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Journal articles on the topic 'Students with disabilities – United States – Vocational education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

-Xia, Feng, Yuzhen -Xu, and Li -Jiang. "Implementation of Support Programs for Life Long Educational Inclusion of Students with Special Needs." World Journal of Educational Research 7, no. 2 (2020): p103. http://dx.doi.org/10.22158/wjer.v7n2p103.

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With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exp

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Defur, Sharon Hall, and Juliana M. Taymans. "Competencies Needed for Transition Specialists in Vocational Rehabilitation Vocational Education, and Special Education." Exceptional Children 62, no. 1 (1995): 38–51. http://dx.doi.org/10.1177/001440299506200104.

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Transition services and interagency service coordination for youth with disabilities have increased significantly during the past 10 years. The development of these services has necessitated the creation of new human services professional roles. One emerging role is that of transition specialist. Competencies for this new role of transition specialist have not been validated. This study was conducted to identify and validate competencies for transition specialist practitioners. Practitioners across the United States from the fields of vocational special education, special education, and vocati

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Browder, Diane M., Fred Spooner, and Mary Anna Bingham. "Current Practices in Alternate Assessment and Access to the General Curriculum for Students with Severe Disabilities in the United States of America." Australasian Journal of Special Education 28, no. 2 (2004): 17–29. http://dx.doi.org/10.1017/s1030011200025148.

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Alternate assessment and access to the general curriculum are the focus of much attention today for professionals and practitioners who provide services to students who have severe disabilities. Current legislation in the United States requires states to include students with severe disabilities in state‐wide assessments. The rationale is to require schools to be accountable for the progress of all students. Including students with severe disabilities in school accountability systems has created the need to rethink curriculum for this population and develop alternate assessments. In recent dec

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Decker, Jim, and Paul Jansma. "Physical Education Least Restrictive Environment Continua Used in the United States." Adapted Physical Activity Quarterly 12, no. 2 (1995): 124–38. http://dx.doi.org/10.1123/apaq.12.2.124.

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For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement c

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Kauffman, James M., Andrew L. Wiley, Jason C. Travers, Jeanmarie Badar, and Dimitris Anastasiou. "Endrew and FAPE: Concepts and Implications for All Students With Disabilities." Behavior Modification 45, no. 1 (2019): 177–98. http://dx.doi.org/10.1177/0145445519832990.

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The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant portion of their school day in general education. The aspects of the Individuals with Disabilities Education Act most relevant to the Endrew case are also compared with Article 24 of the United Nations’s Convention on the Rights of Persons with Disabi

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Crockett, Jean B. "Legal Aspects of Teaching Music Students with Disabilities." Music Educators Journal 104, no. 2 (2017): 45–50. http://dx.doi.org/10.1177/0027432117712802.

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The public education of students with disabilities in the United States is governed by federal policies that promote school improvement, protect students from discrimination, and provide those who need it with special education and related services to meet their individual needs. This article explains the legal aspects of teaching students with disabilities in the context of music education. Topics address promoting student achievement through the Every Student Succeeds Act, protecting individual access to the music curriculum under Section 504 and the Americans with Disabilities Act, and prov

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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.

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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors e

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KONOVALOV, Aleksey Yurevich, Esedulla Mallaalievich OSMANOV, and Sergey Yurevich DUTOV. "ADAPTIVE PHYSICAL EDUCATION IN THE SYSTEM OF INCLUSIVE INTERMEDIATE VOCATIONAL EDUCATION IN THE TAMBOV REGION." Tambov University Review. Series: Humanities, no. 177 (2018): 118–28. http://dx.doi.org/10.20310/1810-0201-2018-23-177-118-128.

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With the signing of the United Nations Convention “On the Rights of People with Disabilities” the attitude of the state to people with health limitations and disabilities began to change radically for the better way. In this regard, a number of legal acts were adopted, including the state program “Accessible environment” for 2011–2020, the purpose of which is to create conditions conducive to the integration of people with health limitations in society and improve the level and quality of their lives. One of the promising tools for professional adaptation and social integration of people with

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Boutin, Daniel L. "Exploring Postsecondary Education and Competitive Employment for People with Mental Illness." Journal of Applied Rehabilitation Counseling 40, no. 2 (2009): 13–21. http://dx.doi.org/10.1891/0047-2220.40.2.13.

