Employment or Economic Success: The Experience of Individuals with Disabilities in Transition from School to Work

ERIC Educational Resources Information Center

Estrada-Hernandez, Noel; Wadsworth, John S.; Nietupski, John A.; Warth, Judy; Winslow, Amy

2008-01-01

This research explores the mediating effects of severity of disability on the employment outcomes of participants with disabilities, taking into account their perception of interest--job match. Participants were 115 high school students with disabilities who took part in an intensive school-to-work transition program that explored occupational…

Postschool Goals and Transition Services for Students with Learning Disabilities

ERIC Educational Resources Information Center

Daviso, Alfred W.; Denney, Stephen C.; Baer, Robert M.; Flexer, Robert

2011-01-01

This article describes the initial findings for students with learning disabilities from the first year of The Ohio Longitudinal Transition Study (OLTS). The study included 416 participants with learning disabilities who were exiting high school. Data from an in-school survey were analyzed by sample demographics (e.g. school setting, school type,…

Violence against primary school children with disabilities in Uganda: a cross-sectional study.

PubMed

Devries, Karen M; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C; Walakira, Eddy J; Naker, Dipak

2014-09-29

150 million children live with disabilities globally, and a recent systematic review found 3 to 4 times the levels of violence versus non-disabled children in high income countries. However, almost nothing is known about violence against disabled children in lower income countries. We aim to explore the prevalence, patterns and risk factors for physical, sexual and emotional violence among disabled children attending primary school in Luwero District, Uganda. We performed a secondary analysis of data from the baseline survey of the Good Schools Study. 3706 children and young adolescents aged 11-14 were randomly sampled from 42 primary schools. Descriptive statistics were computed and logistic regression models fitted. 8.8% of boys and 7.6% of girls reported a disability. Levels of violence against both disabled and non-disabled children were extremely high. Disabled girls report slightly more physical (99.1% vs 94.6%, p = 0.010) and considerably more sexual violence (23.6% vs 12.3%, p = 0.002) than non-disabled girls; for disabled and non-disabled boys, levels are not statistically different. The school environment is one of the main venues at which violence is occurring, but patterns differ by sex. Risk factors for violence are similar between disabled and non-disabled students. In Uganda, disabled girls are at particular risk of violence, notably sexual violence. Schools may be a promising venue for intervention delivery. Further research on the epidemiology and prevention of violence against disabled and non-disabled children in low income countries is urgently needed.

School Counselors Role in College Readiness for Students with Disabilities

ERIC Educational Resources Information Center

Temple, Michell; Roy, Jon; Gonder, Ty; Whisenhunt, Julia

2015-01-01

This article discusses the importance of the professional school counselors' participation in the development of self-determination skills students with disabilities need to transition from high school to college. An intervention is proposed to guide high school counselors' involvement. Strategies to promote college readiness through the…

High School Counselors' Attitudes toward the Sexuality of Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Parker, Latofia P.

2012-01-01

The purpose of this study was to examine high school counselors' attitudes toward the sexuality of students with intellectual disabilities. One hundred and twenty-two high school counselors in Alabama were the participants for this study. Participants completed the "Attitudes towards Sexuality and Students with Intellectual Disability…

Issues regarding In-School Suspensions and High School Students with Disabilities

ERIC Educational Resources Information Center

Dickinson, Mark C.; Miller, Ted L.

2006-01-01

This paper examined the effectiveness of in-school suspension (ISS) with high-school students who are protected under the Individuals with Disabilities Education Act (IDEA). The accepted purpose of ISS is to remove disruptive students from the classroom, thus giving these students the benefit of remaining in school where they can continue to work…

High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

ERIC Educational Resources Information Center

Steele, Marcee M.

2010-01-01

This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

Planning Lessons for Students with Significant Disabilities in High School English Classes

ERIC Educational Resources Information Center

Apitz, Megan; Ruppar, Andrea; Roessler, Karli; Pickett, Kelly J.

2017-01-01

Students with significant disabilities have intellectual disability and require individualized modifications, adaptations, and supports to access grade-level content (National Center on Educational Outcomes, 2013). This group of students presents a unique challenge for literacy instruction, particularly at the high school level. Teachers must…

Employment Preparation and Life Skill Development Initiatives for High School Students with Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Swank, Jacqueline M.; Huber, Peter

2013-01-01

Employment preparation and life skill development are crucial in assisting students identified as having emotional and behavioral disabilities with successfully transitioning to adulthood following high school. This article outlines four initiatives that a school counselor developed with other school personnel to promote work skills, life skills,…

Supporting Extracurricular Involvement for Youth with Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Swedeen, Beth; Moss, Colleen K.

2009-01-01

Trying out for the school play. Performing in the band. Joining a sports team or club. These experiences are memorable parts of middle and high school life. For many students with disabilities, however, these everyday school experiences remain elusive. Although the Individuals with Disabilities Education Act (IDEA) clearly states that IEP teams…

Availability of state-based obesity surveillance data on high school students with disabilities in the United States.

PubMed

Yamaki, Kiyoshi; Lowry, Brienne Davis; Buscaj, Emilie; Zisko, Leigh; Rimmer, James H

2015-05-01

The aim of this study was to assess the availability of public health surveillance data on obesity among American children with disabilities in state-based surveillance programs. We reviewed annual cross-sectional datasets in state-level surveillance programs for high school students, implemented 2001-2011, for the inclusion of weight and height and disability screening questions. When datasets included a disability screen, its content and consistency of use across years were examined. We identified 54 surveillance programs with 261 annual datasets containing obesity data. Twelve surveillance programs in 11 states included a disability screening question that could be used to extract obesity data for high school students with disabilities, leaving the other 39 states with no state-level obesity data for students with disabilities. A total of 43 annual datasets, 16.5 % of the available datasets, could be used to estimate the obesity status of students with disabilities. The frequency of use of disability questions varied across states, and the content of the questions often changed across years and within a state. We concluded that state surveillance programs rarely contained questions that could be used to identify high school students with disabilities. This limits the availability of data that can be used to monitor obesity and related health statuses among this population in the majority of states.

Iowa Statewide Follow-Up Study. Changes in the Adult Adjustment of Graduates with Mental Disabilities, One vs. Three Years Out of School.

ERIC Educational Resources Information Center

Sitlington, Patricia L.; And Others

This study investigated the adult adjustment of students with mental disabilities in high-school graduating classes of 1984 and 1985, 1 and 3 years after they exited high school. Two hundred sixty students from the class of 1984 were interviewed 1 year out of high school; 166 from this same class were interviewed 3 years out of school. Three…

2011 Montana Youth Risk Behavior Survey: Students with Disabilities

ERIC Educational Resources Information Center

Montana Office of Public Instruction, 2011

2011-01-01

This report presents the 2011 Montana Youth Risk Behavior Survey high school student frequency distributions for students with disabilities. These frequency distributions are based upon surveys with 1,672 high school students with disabilities in Montana during February of 2011. Frequency distributions may not total 1,672 due to nonresponse and…

Academic Coping Skills and College Expectations of Learning Disabled High School Students.

ERIC Educational Resources Information Center

Dietrich, Amy P.; Kelly, Susan M.

This study assessed the level of academic coping skills being employed by 59 college-bound high school students with learning disabilities (LD), assessed the college-related expectations of these students, and compared these skills and expectations with those identified as essential by successful college students with learning disabilities.…

The Post-High School Outcomes of Young Adults with Disabilities up to 6 Years after High School: Key Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3004

ERIC Educational Resources Information Center

Sanford, Christopher; Newman, Lynn; Wagner, Mary; Cameto, Renee; Knokey, Anne-Marie; Shaver, Debra

2011-01-01

The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. NLTS2 addresses questions about youth with disabilities in transition by providing information…

Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.

PubMed

Shifrer, Dara; Callahan, Rebecca M; Muller, Chandra

2013-08-01

Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students' academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities.

Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability

PubMed Central

Callahan, Rebecca M.; Muller, Chandra

2014-01-01

Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students’ academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities. PMID:24982511

The High School Experience: What Students with and without Disabilities Report as They Leave School

ERIC Educational Resources Information Center

Repetto, Jeanne B.; McGorray, Susan P.; Wang, Hua; Podmostko, Mary; Andrews, W. Drew; Lubbers, Joyce; Gritz, Sheila

2011-01-01

Results of the Florida High School Exit Survey collected in 2006-2007 and 2007-2008 are presented. Participants include 2,520 students with and without disabilities across 40 school districts. Survey items cover questions relating to employment, postsecondary education and training, daily living, quality of life, agency connections, in-school…

A Longitudinal Study of Illinois High School Graduates with Disabilities: A Six-Year Analysis of Postsecondary Enrollment and Completion. Policy Research: IERC 2010-4

ERIC Educational Resources Information Center

Lichtenberger, Eric J.

2010-01-01

This study highlights the postsecondary pathways of students with disabilities from the Illinois high school class of 2002 (N=7,598) and provides comparisons to the students from the same cohort without a disability (N=105,537). The current study has two parts: 1) an analysis of the differences between students with disabilities and students…

"What Are You Doing after School?" Promoting Extracurricular Involvement for Transition-Age Youth with Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Swedeen, Beth; Moss, Colleen K.; Pesko, Matthew J.

