Students With Disabilities From Migrant Farmworker Families: Parent Perspectives

2019 ◽  
Vol 39 (2) ◽  
pp. 60-70
Author(s):  
Georgina Rivera-Singletary ◽  
Ann Cranston-Gingras
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
English Learners ◽  
School Personnel ◽  
Semistructured Interview ◽  
Policy And Practice ◽  
Federal Policies ◽  
Migrant Families ◽  
Special Education Process ◽  
Education Process

Children of migrant farmworkers change schools frequently and must navigate through a maze of confusing and often inconsistent academic policies. Migrant students are often identified as English learners and some have disabilities, which results in additional academic and federal policies that families must contend with as they seek to support their children’s educational endeavors. Further affecting the school experience is the difficulty parents often have in working with school personnel who are unable to support the cultural and linguistic needs of migrant families. This study sought to explore the parents’ understanding of their children’s disability and the special education process and to learn about how migrancy affects those experiences specifically when they attempt to obtain special education services. Through an interpretive perspective, four migrant parents of children with disabilities were interviewed using a semistructured interview to collect data related to their perception of the special education process. The findings of the study are discussed, and recommendations for policy and practice are provided.

The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program

2017 ◽  
Vol 32 (4) ◽  
pp. 249-254 ◽  
Author(s):  
Robin Adair Shannon ◽  
Catherine Falusi Yonkaitis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Professional School ◽  
Unique Contribution ◽  
Eligibility Determination ◽  
Individual Evaluation ◽  
Special Education Process ◽  
The Individual ◽  
Education Process

This is the second of two articles outlining the professional school nurse’s role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse’s role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse’s vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

Intersections of Accountability and Special Education: The Social Justice Implications of Policy and Practice

2016 ◽  
Vol 118 (14) ◽  
pp. 1-24
Author(s):  
Felicia Castro-Villarreal ◽  
Sharon L. Nichols
Keyword(s):  
Special Education ◽  
Public Schools ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
High Stakes Testing ◽  
Policy And Practice ◽  
High Stakes ◽  
Federal Policies ◽  
Left Behind ◽  
The Social

High-stakes testing accountability has wreaked havoc on America's public schools. Since the passage of No Child Left Behind (NCLB) in 2001, virtually every public school student has experienced the pressures of preparing for, practicing, and taking standardized state exams, the results of which have had significant consequences for their schools, teachers, and themselves. These test-based pressures have altered educational practices in significant ways for all students, but especially for students with disabilities. The goal of this article is to briefly describe the educational climate for students with disabilities, focusing on emergent federal policies that have had the contradictory effect of expanding and narrowing learning opportunities for students. This article provides the backdrop for the volume by introducing the reader to the general characteristics of our special education population, discussing the past and current federal policies guiding their education, and offering implications for policy and practice.

Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities

2021 ◽  
pp. 105345122110510
Author(s):  
María Cioè-Peña
Keyword(s):  
Students With Disabilities ◽  
Language Impairment ◽  
English Learners ◽  
Linguistically Diverse ◽  
Autism Spectrum ◽  
Policy And Practice ◽  
Speech And Language Impairment ◽  
Marginalized Learners ◽  
High Incidence Disabilities

Remote schooling has increased in prevalence. Although remote schooling may feel novel, remote and online educational requirements have been consistent parts of the educational landscape for years. Remote schooling increases learning opportunities within the home, magnifying the need for home-school collaborations to support the academic and socio-emotional development of marginalized learners in urban settings, particularly multiply marginalized learners such as students classified as English learners who also have a high incidence disabilities (e.g., learning disability, speech and language impairment, autism spectrum disorder). Much policy and practice around remote schooling centers on ensuring students have access to devices and technology; little consideration is given to what happens after devices are distributed, especially within culturally and linguistically diverse households. This paper explores considerations to be made before, during, and after engaging in remote schooling, whether it’s for short- or long-term use, to ensure that students who are dually classified are not digitally excluded during remote schooling.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

Preparing for the Future: Music Students with Special Education Needs in School and Community Life

2012 ◽  
pp. 80-96
Author(s):  
Alice-Ann Darrow ◽  
Mary S. Adamek
Keyword(s):  
Special Education ◽  
Music Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Severe Disabilities ◽  
Music Educators ◽  
Professional Journals ◽  
Special Education Needs ◽  
Instructional Roles ◽  
The Status

This article considers the status of music education for disabled students. Music has long played a key role in special education programs for students with disabilities. However, the inclusive practices in schools today, have increased music educators' accountability in the education of their students. Though instructional roles may differ, music educators often work with students who are along the continuum of abilities ranging from gifted to those with the most severe disabilities. Music educators can prepare themselves by engaging in continuous education, collaborating with other school personnel, and staying up to date on appropriate readings in professional journals.

scholarly journals Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities

2018 ◽  
Vol 42 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Audrey A. Trainor ◽  
Lynn Newman ◽  
Elisa Garcia ◽  
Heather H. Woodley ◽  
Rachel Elizabeth Traxler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
English Learners ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Secondary Analysis ◽  
School Personnel ◽  
Nationally Representative ◽  
Transition Study ◽  
National Longitudinal Transition Study

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students’ experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

Using an Ever–English Learner Framework to Examine Disproportionality in Special Education

2017 ◽  
Vol 84 (1) ◽  
pp. 76-96 ◽  
Author(s):  
Ilana M. Umansky ◽  
Karen D. Thompson ◽  
Guadalupe Díaz
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Administrative Data ◽  
Discrete Time ◽  
English Learners ◽  
Secondary Level ◽  
Data Sets ◽  
English Learner ◽  
Disability Categories ◽  
Overrepresentation In Special Education

Whereas most existing research has examined the prevalence of current English learners (ELs) in special education, we propose and test the use of the ever-EL framework, which holds the subgroup of EL students stable by following all students who enter school classified as ELs. Drawing on two administrative data sets, discrete-time hazard analyses show that whereas current EL students are overrepresented in special education at the secondary level, students who enter school as ELs are significantly underrepresented in special education overall and within most disability categories. Reclassification patterns, in part, explain these findings: EL students with disabilities are far less likely than those without disabilities to exit EL services, resulting in large proportions of dually identified students at the secondary level. These findings shed new light on EL under- and overrepresentation in special education and offer insights into policies and practices that can decrease EL special education disproportionality.

Ethical Practices and Parental Participation in Rural Special Education

2008 ◽  
Vol 27 (1-2) ◽  
pp. 19-23 ◽  
Author(s):  
Robert P. Trussell ◽  
Helen Hammond ◽  
Lawrence Ingalls
Keyword(s):  
Special Education ◽  
Parental Involvement ◽  
Professional Organizations ◽  
Parental Participation ◽  
Future Directions ◽  
Ethical Practices ◽  
Legal Mandates ◽  
Research Findings ◽  
Special Education Process ◽  
Education Process

The field of special education has a historical precedent for establishing ethical practices for professionals. These practices have evolved through legal mandates, scientific inquiry, professional research, professional organizations, and consumer concerns and input. A pivotal component of special education ethics focuses on the involvement of parents and/or family members as equal partners within the special education process. The purpose of this article is to examine the ethics of parental involvement in special education from a primarily rural special education perspective. This article reviews current research to date and discusses implications of the disconnect between the ethical responsibility of assuring equal parent participation and research findings. This article provides specific recommendations for future directions in promoting parental involvement in rural special education contexts.

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