scholarly journals Toward a Unified System of Education: Where Do We Go From Here?

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Judy L Lupart
Keyword(s):  
Special Education ◽  
School Improvement ◽  
Education Reform ◽  
General Education ◽  
Regular Education ◽  
Learning Needs ◽  
Special Issue ◽  
School Environments ◽  
Education Services ◽  
Appropriate Education

This special issue provides a selective overview of topics associated with a pre-dominant trend in Canadian and U.S. schools: moving from a dual system of education in which special education and regular education services are carried out separately, to an effective unified system of service delivery for all students (Stainback, Stainback, & Bunch, 1989). Even though much of the impetus for change has come from proponents in special education (Lipsky & Gartner, 1989; Porter & Richler, 1991; Villa, Thousand, Stainback, & Stainback, 1992), there is increasing evidence that general education reform and school improvement agendas are beginning to take hold (Barth, 1991; Smith & Scott, 1990). The chal-lenge of creating school environments that promote excellence and equity is daunting but not impossible, and some of the preliminary efforts in this area are very promising. The focus of this special issue is on some of the significant work that is being carried out across the country to support this change. Although the range of topics is diverse, all papers are concerned with the complex problems associated with providing every student (particularly students with exceptional learning needs) an appropriate education that enables each to reach maximal potential.

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

scholarly journals PRINSIP KHUSUS DAN JENIS LAYANAN PENDIDIKAN BAGI ANAK TUNAGRAHITA

2019 ◽  
Vol 9 (2) ◽  
pp. 116-126
Author(s):  
Ni Luh Gede Karang Widiastuti ◽  
I Made Astra Winaya
Keyword(s):  
Special Education ◽  
Learning Process ◽  
Mentally Retarded ◽  
Learning Needs ◽  
Special Education Services ◽  
Education Services ◽  
Academic Abilities ◽  
Future Developments ◽  
Bright Future ◽  
Mentally Retarded Children

This article is structured with the intention of providing answers to questions that often arise and are discussed by teachers at school. One that often happens is what happens to students who in this context are mentally retarded children. Mentally retarded children are children who have significant intelligence with abilities and inability to adapt that arise in future developments. Mentally retarded children have academic abilities that are in accordance with the needs of their learning services requiring curriculum modification to suit their specific needs. Mild mentally retarded children also need special education services in the learning process at school. They need guidance and programs that suit their learning needs so that they have a bright future, just like children in general.

scholarly journals FINANCIAMENTO DA EDUCAÇÃO E EDUCAÇÃO ESPECIAL: POLÍTICA DE FUNDOS E INCLUSÃO EM SANTA CATARINA

2012 ◽  
Vol 6 (10) ◽  
pp. 377 ◽  
Author(s):  
Dr. Marcos Edgar Bassi (UFPR)
Keyword(s):  
Special Education ◽  
Financial Services ◽  
Regular Education ◽  
The State ◽  
Special Education Services ◽  
Santa Catarina ◽  
Persons With Disabilities ◽  
Education Services ◽  
Historical Series ◽  
Financing Education

The article presents a survey of special education services in the state of Santa Catarina in the context of politics of funds (FUNDEF/FUNDEB) in financing education, established from the second half of the 1990s. Formed the basis of analyzing the data obtained on enrollment in School Census conducted between 1996 and 2011, organized in historical series of tables and graphs. The analysis identified the factor inducing policy stimulus funds coming from the financial services and the expansion of the policy of inclusion of persons with disabilities in the regular education.

scholarly journals Bullying and Victimization among Students in Special Education and General Education Curricula

2011 ◽  
Vol 21 (3) ◽  
Author(s):  
Chad A Rose ◽  
Dorthy L Espelage ◽  
Steven R Aragon ◽  
John Elliott
Keyword(s):  
Special Education ◽  
Middle School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Studies ◽  
Special Education Services ◽  
Education Programs ◽  
School Students ◽  
Education Services ◽  
Univer Sity

International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.

Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?

1994 ◽  
Vol 61 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Susan K. Green ◽  
Mark R. Shinn
Keyword(s):  
Special Education ◽  
Education Reform ◽  
General Education ◽  
Reading Instruction ◽  
Research Strategies ◽  
Resource Room ◽  
Subjective Perceptions ◽  
Quantitative And Qualitative Research ◽  
Positive Attitudes ◽  
Education Resource

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies

2022 ◽  
pp. 67-92
Author(s):  
Randa Keeley
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teacher ◽  
Special Education Services ◽  
Education Services ◽  
Education Teacher ◽  
General Education Curriculum ◽  
School Day ◽  
Inclusion Classroom

Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.

Sign in / Sign up

Export Citation Format

Share Document