2010-01-01

The school activities, social relationships, and leadership opportunities youth with disabilities experience outside of the classroom can make important contributions to positive adolescent development and successful transitions to adult life. Unfortunately, many high school students with disabilities are not accessing or benefiting from the rich…

What Happens After School? A Study of Disabled Women and Education.

ERIC Educational Resources Information Center

O'Toole, J. Corbett; Weeks, CeCe

The report, over half of which consists of appendixes and lists of resources, discusses the educational and related life experiences of six disabled women. Focus is on their early experiences with school and family, their high school years, their college years, and their work. Their disabilities include blindness, osteogenesis imperfecta (fragile…

Addressing the Inclusion Imperative: An Urban School District's Responses

ERIC Educational Resources Information Center

DeMatthews, David Edward; Mawhinney, Hanne

2013-01-01

Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of…

High School Physical Education Teachers' Beliefs about Teaching Students with Mild to Severe Disabilities

ERIC Educational Resources Information Center

Casebolt, Kevin M.; Hodge, Samuel R.

2010-01-01

The purpose of this study was to analyze high school physical education teachers' beliefs about teaching students with disabilities in inclusive physical education. The participants (3 men, 2 women) were certified physical education teachers at four suburban high schools. The research method was descriptive-qualitative using a case study approach…

Making Presentation Software Accessible to High School Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Doyle, Mary Beth; Giangreco, Michael F.

2009-01-01

As students with moderate and severe intellectual disabilities transition from inclusive elementary and middle schools to high schools, they deserve similar opportunities for inclusive educational experiences at this next level--namely to participate in general education classes and other activities (e.g., co-curricular) with their classmates…

Using Postschool Outcome Data To Improve Practices and Policies in Restructured Inclusive High Schools. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

ERIC Educational Resources Information Center

Mooney, Marianne; Phelps, L. Allen; Anctil, Tina M.

This paper reports on an ongoing 5-year study on practices and policies that improve postschool outcomes for students with disabilities in significantly restructured high schools. Four high schools with strong internal accountability measures are subjects of an intensive longitudinal study. The schools are in both urban and smaller communities in…

Successful Transition of Students with Disabilities to 21st-Century College and Careers

ERIC Educational Resources Information Center

Gothberg, June E.; Peterson, Lori Y.; Peak, Maria; Sedaghat, Jennifer M.

2015-01-01

For many students, the transition from high school to adult independent life is one of the most exciting times in their lives. However, that same transition can be daunting, particularly for students with disabilities. Studies have shown the majority of high school students--including an increasing number of students with disabilities--indicate…

Student, Teacher, and Administrator Perceptions of a Co-Teaching Inclusion Model in One Virginia High School

ERIC Educational Resources Information Center

Rosati, Marjorie L.

2009-01-01

Atlantic High School, a small rural school in the state of Virginia, offered co-taught inclusion classes as an optional placement for student with disabilities for the first time in the 2008-2009 school year. While inclusion was thought to afford multiple benefits for students with learning disabilities, it also presented instructional challenges…

School Social Workers' Needs in Supporting Adolescents with Disabilities toward Dating and Sexual Health: A Qualitative Study

ERIC Educational Resources Information Center

Adams Rueda, Heidi; Linton, Kristen F.; Williams, Lela Rankin

2014-01-01

School social workers approach their direct practice from ecological systems and justice-oriented perspectives. As such, they may hold a critical role in providing needed sexual health and dating education and services to adolescents with disabilities. Thirteen high school social workers who work closely with adolescents with disabilities were…

The School Adjustment of Rural Adolescents with and without Disabilities: Variable and Person-Centered Approaches

ERIC Educational Resources Information Center

Farmer, Thomas W.; Hall, Cristin M.; Weiss, Margaret P.; Petrin, Robert A.; Meece, Judith L.; Moohr, Michele

2011-01-01

This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students…

Eric's Journey: A Restructured School's Inclusion Program and a Student with Disabilities.

ERIC Educational Resources Information Center

Richardson, Don H.

1998-01-01

Profiles a Milford, Connecticut, middle school's efforts to help Eric Kowalchick, a developmentally disabled adolescent, develop life skills and friendships, prepare for work, pursue school and community club memberships, and attend high school classes. The school's mainstreaming program is a success, thanks to an institutional mission understood…

An Analysis of Specialized Reading Instruction in High School English Classes for Students with Disabilities Included in General Education

ERIC Educational Resources Information Center

Beasley, Kathy Rosvold

2010-01-01

This study is a qualitative case study that examined and analyzed the instructional strategies implemented by high school English teachers when teaching reading to students with disabilities in inclusive classrooms. Ten teachers who teach high school English on collaborative teams made up of a general and a special educator participated in the…

Teaching Money Computation Skills to High School Students with Mild Intellectual Disabilities via the TouchMath[C] Program: A Multi-Sensory Approach

ERIC Educational Resources Information Center

Waters, Hugh E.; Boon, Richard T.

2011-01-01

This study investigated the effects of the TouchMath[C] program (Bullock, Pierce,&McClellan, 1989) to teach students with mild intellectual disabilities to subtract 3-digit money computational problems with regrouping. Three students with mild intellectual disabilities in high school received instruction in a special education mathematics…

The Effects of Repeated Readings on the Reading Fluency and Comprehension for High School Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Vandenberg, Amy C.; Boon, Richard T.; Fore, Cecil, III; Bender, William N.

2008-01-01

The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

An Investigation into the Involvement of California Central Valley High School Students with Disabilities in the IEP Process

ERIC Educational Resources Information Center

Anderson, Cheryle Ann

2012-01-01

The purpose of this study was to investigate the involvement of California Central Valley high school students with disabilities in the Individual Education Plan (IEP) process. Specifically, this study investigated the involvement of students with disabilities in the development of the IEP and IEP meetings. In addition, this study explored the…

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.

2013-01-01

Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…

High School Completion by Youth with Disabilities. Facts from NLTS2

ERIC Educational Resources Information Center

National Center for Special Education Research, 2005

2005-01-01

Data from the National Longitudinal Transition Study-2 (NLTS2) are designed to provide a national picture of the rate at which secondary school students with disabilities complete high school and how they fare in their early postschool years. Further, comparisons of findings from NLTS2 and the original NLTS enables an investigation of changes in…

Transportation challenges for urban students with disabilities: parent perspectives.

PubMed

Graham, Benjamin C; Keys, Christopher B; McMahon, Susan D; Brubacher, Michael R

2014-01-01

This qualitative study explored parent perspectives of the transportation difficulties students with disabilities experienced getting to and around school. Participants were parents of predominantly African American and Latino/a high school youth with disabilities from low income neighborhoods. Content analysis of 14 meetings with 5 to 12 parents sponsored by the school district revealed five primary themes concerning transportation: the role of aides, exclusion from school programming, scheduling problems, equipment problems, and physical safety issues. Findings are discussed in regard to students' social and emotional experiences at school. Implications for school policy include improving the integration of transportation within inclusion best practice models. Incorporating parent perspectives can help school administrators and staff enrich the quality of inclusive, socially just education for students with disabilities.

After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2)

ERIC Educational Resources Information Center

Wagner, Mary; Newman, Lynn; Cameto, Renee; Garza, Nicolle; Levine, Phyllis

2005-01-01

Background: The transition from high school can be difficult for any youth, but it can be particularly difficult for youth with disabilities, who may encounter additional challenges to negotiating the transition to young adulthood. Purpose: To describe the experiences of youth with disabilities in the postsecondary education, employment,…

Influence of Peer Buddy Program Interventions for Adolescents with Disabilities in a High School Setting: Impact on Social and Academic Achievement

ERIC Educational Resources Information Center

Alqahtani, Ragea Mohammed

2013-01-01

A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

Virtual Schools: Improving Outcomes for Students with Disabilities

ERIC Educational Resources Information Center

Repetto, Jeanne; Cavanaugh, Cathy; Wayer, Nicola; Liu, Feng

2010-01-01

Individual and social benefits accrue when high school graduation rates increase. One approach to increasing graduation rates is to design learning environments that serve students with disabilities through the 5Cs known to increase school completion: connect, climate, control, curriculum, and caring community. Virtual school programs align with…

Biotechnology Works!

ERIC Educational Resources Information Center

Cohen, Libby G.; Spenciner, Loraine

There have been few initiatives addressing the improvement of science education for students with disabilities. Funded by the National Science Foundation, Biotechnology Works is a summer institute in immunology and genetics for students with disabilities, high school science teachers, and high school counselors. During the 1998 summer session,…

The Role of Gender, Race/Ethnicity, and Disability Status on the Relationship between Student Perceptions of School and Family Support and Self-Determination

ERIC Educational Resources Information Center

Cavendish, Wendy

2017-01-01

The role of gender, race/ethnicity, and disability category in the relationship between student perceptions of family support of personal growth and school facilitation of student involvement and the development of self-determination was examined in a sample of 190 diverse high school students with disabilities. Results indicated that both school…

National prevalence rates of bully victimization among students with disabilities in the United States.

