Prioritária (TEIP)—is the improvement of the academic performance of socioeconomically disadvantaged students. In this article, we seek to understand whether the schools involved in the program have been successful in reducing their academic performance gaps—as measured by grades in national exams—relative to non-TEIP schools. We also analyze the evolution in the proportion of national exams carried out in TEIP schools relative to non-TEIP schools, as these are a proxy for students’ desire to proceed into higher education. The analysis points to a general failure of the program in reducing the gap between TEIP and non-TEIP public schools regarding academic performance. In addition, the proportion of national exams undertaken in TEIP schools has been decreasing. These results question TEIP’s ability not only to enhance academic performance, but also to drive students into higher education.

Responsabilidad, violencia percibida y prosocialidad en adolescentes que precisan atención compensatoria

El presente estudio analiza en un centro público adscrito a un Programa de Compensación Educativa cómo influyen el género, el curso y las necesidades educativas de apoyo educativo (NEAE) en la responsabilidad en educación física, violencia escolar y prosocialidad. Participaron 120 estudiantes con una edad media de 14.40 años (DT = 1.67), de los cuales 62 estaban diagnosticados con alguna NEAE (51.7%) y 58 no requería atención especial (48.3%). Los resultados indican tan solo diferencias entre alumnos que precisan diferente atención educativa en la responsabilidad personal en educación física. El género y el curso mostraron ser variables influyentes en la responsabilidad social en EF y prosocialidad. No se hallaron diferencias en la violencia escolar percibida para las variables analizadas. A partir de los datos recabados se aportan consideraciones prácticas para la intervención educativa con estudiantes en riesgo de exclusión social. This work analyses, in a public educational centre associated to a Compensatory Education Programme how gender, the academic year and educational needs of educational support (SNES) influence responsibility in physical education, school violence and prosociality. 120 students took part in the project, age of 14.40 years (SD = 1.67), 62 out of them had been diagnosed with some SNES (51.7%) and 58 did not require any special support (48.3%). Results showed only differences among students who needed different educational attention in personal responsibility in physical education. Both gender and the academic year showed influential variables in social responsibility in physical education and prosociality. No differences were found in perceived school violence for the analised variables. Based on the data collected, practical considerations are provided for educational intervention with students at risk of social exclusion.

Ushering Transformative Change

The aim of this chapter is to deliberate on the possibilities of transformation in the education system in relation to the pervasiveness of neo-liberalism that promotes the marginalization of indigenous knowledge systems of countries in the “global South.” From 2006 to 2009 various policies were configured in recognition of the rights for social equality and the development of an inclusive education system in the country. However, the delay in the transformation of the education system has erupted into protest activities by students at some academic institutions in the country – the # Fees Must Fall and the Decolonising of curriculum campaigns. The transformative learning theory will be used in this instance to explore the limits of a compensatory education system in relation to the current pathological social settings associated with manifesting the expected changes in the learning sphere. This chapter is a baseline analysis of the scope of possibilities of a multicultural perspective in this regard.

On the Way to Multiculturalism in Japan – Popularization of “Plain Japanese Language”

Modern Japan is resolutely turning towards creating a full-fledged multicultural society. Becoming aware of the depopulation crisis, many municipalities are actively working to attract foreigners. In combination with other measures of the Japanese government, teaching Japanese to foreigners of all levels ensures mutual understanding. The concept of “Plain Japanese” (PJL) implies the use of a simplified language with limited vocabulary and a set of elementary grammar. “Plain Japanese” was created as a means of providing information to foreigners, firstly for emergency situations, and secondly for everyday life. The scope of application of “Plain Japanese” over the past 25 years has expanded considerably. The leading role in the study of “Plain Japanese” belongs to the research team of Professor Iori Isao from Hitotsubashi University (Pref. Tokyo). Prof. Iori believes that “Plain Japanese” can perform the following key functions: 1. “Plain Japanese” as a state guarantee of “compensatory education”. Children of foreigners who grew up in Japan should also be able to socialize unhindered. “Plain Japanese” is suitable for this purpose as well as possible. 2. “Plain Japanese” as a language of communication in regional communities. In order for “Plain Japanese” to successfully perform the role of an intermediary language, not only foreigners should speak and study it, but also the Japanese who work with foreigners. 3. “Plain Japanese” as the initial level of the Japanese language across all regions. These are schools and Japanese courses for foreigners. To teach the initial level of the Japanese language in a very short time, it is necessary to considerably cut down the grammatical and lexical minimum compared to, for example, the school course of the Japanese language. At present, digital technologies have been created for translating texts to the European Congregation Campaign, research groups are being conducted, and educational literature is being produced by initiative groups.