KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

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

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.

Students with Acquired Brain Injury

Representing a sequel to a similar snapshot in mid-2010, this article provides an updated overview of the judicial and administrative case law concerning students with traumatic and nontraumatic brain injury from pre-K to grade 12. The scope is limited to cases under the Individuals with Disabilities Education Act and the pair of disability-based civil rights statutes, Section 504 and the Americans with Disabilities Act. The cases include not only hearing/review officer and court decisions but also state education agency and Office for Civil Rights complaint investigation reports available in the only national database, LRP’s SpecialEdConnection®. The analysis focuses on the frequency and outcomes these published rulings, with the discussion extending to the empirical limitations and professional implications of the findings.

Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

Training and Preparedness to Meet the Needs of Students with a Chronic Health Condition in the School Setting

Despite the increasing prevalence of chronic health conditions among youth in schools, teachers report little exposure to specific coursework focusing on how to best support students with these conditions in the classroom. This study examined how teacher preparation programs prepare educators to meet the needs of this growing student population; findings also include survey results describing level of preparation to support students with a chronic health condition from the perspective of preservice and practicing educators enrolled in the nation’s leading colleges of education. Results suggest that dedicated curriculum to prepare teachers to work with students with chronic health conditions is largely absent from teacher preparation programming, and that teachers feel they lack knowledge to adequately support students with a chronic health condition in the classroom setting. Recommendations and implications are discussed.

Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability

Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.

Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.

Students with Prader-Willi Syndrome: Case Law under the IDEA

Prader-Willi Syndrome (PWS) is one of the low-incidence physical disabilities that the literature has not addressed in relation to the Individuals with Disabilities Education Act and its case law applications. To help fill the gap, this relatively brief article provides (a) an introduction of PWS from legal sources; (b) an overview of the IDEA, including and its primary components and alternate decisional avenues; (c) a synthesis of the case law to date, which amounts to a limited variety of administrative and judical decisions; and (d) a brief set of conclusions from an impartial legal perspective.

School Success for Children Experiencing Chronic Illness: National Recommendations for Addressing Global Barriers

Advances in medicine and medical technologies over the past several decades have extended the lives of many individuals who have chronic illnesses that were once considered terminal. Likewise, these advances have enabled more students to participate in school than ever before. As such, their short-term and long-term academic outcomes must be considered when determining the types of educational supports and services that will be provided to this unique population of students. Existing legislation and policies intend to ensure access to education for all children in the United States, but there continue to be several barriers incurred by students who are ill due to vacancies in legislation, as well as state and district policies. Modifications to current legislation and policies can improve educational outcomes for these students. This paper aims to draw attention to several areas in need of modification, while also providing possible solutions for these issues.