PubMed

Blake, Jamilia J; Lund, Emily M; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R

2012-12-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Facilitating the High School-to-College Transition for Students with Psychiatric Disabilities: Information and Strategies for School Counselors

ERIC Educational Resources Information Center

Fier, Sara M.; Brzezinski, Lynda G.

2010-01-01

The transition from high school to college is challenging for many students. In addition to the typical challenges faced by students starting college, students with previously diagnosed psychiatric disabilities have illness-related challenges to face as they transition to college. This article provides information on the current state of concerns…

The Voices of Parents: Post-High School Expectations, Priorities, and Concerns for Children With Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Blustein, Carly L.; Carter, Erik W.; McMillan, Elise D.

2016-01-01

The expectations of parents can shape the post-school pathways of young people with intellectual and developmental disabilities (IDD). Yet little is known about how parents view the employment prospects and priorities of their sons and daughters after high school. We examined expectations, preferences, and concerns of 1,065 parents of children and…

The Role of the Community in Transition to the Adult World for Students with Disabilities

ERIC Educational Resources Information Center

Hoover, Ariel

2016-01-01

Community activities can be an important part of the transition to adulthood, but many students with disabilities miss those experiences because they are not offered in their community or high school. This lack of opportunities in schools may account for the discrepancy that is found after high school graduation between the employment rates of…

Adolescent Attitudes toward Disabilities: What Every School Counselor Needs to Know

ERIC Educational Resources Information Center

DeLambo, David A.; Chandras, Kananur V.; Homa, Debra; Chandras, Sunil V.

2007-01-01

This study examined high school attitudes toward persons with physical and mental disabilities using a social distance scale. Results indicated that physical disabilities (e.g., ulcer, stomach disorder, heart disease, visual impairment, hearing impairment, spinal cord injure) were rated as most accepted (excluding HIV/AIDS) and mental disabilities…

Social Inclusion: A Student Board Member's Perspective

ERIC Educational Resources Information Center

Friedman, Josh

2013-01-01

Frustration, anxiety, and loneliness define too many high school experiences. For students with mental illness or other disabilities, this characterization is almost universal. Students with disabilities begin their high school careers immediately labeled as "special" and soon are ostracized from the larger student community. In high…

Iowa High School High Tech: Promoting Careers in Technology for Students with Disabilities. Final Report and Implementation Manual.

ERIC Educational Resources Information Center

McQuillen, Terry; Nietupski, John; Berg, Deana Duncan; Daugherty, Vicki; Bildstein, Stephanie

This final report and implementation manual describes the activities and outcomes of Iowa's High School High Tech (HSHT) program, a joint effort of Grant Wood Area Education Agency and Goodwill Industries of Southeast Iowa to inspire students with disabilities to pursue high tech careers. The program provides opportunities for students to learn…

High Expense: Disability Severity and Charter School Attendance in Arizona

ERIC Educational Resources Information Center

Garcy, Anthony M.

2011-01-01

Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits,…

Teaching Social Studies to High School Students with Learning Problems

ERIC Educational Resources Information Center

Steele, Marcee M.

2007-01-01

Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history,…

Functional Assessment to Predict Capacity for Work in a Population of School-Leavers with Disabilities

ERIC Educational Resources Information Center

Eagar, Kathy; Green, Janette; Gordon, Robert; Owen, Alan; Masso, Malcolm; Williams, Kathryn

2006-01-01

This study reports on an assessment system for school-leavers with disabilities to identify their capacity for work and the type of transition-to-work programme best suited to each person. Participants were 1,556 high school students in four cohorts who left school between 1999 and 2002. Each school-leaver was assessed by rehabilitation…

One School's Approach to Integration: Developing a Community Philosophy and Utilising an "In House" Educational Psychologist.

ERIC Educational Resources Information Center

Spalding, Bob; Florek, Anton

1988-01-01

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

Pursuit of stem enrollment in high school and higher education for Latino and Caucasian students with disabilities

NASA Astrophysics Data System (ADS)

White, Laurel Ann

This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education (CTE) program and one comprehensive community college. The study uncovered the following findings: (a) Latino and Caucasian SWD STEM enrollment percentages were not significantly different in the high school CTE program, but were significantly different in the STEM program in the comprehensive community college; (b) more females enrolled in Science and males in Engineering than anticipated, (c) Mathematics had the smallest enrollment pattern by ethnicity and gender in both settings, and (d) more males than females enrolled in Technology courses in the comprehensive community college. This research suggests the use of universal design of learning, theory of mind, and the ecological learning theory to encourage STEM enrollment for students with disabilities. Keywords: Career and Technical Education (CTE), Caucasian, comprehensive community college, disability, enrollment, female, high school, Latino, male, STEM, student enrollment, and students with disabilities.

Examining the Effects of State High School Exit Exam Policies on Selected Outcomes of Students with Disabilities

ERIC Educational Resources Information Center

Wilkinson, Tracy Gail

2012-01-01

This study had several purposes. The first purpose of the study was to examine the relationship between selected student, family and school characteristics, and state exit exam policies and the impact on graduation from high school among a sample of students with disabilities. A second purpose of the study was to explore the relationship between…

Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey.

PubMed

Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori

2017-10-01

Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Relating Stress of Mothers of Children with Developmental Disabilities to Family-School Partnerships

ERIC Educational Resources Information Center

Burke, Meghan M.; Hodapp, Robert M.

2014-01-01

Although mothers of children with intellectual and developmental disabilities (IDD) experience high levels of stress and schools constitute an important resource, the relation remains unknown between maternal stress and educational services. Responding to a national, web-based survey, 965 mothers of students with disabilities completed a 163-item…

Transition and Students with Learning Disabilities: Facilitating the Movement from School to Adult Life.

ERIC Educational Resources Information Center

Patton, James R., Ed.; Blalock, Ginger, Ed.

Eleven chapters provide in-depth perspectives on outcomes and issues of youth with learning disabilities as they move from high school to adulthood. Stressed throughout is the importance of comprehensive transition planning and the educational, employment, social, and living options available to persons with learning disabilities. Chapter titles…

Factors Related to Competency Test Performance for High School Learning Disabled Students.

ERIC Educational Resources Information Center

Hall, Julia; And Others

1985-01-01

This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…

Computational Fluency Performance Profile of High School Students with Mathematics Disabilities

ERIC Educational Resources Information Center

Calhoon, Mary Beth; Emerson, Robert Wall; Flores, Margaret; Houchins, David E.

2007-01-01

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9-12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2-6) and skill area (whole numbers: addition, subtraction, multiplication, division;…

Self-Monitoring for High School Students with Disabilities: A Cross-Categorical Investigation of I-Connect

ERIC Educational Resources Information Center

Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P.

2016-01-01

Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation…

A Case Study of a Highly Effective, Inclusive Elementary School

ERIC Educational Resources Information Center

McLeskey, James; Waldron, Nancy L.; Redd, Lacy

2014-01-01

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in…

The Principal's Role in Creating a School Culture That Fosters Achievement of Students with High Incidence Disabilities: A Study of One School

ERIC Educational Resources Information Center

Haines, Shelby B.

2009-01-01

The purpose of this study was to examine the role of the principal in shaping a school culture that fostered academic achievement of students with high incidence disabilities. Research was conducted by means of a qualitative case study approach with data courses of informant interviews, parent focus group, observations of the daily workings of the…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities.

PubMed

Theobald, Roddy J; Goldhaber, Dan D; Gratz, Trevor M; Holden, Kristian L

2018-05-01

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

Reentry Programs for Out-of-School Youth with Disabilities. Part II: Strategies for Locating and Reenrolling

ERIC Educational Resources Information Center

Wilkins, Julia

2011-01-01

High school students with disabilities who drop out are costly to society. Compared to those who graduate, they are more likely to be unemployed, dependent on public services, and involved in the criminal justice system. Consequently, helping students with disabilities graduate has become a prominent national concern. Students with disabilities…

Cultural Differences in the Relationship between Perceived Family Environments and Self-Determination among Students with Disabilities

ERIC Educational Resources Information Center

Rodriguez, Raymond J.; Cavendish, Wendy

2013-01-01

This study examined the potential role of cultural variables in the relationship between perceived family environments and levels of self-determination among students with disabilities. Participants were 190 Latino, African-American and Euro-American students with disabilities enrolled in six high schools within a large urban school district in…

Rethinking College: Roles for School Psychologists in Transition Planning for Students with Intellectual Disability

ERIC Educational Resources Information Center

Wilczenski, Felicia L.; Cook, Amy L.; Regal, Colleen P.

2017-01-01

Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID) who are more likely to remain in poverty compared to their peers without disabilities (Mock and Love, "J Policy Pract Intellect Disabil," 9:289-297, 2012; Siperstein et…

Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Evmenova, Anya S.; Johnson, Todd M.

2017-01-01

High school students with and without learning disabilities in two chemistry classes accessed technologically-enhanced worksheets, called Pencasts, when completing homework assignments. In this action research study, feedback from students was gathered via questionnaires and interviews. Students most frequently used Pencasts to figure out how to…

Engaging College Students on a Community Engagement with High School Students with Disabilities

ERIC Educational Resources Information Center

Lawler, James; Joseph, Anthony; Narula, Stuti

2014-01-01

Community engagement is a common course in college curricula of computer science and information systems. In this study, the authors analyze the benefits of digital storytelling, in a course engaging college students with high school students with disabilities. The authors discover that a project of storytelling progressively enables high…

The Collaboration Model and Reading Improvement of High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Sacchetto, Jorge A.

2014-01-01

In the field of reading research, studies that focus on improving the reading achievement of high school students with learning disabilities are lacking. Although collaborative interventions for elementary age students have been shown to be effective, a gap exists in the current research regarding effective collaborative reading interventions for…

Syntactic and Reading Abilities in Normal and Learning Disabled Junior High School Students.

ERIC Educational Resources Information Center

Ferraro, Mary F.; Doyle, Beverly A.

The study involving 12 learning disabled (LD) junior high school students investigated whether LD students with reading comprehension difficulties were deficient in syntactic abilities as compared to normal students. Syntactic and reading tests were administered to each student. Comparison of the scores between the two groups showed that LD Ss…

Factors Related to Early Termination from Work for Youth with Disabilities

ERIC Educational Resources Information Center

Pebdani, Roxanna Nasseri

2012-01-01

Youth with disabilities face significant barriers in achieving positive post-high school outcomes, particularly when transitioning out of high school and entering the workforce, a problem that has been documented and studied by many researchers. The impact of previous work experience has long been viewed as related to positive outcomes when youth…

Developing Media Literacy Skills for Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

James, Jessica Everett

2014-01-01

Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify…

Improving Science Vocabulary of High School English Language Learners with Reading Disabilities

ERIC Educational Resources Information Center

Helman, Amanda L.; Calhoon, Mary Beth; Kern, Lee

2015-01-01

This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th--10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the…

SAT Vocabulary Instruction for High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Terrill, M.C.; Scruggs, T.E.; Mastropieri, M.A.

2004-01-01

A teacher wanted to know whether mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had developed. At the end of the instructional period,…

Dropout Prevention in Middle and High Schools: From Research to Practice

ERIC Educational Resources Information Center

Wilkins, Julia; Bost, Loujeania Williams

2016-01-01

Based on work with state and local education agencies in dropout prevention for students with disabilities, successful research-based interventions are described along with details of how these interventions have been implemented in middle and high schools across the country. The interventions that have helped students with disabilities graduate…

The Effects of a School-Based Program on the Reported Self-Advocacy Knowledge of Students with Learning Disabilities

ERIC Educational Resources Information Center

Mishna, Faye; Muskat, Barbara; Farnia, Fataneh; Wiener, Judith

2011-01-01

A school-based study examined self-reported self-advocacy knowledge of middle school students with learning disabilities (LD). Children with LD are vulnerable to experiencing psychosocial and academic problems. Self-advocacy is a protective factor as students with LD enter middle and high school, comprising knowledge of one's learning strengths…

Project Synopsis for High School/High Tech

NASA Technical Reports Server (NTRS)

1997-01-01

To help increase the diversity of workers at NASA centers it is necessary to provide students with disabilities the opportunities to explore careers in high technology. HIGH SCHOOL/HIGH TECH, an enrichment program, pioneered at Goddard Space Flight Center, successfully introduces students with disabilities to high tech careers. This community-based partnership serves as a model for three additional NASA sites-Ames Research Center, Johnson Space Flight Center, and Lewis Research Center. For a three year period beginning August 15, 1995, provide financial and technical support to a local agency in each NASA center area which serves persons with disabilities to enable a High School/High Tech program to develop and stand alone. Each project will develop a basis of cooperation with Ames, Johnson, and Lewis as well as a variety of community groups including the public schools, high tech employers, post-secondary education and training programs, rehabilitation agencies, and community economic development organizations. Throughout the startup period and thereafter, local youths with disabilities will have early exposure to professions in mathematics, science, and technology-related fields. This exposure will be multifaceted to insure adequate opportunity for realistic career exploration so these youths have an opportunity to test their interests and abilities. The exposure will be presented in the most supportive environment that is feasible.

Factors in Successful Post-School Transitions. Research Brief. Winter 2013

ERIC Educational Resources Information Center

LoBianco, Tony; Kleinert, Harold L.

2013-01-01

Young adults with disabilities face multiple challenges in obtaining successful post-school outcomes. In a National Longitudinal Transition Study-2 report, Wagner, Newman, Cameto, Garza, and Levine (2005) found that for former students with disabilities, 70% had engaged in paid employment since leaving high school, though only 40% were employed at…

The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005

ERIC Educational Resources Information Center

Newman, Lynn; Wagner, Mary; Knokey, Anne-Marie; Marder, Camille; Nagle, Katherine; Shaver, Debra; Wei, Xin

2011-01-01

The National Longitudinal Transition Study-2 (NLTS2) funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education, provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they…

Improving Reading Comprehension for High School Students with Disabilities: Effects for Comprehension and School Retention

ERIC Educational Resources Information Center

Vaughn, Sharon; Roberts, Greg; Schnakenberg, Jennifer B.; Fall, Anna-Mária; Vaughn, Michael G.; Wexler, Jade

2015-01-01

The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state…

Reentry Programs for Out-of-School Youth with Disabilities. Part I: The Need for a Broad Range of Options

ERIC Educational Resources Information Center

Wilkins, Julia

2011-01-01

High school students with disabilities who drop out are costly to society. Compared to those who graduate, they are more likely to be unemployed, dependent on public services, and involved in the criminal justice system. Consequently, helping students with disabilities graduate has become a prominent national concern. Students with disabilities…

Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Full Report. NCEE 2017-4018

ERIC Educational Resources Information Center

Lipscomb, Stephen; Hamison, Joshua; Liu Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha

2017-01-01

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Executive Summary. NCEE 2017-4019

ERIC Educational Resources Information Center

Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha

2017-01-01

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

Effects of Self-Regulated Strategy Development for POW+TREE on High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Hoover, Theresa M.; Kubina, Richard M.; Mason, Linda H.

2012-01-01

High school students with learning disabilities often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea, Organize my notes, Write and…

Effects of Collaborative Preteaching on Science Performance of High School Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Thornton, Amanda; McKissick, Bethany R.; Spooner, Fred; Lo, Ya-yu; Anderson, Adrienne L.

2015-01-01

Investigating the effectiveness of inclusive practices in science instruction and determining how to best support high school students with specific learning disabilities (SLD) in the general education classroom is a topic of increasing research attention in the field. In this study, the researchers conducted a single-subject multiple probe across…

Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)

ERIC Educational Resources Information Center

Brawand, Anne Eichorn

2013-01-01

Schema-based instruction (SBI) was used to examine the solving of proportional reasoning word problems for middle school students with high-incidence disabilities (HID). Seventh- and eighth-grade students with HID participated in the study. Students were randomly assigned to one of three groups. A multiple-baseline-across-groups design was…

Equity or Marginalization?: The High School Course-Taking of Students Labeled with a Learning Disability

ERIC Educational Resources Information Center

Shifrer, Dara; Callahan, Rebecca M.; Muller, Chandra

2013-01-01

Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end…

Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers

ERIC Educational Resources Information Center

Hughes, Carolyn; Golas, Melissa; Cosgriff, Joseph; Brigham, Nicolette; Edwards, Caitlin; Cashen, Kelly

2011-01-01

Incorporating general education peers into social skills instructional programs has been effective at increasing social interaction of high school students with intellectual disabilities and autism with their classmates. In this study, communication book use (Hughes et al., 2000), combined with providing the opportunity to interact, was associated…

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Cihak, David F.; Bowlin, Tammy

2009-01-01

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes…

Incorporating Functional Digital Literacy Skills as Part of the Curriculum for High School Students with Intellectual Disability

ERIC Educational Resources Information Center

Cihak, David F.; Wright, Rachel; Smith, Cate C.; McMahon, Don; Kraiss, Kelly

2015-01-01

The purpose of this study was to examine the effects of teaching functional digital literacy skills to three high school students with intellectual disability. Functional digital literacy skills included sending and receiving email messages, organizing social bookmarking to save, share, and access career websites, and accessing cloud storage to…

Using a Process Social Skills Training Approach with Adolescents with Mild Intellectual Disabilities in a High School Setting.

ERIC Educational Resources Information Center

O'Reilly, Mark F.; Glynn, Dawn

1995-01-01

A process social skills training approach was implemented and evaluated with two high school students having mild intellectual disabilities and social skills deficits. The intervention package was successful in promoting generalization of targeted social skills from the training setting to the classroom for both students. Participants had…

Teachers' Beliefs about the Participation of Students with Severe Disabilities in School Clubs

ERIC Educational Resources Information Center

Pence, Alicia R.; Dymond, Stacy K.

2016-01-01

The purpose of this study was to investigate teachers' beliefs about the participation of students with severe disabilities (SD) in school clubs. Participants were special education teachers (N = 60) of middle and junior high school students with SD from one state. Data were collected using a survey. Results indicate that teachers value including…

Directions for Success: Career Assessment and Planning for Learning Disabled High School Students, 1985-86.

ERIC Educational Resources Information Center

Kaplan, Linda; And Others

This four-part report describes Directions for Success, a school-college collaborative project between Middlesex Community College and 15 area school districts designed to provide learning disabled students and their parents with career assessment services and access to information which will enable them to make workable, long-range career plans.…

How the M.A.P. Club Changed Perceptions of Students with Special Needs.

ERIC Educational Resources Information Center

Brennan, J. Patrick, II; Brennan, Kathleen B.

1999-01-01

A job club at a rural high school helped students with disabilities by involving them in meaningful projects in the school and community. Recycling and other projects taught them job skills; raised their self-esteem; and improved perceptions of the community, school personnel, and regular education students toward students with disabilities. (TD)

Understanding the Relationship between Transition Services and Postschool Outcomes for Students with High Incidence Disabilities

ERIC Educational Resources Information Center

Joshi, Gauri Salil

2012-01-01

Given the consistently poor postschool outcomes of individuals with high incidence disabilities, there is a need to examine the transition services provided to them while in school. This secondary data analysis explored the transition services received by individuals with high incidence disabilities through the National Longitudinal Transition…

Promoting Access to Postsecondary Education for Low-Income Students with Disabilities

ERIC Educational Resources Information Center

Madaus, Joseph W.; Grigal, Meg; Hughes, Carolyn

2014-01-01

Few students with disabilities from high-poverty backgrounds attend college. We discuss the effects of disability and growing up in poverty on expectations for postsecondary education attendance. We describe the limiting effects of attending high-poverty high schools on student achievement followed by challenges faced by low-income students with…

Using Mobile Technology in an Urban High School to Decrease Adult Prompting during in School Transitions for Students Identified with Intellectual Disabilities

ERIC Educational Resources Information Center

Christman, Jennifer T.

2013-01-01

The aim of this study was to examine the application of video modeling on mobile technology to increase efficiency in the classroom for students identified with intellectual disabilities. Specially, this study sought to identify if video modeling on mobile technology could decrease adult prompting for students with intellectual disabilities during…

An Analysis of Chinese High School Students' Attitudes toward Persons with Disabilities

ERIC Educational Resources Information Center

Yu, Zhang

2013-01-01

Disabilities and negative attitudes toward individuals with disabilities permeate human history, from ancient Greece to modern society. The study of attitude toward disabilities, mostly in western countries, has provided information for the development of policy concerning the rights of individuals with disabilities. Complying with international…

School-to-work program participation and the post-high school employment of young adults with disabilities

PubMed Central

Shandra, Carrie L.; Hogan, Dennis P.

2014-01-01

Previous research on the education-to-employment transition for students with disabilities has suggested that participation in school-to-work programs is positively associated with post-high school success. This article utilizes data from the National Longitudinal Survey of Youth 1997 (NLSY97) to extend these findings in several ways. First, we assess the efficacy of specific types of school-based and work-based initiatives, including job shadowing, mentoring, cooperative education, school-sponsored enterprise, technical preparation, internships, and career major. Next, we extend the usual focus on the employment outcomes of work status and financial compensation to consider job-specific information on the receipt of fringe benefits. Overall, results from longitudinal multivariate analyses suggest that transition initiatives are effective in facilitating vocational success for this population; however, different aspects of school-to-work programs are beneficial for different aspects of employment. School-based programs are positively associated with stable employment and full-time work while work-based programs most consistently increase the likelihood that youth with disabilities will be employed in jobs that provide fringe benefits. Analyses also indicate that – once individuals with disabilities are stably employed – they can be employed in “good” jobs that provide employee benefits. PMID:25309111

Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities

ERIC Educational Resources Information Center

Chen, Chin-Chih; Symons, Frank J.; Reynolds, Arthur J.

2011-01-01

This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted…

Guidance, Counseling, and Support Services for High School Students with Physical Disabilities: Visual, Hearing, Orthopedic, Neuromuscular, Epilepsy, Chronic Health Conditions. Includes State Resource Directory.

ERIC Educational Resources Information Center

Foster, June C.; And Others

Intended for use by high school guidance personnel, the two volumes provide general information and a resource guide on physical disabilities including visual impairment, hearing impairment, orthopedic handicap, neuromuscular handicap, epilepsy, diabetes, and other chronic health conditions. The first section provides an overview of each of the…

Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Dikla; Cinamon, Rachel Gali

2016-01-01

The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

Pursuit of STEM Enrollment in High School and Higher Education for Latino and Caucasian Students with Disabilities

ERIC Educational Resources Information Center

White, Laurel Ann

2017-01-01

This study examined course enrollments for female and male Latino and Caucasian students with disabilities (SWD) in Science, Technology, Engineering, and Math (STEM) to establish baseline data in one region of the state of Washington. The study analyzed five academic years of STEM course enrollment in one high school Career and Technical Education…

Type of High-School Credentials and Older Age ADL and IADL Limitations: Is the GED Credential Equivalent to a Diploma?

ERIC Educational Resources Information Center

Liu, Sze Yan; Chavan, Niraj R.; Glymour, M. Maria

2013-01-01

Purpose: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20% of new HS credentials issued annually in the United States but it…

Structural Equation Modeling for Studying Adaptation of the Students with Disabilities in Inclusive Junior High Schools

ERIC Educational Resources Information Center

Chen, Li Ju

2014-01-01

This research explored the factors of the adaptation for the children with disabilities studying in inclusive junior high schools. The subjects were recruited from the Special Needs Education Longitudinal Study of Taiwan. The result of the Confirmatory Factor Analyses reflects that there are two, three and five observed variables included in the…

Test-Taking Skills of High School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence J.; Berger, Cassie; Lovett, Benjamin J.; Gordon, Michael

2016-01-01

This study assessed the test-taking skills of 776 high school students, 35 of whom were diagnosed with learning disabilities (LD). Students completed a computerized battery of timed reading tests as well as scales that assess test anxiety and test-taking perceptions. Students with LD obtained lower scores than the nondisabled group on all of the…

The Effect of "Cover, Copy, and Compare" on Spelling Accuracy of High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Zielinski, Katie; McLaughlin, T. F.; Derby, K. Mark

2012-01-01

The purpose of this study was to evaluate the effectiveness of cover, copy, and compare (CCC) on spelling accuracy for three high school aged students with learning disabilities. CCC is a student-managed procedure that teaches discrete skills through self-tutoring and error correction. The effectiveness of CCC was evaluated using a multiple…

Disparities in Disability by Educational Attainment Across US States.

PubMed

Montez, Jennifer Karas; Zajacova, Anna; Hayward, Mark D

2017-07-01

To examine how disparities in adult disability by educational attainment vary across US states. We used the nationally representative data of more than 6 million adults aged 45 to 89 years in the 2010-2014 American Community Survey. We defined disability as difficulty with activities of daily living. We categorized education as low (less than high school), mid (high school or some college), or high (bachelor's or higher). We estimated age-standardized disability prevalence by educational attainment and state. We assessed whether the variation in disability across states occurs primarily among low-educated adults and whether it reflects the socioeconomic resources of low-educated adults and their surrounding contexts. Disparities in disability by education vary markedly across states-from a 20 percentage point disparity in Massachusetts to a 12-point disparity in Wyoming. Disparities vary across states mainly because the prevalence of disability among low-educated adults varies across states. Personal and contextual socioeconomic resources of low-educated adults account for 29% of the variation. Efforts to reduce disparities in disability by education should consider state and local strategies that reduce poverty among low-educated adults and their surrounding contexts.

Brief report: Exploring the benefits of a peer-tutored physical education programme among high school students with intellectual disability.

PubMed

Gobbi, Erica; Greguol, Márcia; Carraro, Attilio

2018-01-29

The purpose of this study was to explore possible benefits of a peer-tutored physical education programme (PTPE) in comparison with school physical education (SPE) in high school students with intellectual disability. Nineteen students with intellectual disabilities (15 boys, mean age 17.4 ± 1.7 years) were monitored during three PTPE and three SPE classes. A factorial RM-ANOVA was used to test differences on objective measured physical activity (PA), enjoyment and exertion during the two conditions, considering participants' weight condition as independent factor. During PTPE, participants reported higher light intensity PA, enjoyment and exertion than during SPE. Participants with overweight showed less inactive time and higher light intensity PA during PTPE than during SPE. The peer-tutored programme was beneficial for adolescents with intellectual disability, particularly for those in overweight condition. The higher enjoyment found during PTPE may encourage exercise participation of students with intellectual disability. © 2018 John Wiley & Sons Ltd.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

PubMed

Shifrer, Dara; Callahan, Rebecca

2010-09-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

PubMed Central

Shifrer, Dara; Callahan, Rebecca

2016-01-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

Collaborative Behaviors Practiced by Teachers and Their Administrators Resulting in Increased California High School Exit Exam Pass Rates for Students with Learning Disabilities

ERIC Educational Resources Information Center

Everett, Katherine E.

2013-01-01

Purpose. The purpose of this replication study was to describe the extent to which seven collaborative behaviors were demonstrated by general education teachers assigned students with disabilities, education specialists, and their administrators in selected California high schools that exceeded the state average pass rate for 10th-grade students…

Applying Differentiated Instruction Strategies to Meet the Educational Needs of Students with Disabilities at the High School Level

ERIC Educational Resources Information Center

Bhattacharya, Victoria

2017-01-01

For the inclusive education indicated in the Individuals with Disabilities Education Act (IDEA) to occur at the high school level, teachers must be prepared to teach students with multiple ability levels and learning profiles in one classroom. Since the passage of IDEA, large numbers of students with mild to severe learning needs have been placed…

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Dubberly, Russell G.

2011-01-01

This report summarizes the multi-faceted, dynamic instructional model implemented to increase positive transition outcomes for high school students with intellectual disabilities. This report is based on the programmatic methods implemented within a secondary-level school in an urban setting. This pedagogical model facilitates the use of…

Authentic Assessment and Student Performance in Inclusive Schools. Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.

ERIC Educational Resources Information Center

King, M. Bruce; Schroeder, Jennifer; Chawszczewski, David

This research brief explores the extent to which teacher-designed assessments are authentic in inclusive secondary schools and how students with and without disabilities perform on these assessments. Data come from three high schools that are participating in a 5-year national study conducted by the Research Institute on Secondary Education Reform…

High-Stakes Test Accommodations: Documentation Review by Testing Agencies in an Era of Change

ERIC Educational Resources Information Center

Banerjee, Manju; Shaw, Stan F.

2007-01-01

Given the latest reauthorization of the Individuals with Disabilities Education Act (IDEA) and evolving views on the identification of cognitive disabilities in special education, many high school graduates with learning disabilities and/or attention-deficit/hyperactivity disorder will have a Summary of Performance (SOP) in lieu of a recent…

Gender Discrepancies and Victimization of Students with Disabilities

ERIC Educational Resources Information Center

Simpson, Cynthia G.; Rose, Chad A.; Ellis, Stephanie K.

2016-01-01

Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying,…

High Self-Esteem as a Coping Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

Children with learning disabilities are found in most schools. Learning disability is a widespread issue in today's society. A learning-disabled child is one whose achievement is less than his expected level of achievement despite having average or above average intelligence. Learning disability is nothing but a condition that affects the ability…

Special Education in High School Redesign

ERIC Educational Resources Information Center

National High School Center, 2011

2011-01-01

This annotated bibliography, co-authored by the National High School Center and the National Secondary Transition Technical Assistance Center, identifies articles that address high school redesign as it relates to students with disabilities and special education's role in such initiatives. The articles are organized around the National High School…

Expectations and Anticipations of Middle and High School Special Education Teachers in Preparing Their Students with Intellectual Disability for Future Adult Roles Including Those as Partner and Parent

ERIC Educational Resources Information Center

Pedersen, Mette

2012-01-01

Through a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as they carry out their professional charge of educating their students with intellectual disability for lives in the least restrictive environment, including possible adult…

The Effects of Using Flashcards to Develop Automaticity with Key Vocabulary Words for Students with and without Learning Disabilities Enrolled in a High School Spanish Course

ERIC Educational Resources Information Center

Stager, Phillip A.

2010-01-01

The purpose of this study was to investigate the effects of using flashcards to develop automaticity (rapid word recognition) with key vocabulary words and phrases in order to improve fluency and reading comprehension skills for participants with and without diagnosed learning disabilities enrolled in a high school Spanish course. Eighty-seven…

Developing an Understanding of Quadratics through the Use of Concrete Manipulatives: A Case Study Analysis of the Metacognitive Development of a High School Student with Learning Disabilities

ERIC Educational Resources Information Center

Strickland, Tricia K.

2014-01-01

This case study analyzed the impact of a concrete manipulative program on the understanding of quadratic expressions for a high school student with a learning disability. The manipulatives were utilized as part of the Concrete-Representational-Abstract Integration (CRA-I) intervention in which participants engaged in tasks requiring them to…

Effects of the CD-Rom Version of the "Self-Advocacy Strategy" on Quality of Contributions in IEP Meetings of High School Students with Intellectual Disability

ERIC Educational Resources Information Center

Cease-Cook, Jennifer; Test, David W.; Scroggins, La' Shawndra

2013-01-01

This study used a multiple-probe across participants design to examine the effects of the CD-Rom version of the "Self-Advocacy Strategy" on quality of contributions in Individual Education Plan (IEP) meetings of five high school students with intellectual disability. Results indicated a functional relationship between using the CD-Rom…

Service Delivery for High School Students with High Incidence Disabilities: Issues and Challenges

ERIC Educational Resources Information Center

Schultz, Edward; Simpson, Cynthia; Owen, Jane C.; McIntyre, Christina Janise

2015-01-01

High schools throughout this country are as heterogeneous as the students they serve in size, location, tax base, student make-up, and teacher quality. However, they must all follow the mandates of NCLB and IDEA. While these policies affect all schools, high schools continue to face many challenges implementing these laws effectively for students…

Effects of a Photo Activity Schedule Book on Independent Task Changes by Students with Intellectual Disabilities in Community and School Job Sites

ERIC Educational Resources Information Center

Carson, Keyla D; Gast, David L.; Ayres, Kevin M.

2008-01-01

The purpose of this study was to evaluate the effectiveness of using a photo activity schedule book to increase independent transitioning between vocational tasks inside a school cafeteria and at a community job site. Three students with mild to moderate intellectual disabilities, enrolled in a self-contained classroom in a public high school,…

Urban special education policy and the lived experience of stigma in a high school science classroom

NASA Astrophysics Data System (ADS)

Hale, Chris

2015-12-01

In this paper, I provide a window into the lived experience of a group of urban high school science students confronted with the stigma associated with special education, disability, and academic failure and present tools to understanding the ideological forces and institutional structures that undermine the ability of schools to create a culture of care and inclusion of children with disabilities. With the purpose of understanding the context of these students' tainted social status within the school community, I draw connections between the ideological bipolarity and ambiguity of federal and state special education law and the lack of moral commitment at the local level to including and protecting the rights of children with disabilities in New York City schools. An important element of this paper is an exploration of a decade of neoliberal reform in the New York City Department of Education and the meticulously documented failure of New York City's special education system to provide mandated services, adequately include special education students, and generally protect the rights of children with disabilities. I conclude that the ableism embedded in special education law and a lack of meaningful enforcement renders special education regulations intangible to administrators whereas neoliberal performance benchmarks are extremely salient due to the dire consequences for schools of not meeting them.

Remedial Math Instruction Intervention: Efficacy of Constructivist Practices on Alternative Students with Disabilities Mathematics Achievement

ERIC Educational Resources Information Center

Mbwiri, Francis I.

2017-01-01

Many students with disabilities attending alternative high schools are not improving their mathematics ability scores. Failure to improve their mathematics ability scores has hampered their potential academic success and career prospects, resulting in many students dropping out of schools without graduating. The purpose of this quantitative study…

Bullying Children with Disabilities: A Global Epic

ERIC Educational Resources Information Center

Ervin, Dana

2011-01-01

Bullying is an issue in all schools, colleges and work places throughout the world. It is in the national news constantly. The media typically reports on bullying and harassment when it involves non-disabled children, mostly high school and college aged students. Very little attention is given to bullying and harassment of children with…

Inclusion in the Technology Education Classroom.

ERIC Educational Resources Information Center

Clark, Craig B.

For several years, Weaver High School (Hartford, Connecticut) has used a grant to fund the services of a consultant to provide information and training on the Americans with Disabilities Act (ADA). Weaver has a program that allows students with multiple disabilities to be part of the school program and all activities. Activities have provided…

Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

ERIC Educational Resources Information Center

Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

2013-01-01

This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Szidon, Katherine; Ruppar, Andrea; Smith, Leann

2015-01-01

The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…

Teaching Learning Disabled Adolescents to Set Realistic Goals.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

Sixty-one learning disabled (LD) adolescents in four junior high schools were randomly assigned to experimental or control groups as part of an effort to teach LD students to set realistic goals so they might experience success and satisfaction in school. Ss in the experimental group made achievement contracts and predicted their performance in…

Medical Service Utilization among Youth with School-Identified Disabilities in Residential Care

ERIC Educational Resources Information Center

Lambert, Matthew C.; Trout, Alexandra L.; Nelson, Timothy D.; Epstein, Michael H.; W. Thompson, Ronald

2016-01-01

Background: Behavioral, social, emotional, and educational risks among children and youth with school identified disabilities served in residential care have been well documented. However, the health care needs and medical service utilization of this high-risk population are less well known. Given the risks associated with children with…

Comparison of incoming dental school patients with and without disabilities.

PubMed

Stiefel, D J; Truelove, E L; Martin, M D; Mandel, L S

1997-01-01

A survey of incoming dental school patients compared 64 adult patients (DECOD) and 73 patients without disability (ND), regarding past dental experience, current needs, and basis for selecting the school's clinics. The responses indicated that, for DECOD patients, clinic selection was based largely on Medicaid acceptance, staff experience, and inability of other dentists to manage their disability; for ND patients, selection was based on lower fee structure. Both groups expressed high treatment need, but the rate was lower for DECOD than for ND patients. More DECOD patients reported severe dental anxiety and adverse effects of dental problems on general health. Chart records revealed that clinical findings exceeded perceived need for both DECOD and ND patients. While both groups had high periodontal disease rates (91%), DECOD patients had significantly poorer oral hygiene and less restorative need than ND patients. The findings suggest differences between persons with disabilities and other patient groups in difficulty of access to dental services in the community, reasons for entering the dental school system, and in presenting treatment need and/or treatment planning.

The Correlation between Self-Determination and ACT Scores for High School Students with Disabilities

ERIC Educational Resources Information Center

Brown, Deitra Learchelle

2017-01-01

A significant gap exists between the graduation rate of students with disabilities and their nondisabled. The purpose of this quantitative correlation study was to determine the relationship self-determination had on college and career readiness using ACT scores of students with high incident disabilities. This study was guided by the following…

Preparing health professionals to provide care to individuals with disabilities.

PubMed

Holder, Matt; Waldman, H Barry; Hood, Henry

2009-06-01

To review the perceptions of dental/medical educators and their students in the United States on the adequacy of didactic and clinical preparation to provide service for individuals with disabilities. An e-mailed questionnaire with follow-up was sent to 198 deans of dental/medical schools, 1,628 directors of residency programs in nine medical/dental residency programs, 427 medical students in 12 medical schools, and 368 health related organizations, facilities and programs. More than half (58%) of the responding deans of reported that a curriculum for patients with disabilities was not a high priority at their school. A majority (61%) of deans of medical schools, and 47% of the deans of dental schools, reported that their graduates were competent to treat patients with disabilities. However, majorities of dental/medical school seniors and graduates expressed inadequate competency in the care of these patients. A majority of the directors of medical/dental residencies indicated a need for additional training for their residents. There is need for increased didactic and clinical preparation of dental/medical school graduates in the care of individuals with special health needs. The interest expressed by health profession educators in an effort to develop appropriate curriculum modules provides an opportunity to prepare new graduates for the care of an increasing population of individuals with disabilities.

New Schools for a New Century. A Leader's Guide to High School Reform.

ERIC Educational Resources Information Center

Tewel, Kenneth J.

This book provides guidelines for leaders who seek fundamental and lasting school restructuring. Following the introduction, chapter 2 presents an explanation of the core concepts of school restructuring and explains the significance of those disabling habits of mind and practice that dominate most traditionally organized high schools and inhibit…

The Effects of Learning Disabilities on a Child's Self-Concept.

ERIC Educational Resources Information Center

Avazian, Karyn Lorraine Wood

The review of the literature focuses on research assessing the effects of learning disabilities on a child's self-concept. After an introduction, definitions of "learning disabilities" and "self-concept" are offered. The literature on effects of learning disabilities on self-concept in elementary, middle, and high school age children is then…

The Perceptions of Transition Services and Postsecondary Success for Students with Disabilities in Comprehensive Development Programs

ERIC Educational Resources Information Center

Freemon, Ebony Marie

2017-01-01

This study examined transition services provided to students with disabilities in their secondary environments and whether or not these services prepared students with disabilities to post-secondary transition. Fifty students with varying disabilities from seven southeastern high schools participated in this study. Quantitative and qualitative…

Technology to Advance High School and Undergraduate Students with Disabilities in Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Leddy, Mark H.

2010-01-01

Americans with disabilities are underemployed in science, technology, engineering and mathematics (STEM) at higher rates than their nondisabled peers. This article provides an overview of the National science Foundation's Research in Disabilities Education (RDE) program, of technology use by students with disabilities (SWD) in STEM, and of…

Self-Concept and Perceived Social Support of College Women with Disabilities

ERIC Educational Resources Information Center

Hellstrom-Kinder, Candace

2013-01-01

Young female adults with disabilities are at risk for difficult lives. The transition from high school to post-secondary education is fraught with difficulties for disabled persons and research indicates they do not fare as well as their non-disabled peers (Wagner, 1992; Wagner, Newman, Cameto & Levine, 2005). In addition, gender disparities…

Psychological Profile of University Students with Different Types of Disabilities

ERIC Educational Resources Information Center

Dong, Shengli; Lucas, Margaretha S.

2014-01-01

Increasing numbers of students with disabilities attend colleges and universities after graduation from high school, but studies show that students with disabilities lag behind academically and fail to make progress and complete academic programs at a level and a timeframe comparable to their peers without disabilities. Studies are needed that…

Investigating Visually Disabled Students' Attitudes about Physical Education and Sport

ERIC Educational Resources Information Center

Dalbudak, Ibrahim; Gürkan, Alper C.; Yigit, Sih Mehmet; Kargun, Mehmet; Hazar, Gürkan; Dorak, Feridun

2016-01-01

This study aims to investigate visually disabled students', who study in the level of primary education, high school, university, attitudes about physical education and sport in terms of different variables. Totally 100 visually disabled students who are individual and team athletes and study in Izmir, (8 visually disabled athletes study in…

ACCESS Earth: Promoting Accessibility to Earth System Science for Students with Disabilities

NASA Astrophysics Data System (ADS)

Locke, S. M.; Cohen, L.; Lightbody, N.

2001-05-01

ACCESS Earth is an intensive summer institute for high school students with disabilities and their teachers that is designed to encourage students with disabilities to consider careers in earth system science. Participants study earth system science concepts at a Maine coastal estuary, using Geographic Information Systems, remote sensing, and field observations to evaluate the impacts of climate change, sea level rise, and development on coastal systems. Teachers, students, and scientists work together to adapt field and laboratory activities for persons with disabilities, including those with mobility and visual impairments. Other sessions include demonstrations of assistive technology, career discussions, and opportunities for students to meet with successful scientists with disabilities from throughout the U.S. The summer institute is one of several programs in development at the University of Southern Maine to address the problem of underrepresentation of people with disabilities in the earth sciences. Other projects include a mentoring program for high school students, a web-based clearinghouse of resources for teaching earth sciences to students with disabilities, and guidebooks for adaptation of popular published earth system science curricula for disabled learners.

Students with Disabilities: Better Federal Coordination Could Lessen Challenges in the Transition from High School. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. GAO-12-594

ERIC Educational Resources Information Center

Moran, Revae E.

2012-01-01

The transition out of high school to postsecondary education or the workforce can be a challenging time, especially for students with disabilities. Multiple federal agencies fund programs to support these students during their transition. In 2003, GAO reported that limited coordination among these programs can hinder a successful transition. GAO…

Pitfalls in the psychoeducational assessment of adolescents with learning and school adjustment problems.

PubMed

Pollak, J M

1985-01-01

Over the past decade there has been a growing interest on the part of educators, medical specialists, mental health personnel, and the lay public in the diagnosis, evaluation, and remediation of specific learning disabilities in the school-age child. This paper attempts to show through case illustrations of five high school-age adolescents how parents can seek from clinical evaluators a diagnostic impression of primary learning disability for their nonlearning disabled children; how this otherwise legitimate diagnostic category can be inappropriately used in the service of denying the salient individual, emotional, and family system factors at work in the school-related difficulties; and how the label of learning disability can work as a formidable resistance on the part of the family when, following comprehensive, in-depth assessment, professional recommendations focus less on specific educational remediation and more on the need for individual or family psychotherapy. Suggestions are made for dealing with this clinical issue.

Opening Doors to Postsecondary Education and Training: Planning for Life after High School.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison.

This handbook is designed as a guide to help students with disabilities take another step in preparing for "life after high school." While high school is an exciting time, what you do after high school can be just as exciting if you have done some careful and thoughtful planning. Students'"Transition Plans" include: thinking about their strengths…

Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes.

PubMed

Lyons, Gregory L; Huber, Heartley B; Carter, Erik W; Chen, Rui; Asmus, Jennifer M

2016-07-01

Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research.

The Relationship between Social Activities and School Performance for Secondary Students with Learning Disabilities. Findings from the National Longitudinal Transition Study of Special Education Students.

ERIC Educational Resources Information Center

Newman, Lynn

This study used data from the National Longitudinal Transition Study of Special Education Students to examine whether social activities had an impact on the academic performance of 832 youth with learning disabilities. More than one-third of the high-school youth were reported to see friends outside of school 6 or 7 days a week. These students had…

A Study of the School to Work Transition for Learning Disabled Students and the Learning Disabled Adult in Society in the Netherlands and Denmark. Final Report, April 14, 1984 to May 26, 1984.

ERIC Educational Resources Information Center

Gerber, Paul Jay

The report summarizes findings of 6 weeks spent in the Netherlands and Denmark to study services provided to learning disabled (LD) young adults and adults. The school to work transition for LD students is examined along with the LD adult in society, and comparisons are made between Dutch and Danish approaches. The Dutch system, highly structured…

Getting the Gist: Relating Text Processing Research to Reading and Writing Instruction for Learning Disabled Secondary Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 5.

ERIC Educational Resources Information Center

Seidenberg, Pearl L.

Many learning disabled secondary school students have difficulties with text organization in both subject area reading and expository writing. Problems may include difficulty in following the main ideas in text, recognizing the main text topics and their interrelationships, or recognizing the subordinate and superordinate ideas and examples.…

A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students with Disabilities in Postsecondary Educational Settings

ERIC Educational Resources Information Center

Morningstar, Mary E.; Frey, Bruce B.; Noonan, Patricia M.; Ng, Jennifer; Clavenna-Deane, Beth; Graves, Perry; Kellems, Ryan; McCall, Zach; Pearson, Mary; Wade, Diana Bjorkman; Williams-Diehm, Kendra

2010-01-01

This study examined the relationship between high school transition preparation (school and family based) and self-determination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological…

"I Just Want to Be Myself": Adolescents with Disabilities Who Identify as a Sexual or Gender Minority

ERIC Educational Resources Information Center

Kahn, Laurie Gutmann; Lindstrom, Lauren

2015-01-01

Adolescents with disabilities who identify as a sexual or gender minority are at high risk for negative school experiences and poor outcomes, including peer rejection, bullying, and dropping out. Using an intersectionality framework, this study examined how multiple marginalized identities influence sense of self and school experience for this…

Development and Evaluation of a Curriculum to Improve Educational and Career Outcomes for High School Girls with Disabilities

ERIC Educational Resources Information Center

Doren, Bonnie; Lombardi, Allison; Lindstrom, Lauren; Gau, Jeff

2012-01-01

Despite the national focus on improving transition services and post-school outcomes, many young women with disabilities still face significant barriers in obtaining meaningful employment and pursuing postsecondary education or training. Although recent reports indicate that the gender gap in employment rates may be diminishing, in this same…

The High School Experience of Students with Disabilities: Factors That Influence Their Predicted Likelihood of College Graduation

ERIC Educational Resources Information Center

Schechter, Julia F.

2017-01-01

The purpose of this research is to study college planning practices, skills and activities in the secondary school experience of undergraduate students with disabilities that were important to their self-predicted college graduation. This study is limited to exploring factors within the transition programming domains of student-focused planning,…

Self-Advocacy from the Perspective of Young Adults with Specific Learning Disabilities during the Transition Process

ERIC Educational Resources Information Center

Schreifels, Julie M.

2013-01-01

High school graduates with specific learning disabilities (SLD) often lack sufficient skills to advocate for themselves in adult situations. This limited advocacy ability of young adults with SLD contributes to their higher postsecondary school drop-out rate, lower paying jobs, and a greater dependence on family and public assistance programs for…

Occupational disability on psychiatric grounds in South African school-teachers.

PubMed

Emsley, R; Emsley, L; Seedat, S

2009-08-01

School-teachers are exposed to high levels of stress and have high rates of premature retirement on psychiatric grounds. This study investigated factors associated with occupational disability due to psychiatric disorders in teachers in South Africa. This retrospective study investigated 81 school-teachers in the Cape Town area who had been declared permanently medically disabled as a consequence of psychiatric disorders. Patients were relatively young (44+/-6.1 yrs), had experienced symptoms for 5.2+/-3.8 yrs, and had been treated for 4+/-3.5 yrs. Almost half had a family history of psychiatric disorder, and the majority (N = 66. 81%) cited work-related stress as a significant contributing factor. Major depressive disorder was the commonest diagnosis (83%), and 56% had co-morbid Axis-I diagnoses. Thirty percent had prominent underlying obsessive-compulsive personality traits, and 46% displayed classroom phobia. Work-related stress is a major factor in South African teachers with occupational disability on psychiatric grounds.

34 CFR 668.233 - Student eligibility.

Code of Federal Regulations, 2010 CFR

2010-07-01

... high school diploma, a recognized equivalent of a high school diploma, or have passed an ability to... evaluation and diagnosis of an intellectual disability by a psychologist or other qualified professional; or...

Electronic doors to education: study of high school website accessibility in Iowa.

PubMed

Klein, David; Myhill, William; Hansen, Linda; Asby, Gary; Michaelson, Susan; Blanck, Peter

2003-01-01

The Americans with Disabilities Act (ADA), and Sections 504 and 508 of the Rehabilitation Act, prohibit discrimination against people with disabilities in all aspects of daily life, including education, work, and access to places of public accommodations. Increasingly, these antidiscrimination laws are used by persons with disabilities to ensure equal access to e-commerce, and to private and public Internet websites. To help assess the impact of the anti-discrimination mandate for educational communities, this study examined 157 website home pages of Iowa public high schools (52% of high schools in Iowa) in terms of their electronic accessibility for persons with disabilities. We predicted that accessibility problems would limit students and others in obtaining information from the web pages as well as limiting ability to navigate to other web pages. Findings show that although many web pages examined included information in accessible formats, none of the home pages met World Wide Web Consortium (W3C) standards for accessibility. The most frequent accessibility problem was lack of alternative text (ALT tags) for graphics. Technical sophistication built into pages was found to reduce accessibility. Implications are discussed for schools and educational institutions, and for laws, policies, and procedures on website accessibility. Copyright 2003 John Wiley & Sons, Ltd.

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

PubMed

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children's autonomous behaviors reported by parents, nor parental style, seem to be related with the children's level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

PubMed Central

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R.; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C.; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement. PMID:27891110

Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review. NCEE 2013-4011

ERIC Educational Resources Information Center

Cobb, R. Brian; Lipscomb, Stephen; Wolgemuth, Jennifer; Schulte, Theresa

2013-01-01

Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its introduction, there was a growing recognition that helping students, especially students with disabilities, in their transitions from…

The Theory of Planned Behavior and Acceptance of Disability: Understanding Intentions to Request Instructional Accommodations in Post-Secondary Institutions

ERIC Educational Resources Information Center

Rivas, JoAnn

2013-01-01

Graduating high-school students with disabilities are making the decision to pursue a post-secondary education in greater numbers. While many students with disabilities self-identify at enrollment as having a disability and thereby qualify for instructional accommodations, few of them request accommodations to assist with meeting course…

Are adolescent girls with a physical disability at increased risk for sexual violence?

PubMed

Alriksson-Schmidt, Ann I; Armour, Brian S; Thibadeau, Judy K

2010-07-01

The purpose of this study was to investigate whether US female adolescents who self-reported having a physical disability or long-term health problem were more likely to report having been physically forced to have sexual intercourse than US female adolescents without a physical disability or long-term health problem. Using data from the 2005 U.S. National Youth Risk Behavior Survey (YRBS), we employed logistic regression analyses to estimate the association between physical disability (and other variables) and the risk for sexual violence among US high school girls. Female high school students who reported a physical disability or long-term health problem were more likely to report having been physically forced to have sexual intercourse than those who did not (19.6% vs 9.4%; chi(2) = 14.51, p = .003). Results from our multivariate analysis reveal that this association remained significant (adjusted odds ratio [AOR], 1.57; 95% confidence interval [CI], 1.10-2.23) after adjusting for certain demographic characteristics, physical health problems, behavioral health risks, and violent conduct. Our findings suggest that adolescent girls in the United States with a physical disability or long-term health problem may be at increased risk for sexual violence. It is important that national efforts to reduce sexual violence consider how to address the unmet needs of children and adolescents with disabilities. As most adolescent girls spend the majority of their time in a school setting, it is of particular importance that school health professionals are aware of the current findings.

Zero Reject and School Choice: Students with Disabilities in Texas' Charter Schools.

ERIC Educational Resources Information Center

Estes, Mary Bailey

2003-01-01

Reviews literature on students with disabilities in charter schools. Analyzes Texas' Public Education Information Management System data to compare traditional and charter school attendance of students with disabilities. Finds 3.7 percent fewer students with disabilities attended charter schools during 1999-2000 school year than traditional…

Applied STEM Coursework, High School Dropout Rates, and Students with Learning Disabilities

ERIC Educational Resources Information Center

Plasman, Jay Stratte; Gottfried, Michael A.

2018-01-01

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career…

Division of High Schools, Public Law 100.297 (Formerly 89-313) Instructional Support Program, 1993-94. OER Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Research.

The Division of High Schools Public Law 100.297 Instructional Support program serves eligible students with disabilities, ages 12-21, who have entered New York City public schools after attending state-operated or state-supported settings and who encounter difficulties adjusting to the high school special education environment. In 1993-94 the…

Liberty High School Transition Project: Model Process for Assimilating School, Community, Business, Government and Service Groups of the Least Restrictive Environment for Nondisabled and Disabled.

ERIC Educational Resources Information Center

Grimes, Michael K.

The panel presentation traces the development of and describes the operation of a Brentwood (California) project to prepare approximately 75 severely disabled individuals, ages 12-22, to function in the least restrictive recreation/leisure, vocational, and general community environments. Transition Steering Committee developed such project…

Assessing the Social Skills and Problem Behaviors of Adolescents with Severe Disabilities Enrolled in General Education Classes

ERIC Educational Resources Information Center

Lyons, Gregory L.; Huber, Heartley B.; Carter, Erik W.; Chen, Rui; Asmus, Jennifer M.

2016-01-01

Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137…

Case in Point: A Statewide Blended Learning Initiative for Students with Disabilities: What Makes It Work? A Director's Perspective

ERIC Educational Resources Information Center

Bell, Sherry D.; