Special Education Service Delivery Models Around the Globe

2019 ◽  
pp. 383-416
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Special Education Service Delivery Models around the Globe

2015 ◽  
pp. 226-247
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Special Education Service Delivery Models Around the Globe

2018 ◽  
pp. 599-621
Author(s):  
Pam L. Epler ◽  
Rorie Ross
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Special Education Teacher ◽  
Regular Education Teachers ◽  
The Public ◽  
Service Delivery Models ◽  
Special Education Service ◽  
Education Service ◽  
Delivery Models ◽  
Special Education Service Delivery

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Identification of the Advantages and Disadvantages of Special Education Service Delivery in Rural Kentucky as a Basis for Generating Solutions to Problems

1992 ◽  
Vol 11 (3) ◽  
pp. 30-34 ◽  
Author(s):  
Belva C. Collins
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Local Area ◽  
Advantages And Disadvantages ◽  
Special Education Service ◽  
Class Project ◽  
Education Service ◽  
Local Problems ◽  
Special Education Personnel ◽  
Special Education Service Delivery

This article describes a class project in which rural special education personnel in Kentucky were asked to identify critical incidents in which providing services in their local area had been an advantage or a disadvantage. The 48 incidents collected were divided into categories for discussion and, subsequently, served as a basis for the generation of solutions to local problems encountered In rural special education service delivery.

Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground

Inclusion ◽  
2015 ◽  
Vol 3 (3) ◽  
pp. 112-131 ◽  
Author(s):  
Michael F. Giangreco ◽  
Jesse C. Suter
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Full Range ◽  
Future Research ◽  
Exemplar Model ◽  
Special Education Service ◽  
Starting Point ◽  
Education Service ◽  
Inclusive Special Education ◽  
Special Education Service Delivery

Abstract The absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for the importance of proactively developing inclusive models of special education service delivery, this article describes: (a) the types and source of the data upon which the exemplar model is based, (b) a set of underlying assumptions, (c) school demographic parameters upon which the exemplar model is based, (d) a comparison of 13 key variables between their actual averages in sampled schools with their proposed status in the exemplar model, and (e) nine conceptual and programmatic shifts designed to accompany the structural changes presented in the exemplar model. The article concludes with implications for practice and future research. Overall, the exemplar model is offered as a starting point to spur discussion, creative problem solving, and action planning to explore model development suited to local contexts.

Service Delivery Models Used With Adolescents: A Pilot Study

2012 ◽  
Vol 13 (4) ◽  
pp. 97-110
Author(s):  
Shannon Wade Salley
Keyword(s):  
Public School ◽  
Service Delivery ◽  
School System ◽  
Survey Methodology ◽  
Public School System ◽  
The Public ◽  
Service Delivery Models ◽  
Adolescent Population ◽  
Pull Out ◽  
Delivery Models

Purpose: I surveyed ASHA-certified speech-language pathologists (SLPs) working in Virginia public schools to determine current practices used to treat the adolescent population. Method: I used survey methodology to gather data. The survey was researcher-developed and focused on service delivery models used by SLPs working in the public school system in the state of Virginia. Results: Results from this study revealed that SLPs who work in the public school system in Virginia continue to predominantly use traditional methods when serving adolescents. Conclusions: Traditional models have proven less effective, and therefore, the development of different service delivery models—collaborative models, integrated models, and peer models—to help teach and reinforce content area material has been necessary. Implementing these new models has proved challenging. Therefore, the traditional pull-out model appears to be the service delivery model that SLPs continue to use when working with the adolescent population.

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