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As more people with psychiatric disabilities seek postsecondary education opportunities to improve their employability and to eventually earn wages averaging higher than those without collegiate experience, institutions of higher education throughout the United States are seeing significant increases in the enrollments of this population. The State-Federal Vocational Rehabilitation (VR) Services program continues to serve as a valuable resource for people with disabilities who attend colleges and universities across the nation. A hierarchical logistic regression analysis was used to determine

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Gill, Peggy, Ross Sherman, and Cynthia Sherman. "The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion." Journal of Teacher Education for Sustainability 11, no. 2 (2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.

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The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 d

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Wyche Okpareke, Alicia, and Christine L. Salisbury. "Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities." Journal of Education and Learning 7, no. 2 (2017): 126. http://dx.doi.org/10.5539/jel.v7n2p126.

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This study deepens the field’s understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students’ social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions

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Grigal, Meg, Debra Hart, and Cate Weir. "A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States." Journal of Policy and Practice in Intellectual Disabilities 9, no. 4 (2012): 223–33. http://dx.doi.org/10.1111/jppi.12012.

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Spencer, Sara A., Angela C. Riley, and Sarah R. Young. "Experiential education accommodations for students with disabilities in United States pharmacy schools: An exploratory study." Currents in Pharmacy Teaching and Learning 13, no. 6 (2021): 594–98. http://dx.doi.org/10.1016/j.cptl.2021.01.044.

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Barrio, Brenda L. "Special Education Policy Change." Rural Special Education Quarterly 36, no. 2 (2017): 64–72. http://dx.doi.org/10.1177/8756870517707217.

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Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle

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Block, Martin E., and Iva Obrusnikova. "Inclusion in Physical Education: A Review of the Literature from 1995-2005." Adapted Physical Activity Quarterly 24, no. 2 (2007): 103–24. http://dx.doi.org/10.1123/apaq.24.2.103.

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The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) traini

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Running Bear, Candi, William P. A. Terrill, Adriana Frates, Patricia Peterson, and Judith Ulrich. "Challenges for Rural Native American Students With Disabilities During COVID-19." Rural Special Education Quarterly 40, no. 2 (2021): 60–69. http://dx.doi.org/10.1177/8756870520982294.

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The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantl

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Darrow, Alice-Ann, and Mary S. Adamek. "Recent and Continuing Initiatives and Practices in Special Education." Music Educators Journal 104, no. 2 (2017): 32–37. http://dx.doi.org/10.1177/0027432117733029.

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A number of initiatives in special education have occurred in the United States over the years, some mandated by amendments to the Individuals with Disabilities Education Act. Having a working knowledge of these initiatives allows music educators to have informed discussions with colleagues and parents and participate more fully in Individualized Education Program (IEP) meetings. Adopting special education practices that are appropriate to music education can also promote consistent and coordinated efforts on behalf of students with disabilities. This article includes summaries of current prac

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Bicehouse, Vaughn, and Jean Faieta. "IDEA At Age Forty: Weathering Common Core Standards And Data Driven Decision Making." Contemporary Issues in Education Research (CIER) 10, no. 1 (2016): 33–44. http://dx.doi.org/10.19030/cier.v10i1.9878.

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Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current

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Jameson, J. Matt, Sondra M. Stegenga, Joanna Ryan, and Ambra Green. "Free Appropriate Public Education in the Time of COVID-19." Rural Special Education Quarterly 39, no. 4 (2020): 181–92. http://dx.doi.org/10.1177/8756870520959659.

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In the spring of 2020, public schools across the United States were forced to close their campuses due to an emerging public health crisis caused by the detection of the first cases of the COVID-19 virus. Although schools closed their buildings, the delivery of educational services did not stop. This included the ongoing provision of services mandated by federal law under the Americans With Disabilities Act (ADA) and the Individuals With Disabilities Education Act (IDEA), which establish educational protections, processes, and rights for students with disabilities and their families to ensure

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Van Rheenen, Derek, Matt Grigorieff, and Jessica N. Adams. "Envisioning Innovation at the Intersection of Sport and Disability: A Blueprint for American Higher Education." Journal of Higher Education Athletics & Innovation, no. 2 (September 29, 2017): 92–109. http://dx.doi.org/10.15763/issn.2376-5267.2017.1.2.92-109.

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In January 2013, the United States Department of Education’s Office of Civil Rights issued policy guidelines to ensure that students with disabilities have equal opportunities to participate in extracurricular athletic activities in public elementary, secondary and postsecondary schools. To date, few educational institutions, particularly within higher education, have met this national need. This paper describes a pilot course offered at a large public university on the west coast of the United States that combines learning about disability studies while participating in goalball, a sport desi

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Dupoux, Errol, Clara Wolman, and Elisa Estrada. "Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States." International Journal of Disability, Development and Education 52, no. 1 (2005): 43–58. http://dx.doi.org/10.1080/10349120500071894.

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Wang, Wenxia, and Nai-Cheng Kuo. "Chinese language teachers’ instructional contexts, knowledge, and challenges in teaching students with special needs." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 2 (2016): 138–63. http://dx.doi.org/10.1075/csl.51.2.02wan.

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Guided by Shulman’s (1987) concept of pedagogical content knowledge (PCK), this study investigates pre-service and new Chinese language teachers’ instructional contexts, their PCK, and their challenges in teaching Chinese to students with disabilities in public K-12 schools in two Midwestern states in the United States. Both quantitative and qualitative data were collected from a survey. The study finds that Chinese language teachers are teaching in very complicated and difficult contexts for students with disabilities, and they are facing tremendous challenges, which may have contributed to t

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Sileo, Thomas W., and Mary Anne Prater. "Creating Classroom Environments That Address the Linguistic and Cultural Backgrounds of Students with Disabilities." Remedial and Special Education 19, no. 6 (1998): 323–37. http://dx.doi.org/10.1177/074193259801900603.

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Significant changes in the public school population throughout the United States are influenced by the increasing numbers of immigrants who enter the country annually. It is estimated that in the next 50 years the U.S. population will become exceedingly more ethnically diverse than it is at present. Immigrants from Asian and Pacific Rim countries are emigrating to the United States more rapidly than any other group. We discuss the impact of increased numbers of Asian and Pacific Islander students in the context of special education. In particular, we focus on the changing demographics of Asian

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Petrishchev, Vladimir Innokentievich, Tatiana Petrovna Grass, and Anastasia Evgenievna Krasheninnikova. "Vocational Education in Ensuring Successful Economic Socialization of High School Students in U. S. Secondary Schools." Siberian Pedagogical Journal, no. 3 (July 7, 2021): 98–106. http://dx.doi.org/10.15293/1813-4718.2103.10.

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The article examines the importance of studying the role of vocational education in solving the problem of economic socialization of high school students and its possible adaptation in domestic pedagogical practice. The article provides a comparative analysis of the content of the work of secondary schools in the United States in order to identify the role of vocational education in ensuring the process of successful economic socialization of high school students. The authors reveal the most effective methods, tools and strategies implemented in the studied US schools to ensure the successful

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Song, Tianxiao. "The Idea and Realization of Higher Vocational Teaching Reform Based on Outcome-oriented Education." Modern Management Forum 5, no. 1 (2021): 26. http://dx.doi.org/10.18686/mmf.v5i1.3168.

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Higher vocational education requires reform and innovation. It is necessary to attach importance to the process and results of higher vocational education and obtain the international engineering education professional certification. Outcome Oriented Education (OBE) is based on the premise that all students can be successful, clarifies the learning outcomes of students after the education process, and emphasizes the ability of students to apply what they have learned to practice through action learning. Soon after the birth of OBE in the United States, it set off a huge wave of education refor

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Brock, Matthew E. "Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years." American Journal on Intellectual and Developmental Disabilities 123, no. 4 (2018): 305–14. http://dx.doi.org/10.1352/1944-7558-123.4.305.

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Abstract In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without disabilities in general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends in educational placement have changed over time for students with intellectual disability. Specifically, I examined the degree placements have trended toward less restrictive environments. I found historical trends of incremental progress toward less restrictive settings, but no evidence of such progress in

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Boen, Randall, Thomas D. Upton, Nicole Knickmeyer, and Azzahrah Anuar. "Students’ Perception on the Relative Fairness of Selected Educational Accommodations." Journal of Cognitive Sciences and Human Development 1, no. 2 (2016): 99–109. http://dx.doi.org/10.33736/jcshd.201.2016.

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The purpose of this study is to assess the relative fairness of selected educational accommodations provided to peers who have disabilities. This study utilized two scales developed by Upton (2000) which quantifies the relative fairness that students perceive towards the provision of selected educational accommodations. The findings of this study yielded evidence to support that level of education at a university level might have an influence on the students’ perceptions about educational accommodations offered to the students with disabilities. These surveys were distributed to around 409 stu

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Quinn, Mary Magee, Robert B. Rutherford, Peter E. Leone, David M. Osher, and Jeffrey M. Poirier. "Youth with Disabilities in Juvenile Corrections: A National Survey." Exceptional Children 71, no. 3 (2005): 339–45. http://dx.doi.org/10.1177/001440290507100308.

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Improving our knowledge of the number of incarcerated youth with disabilities can assist educators, other professionals, and policymakers to develop more effective services for youth. This article reports the findings of a national survey conducted to determine the number of youth identified as having disabilities in the juvenile corrections systems in the United States. The data show that, when compared to the national average, there is an overrepresentation of students identified as having disabilities, especially emotional disturbance, in those systems.

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Cornett, Jake, and Kimberly M. Knackstedt. "Original sin(s): lessons from the US model of special education and an opportunity for leaders." Journal of Educational Administration 58, no. 5 (2020): 507–20. http://dx.doi.org/10.1108/jea-10-2019-0175.

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PurposeThe United States (US) system of special education committed three original sins that perpetuate inequities between children with disabilities and their peers. The purpose of this paper is to examine the history of the US system, contrast this history against international disability law and identify opportunities for leaders to transform policy and practice for inclusive education.Design/methodology/approachThis paper explores the development of the three sins in US special education law: (1) weaving throughout it a medical model of disability, (2) failing to mandate inclusion and (3)

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Benyovszky, Andrea. "The Replication of the System of Conductive Education in the United States." Acta Technologica Dubnicae 3, no. 2 (2013): 66–72. http://dx.doi.org/10.1515/atd-2015-0020.

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Abstract During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the profes

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Demetriou, Cynthia, Gabrielle Miller, Laurel Mason, and Christine Salvesen. "A Model Program for the Success of College Students with Attention and Learning Disorders." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2019): 103–19. http://dx.doi.org/10.3280/ess1-2019oa7432.

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Internationally, institutions of higher education have been called upon to engage college students with learning disabilities in campus life, to provide effective learning supports, and to hold high expectations (Tinto, 2012). Model programs providing comprehensive support to college students with learning disabilities are few and far between. As the number of college students needing learningsupport increases across many countries, there is a critical demand to identify programs and approaches that produce optimal outcomes for students. This article provides an overview of the legal structure

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Johnstone, Christopher, and Paul Edwards. "Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities." Journal of Studies in International Education 24, no. 4 (2019): 424–39. http://dx.doi.org/10.1177/1028315319842344.

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Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through

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Farmer, Thomas W., Robert Petrin, Debbie Sprott Brooks, Jill V. Hamm, Kerrylin Lambert, and Maggie Gravelle. "Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities." Journal of Emotional and Behavioral Disorders 20, no. 1 (2010): 19–37. http://dx.doi.org/10.1177/1063426610392039.

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Bullying involvement status (i.e., bully, victim, bully–victim) and school adjustment were examined in a sample of 1,389 fifth graders (745 female, 644 male) including 145 special education students who were served in general education classrooms for at least 50% of the day. The sample was drawn from 35 rural schools in seven states across all geographic areas of the United States. School adjustment difficulties including internalizing and externalizing behavior problems were most pronounced in students who were identified as bully–victims (students who were identified as both victims and perp

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Kowalski, Ellen M., and Terry L. Rizzo. "Factors Influencing Preservice Student Attitudes Toward Individuals with Disabilities." Adapted Physical Activity Quarterly 13, no. 2 (1996): 180–96. http://dx.doi.org/10.1123/apaq.13.2.180.

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This study examined the relationship among selected attributes—gender, level of program (graduate/undergraduate), major, number of infusion-based courses, number of adapted physical education courses, and perceived competence—of physical education students (N = 133) and their attitudes toward teaching/working with individuals with disabilities. Students were enrolled in an infusion-based curriculum at a university in the northeastern United States. Data were collected via a modified version of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID–III) instrumen

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Elia, John P., and Jessica Tokunaga. "Sexuality education: implications for health, equity, and social justice in the United States." Health Education 115, no. 1 (2015): 105–20. http://dx.doi.org/10.1108/he-01-2014-0001.

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Purpose – The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a way of offering sexuality educators and school administrators a way of thinking more broadly about how to achieve sexual health through sexuality education efforts inside and outside of the school environment. Design/methodology/approach – This pape

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Cantu, Gerald C. "Tracking in secondary education: An educational injustice." Theory and Research in Education 17, no. 2 (2019): 202–12. http://dx.doi.org/10.1177/1477878519867497.

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Secondary education schools in the United States routinely distribute differential educational provisions to students through a widely implemented tracking system. This article aims to show that this tracking system is unjust. It begins with a characterization of the tracking system as it is typically implemented in the United States, and its connection to distributive justice issues. The author then begins formulating an autonomy-based educational equality theory which is based on a conception of distributive justice requiring equal consideration of persons with reference to their needs. The

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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.

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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of

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Peterson, Patricia, and Stephen Showalter. "Preparing Culturally Diverse Special Education Faculty: Challenges And Solutions." Contemporary Issues in Education Research (CIER) 3, no. 9 (2010): 27. http://dx.doi.org/10.19030/cier.v3i9.232.

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This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States. In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education. The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgroun

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Stefanakis, Evangeline Harris. "Bilingualism and testing: A special case of bias. G. Valdes and R. Figueroa. Norwood, NJ: Ablex, 1994. Pp. 255." Applied Psycholinguistics 21, no. 2 (2000): 290–96. http://dx.doi.org/10.1017/s0142716400232074.

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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 standardiz

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VanWeelden, Kimberly, and Jennifer Whipple. "Music Educators’ Perceived Effectiveness of Inclusion." Journal of Research in Music Education 62, no. 2 (2014): 148–60. http://dx.doi.org/10.1177/0022429414530563.

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The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met,

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Barnard-Brak, Lucy, Marcelo Schmidt, Steven Chesnut, Tianlan Wei, and David Richman. "Predictors of Access to Sex Education for Children With Intellectual Disabilities in Public Schools." Intellectual and Developmental Disabilities 52, no. 2 (2014): 85–97. http://dx.doi.org/10.1352/1934-9556-52.2.85.

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Abstract Data from the National Longitudinal Transition Study—2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teach

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Barcelona, Kimberly J. "Children with Disabilities and Equity in Education: Connecting Standards and Practice to Law and Ethics." Education, Language and Sociology Research 2, no. 1 (2021): p57. http://dx.doi.org/10.22158/elsr.v2n1p57.

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Some of the most controversial education policy concerns and methods of practice have been over Special Education. Students between the ages three to twenty-one with disabilities compromise 13% of student enrollment between prekindergarten and twelfth grade (U.S. Department of Education, National Center for Education Statistics, 2013) (Appendix A, Table 1,2,3). From the late eighteenth century to current times, the legal system and court case outcomes have played a major role in the development of public education in America. The Supreme Court’s 1954 ruling in Brown v. Board of Education not o

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Rude, Harvey, Lewis Jackson, Silvia Correa, John Luckner, Sheryl Muir, and Kay Ferrell. "Perceived Needs of Students with Low-Incidence Disabilities in Rural Areas." Rural Special Education Quarterly 24, no. 3 (2005): 3–14. http://dx.doi.org/10.1177/875687050502400302.

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We examined the current perspectives of service providers, administrators, and parents who are linked to the provision of special education and related services to learners with low-incidence disabilities in the United States. The purposes of the investigation were to gain information from the various respondents concerning the adequacy and availability of appropriate educational services for students with low-incidence disabilities and provide information regarding the need for additional services and supports. A detailed survey instrument that included a variety of open-ended response items

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Ward-Sutton, Courtney, Natalie F. Williams, Corey L. Moore, and Edward O. Manyibe. "Assistive Technology Access and Usage Barriers Among African Americans With Disabilities: A Review of the Literature and Policy." Journal of Applied Rehabilitation Counseling 51, no. 2 (2020): 115–33. http://dx.doi.org/10.1891/jarc-d-19-00011.

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The purpose of this article was to provide a comprehensive overview of the available peer-reviewed and gray literature on assistive technology (AT) access and usage barriers among African Americans with disabilities. Authors completed a historical review (Onwuegbuzie & Frels, 2016) of the extant literature on AT and disability public policy mandates by framing the context on AT access and usage disparities among African Americans with disabilities and discussing AT impacts on employment for African Americans. The authors also presented recommendations that might be considered by the field

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Gottfried, Michael A., Jay Plasman, Jennifer A. Freeman, and Shaun Dougherty. "Who’s Taking What? “Applied STEM” Coursetaking for High School Students With Learning Disabilities." AERA Open 7 (January 2021): 233285842199907. http://dx.doi.org/10.1177/2332858421999078.

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Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses—one growing branch within career and technical education (CTE)—are designed to reinforce traditional academic STEM content and to motivate students’ interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these

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Weis, Robert, Celeste P. Erickson, and Christina H. Till. "When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges." Journal of Learning Disabilities 50, no. 6 (2016): 684–700. http://dx.doi.org/10.1177/0022219416646706.

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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States’ most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disa

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Kelly, Luke E., and Bruce Gansneder. "Preparation and Job Demographics of Adapted Physical Educators in the United States." Adapted Physical Activity Quarterly 15, no. 2 (1998): 141–54. http://dx.doi.org/10.1123/apaq.15.2.141.

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A national job analysis was conducted to determine the preparation perceptions, job demographics, and decision-making roles of adapted physical educators (APEs). Participants were 293 teachers, representing a 51% return rate. Most had master’s degrees in physical education, an average of 10 years teaching experience in APE, and APE job titles. Teachers emphasized a greater need for training in teaching, motor development, and continuing education. Most respondents worked in urban settings (56%), served an average of 4.4 schools, and reported an average caseload of 104 students. Teachers worked

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Elliott, Stephen N., Michael Davies, and Ryan J. Kettler. "Australian Students with Disabilities Accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States." International Journal of Disability, Development and Education 59, no. 1 (2012): 7–19. http://dx.doi.org/10.1080/1034912x.2012.654934.

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Anastasiou, Dimitris, and Stavroula Polychronopoulou. "Identification and Overidentification of Specific Learning Disabilities (Dyslexia) in Greece." Learning Disability Quarterly 32, no. 2 (2009): 55–69. http://dx.doi.org/10.2307/27740357.

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The present study analyzed identification procedures and explored the possibility of dyslexia overidentification in Greece. Data from various institutional sources provided evidence that the prevalence rate of dyslexia in the school population, aged 6–18, was slightly higher than 1%. Compared to the corresponding percentages from the United States (approximately 5.5%) and an arbitrary estimation of 5% of a Greek legal document, the dyslexia rate was much lower, thus excluding the possibility of an overidentification problem on a national scale. Nonetheless, the relevant worries expressed by Gr

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Carcoba Falomir, Gloria A. "Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities." Intervention in School and Clinic 54, no. 4 (2018): 212–18. http://dx.doi.org/10.1177/1053451218782422.

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Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing

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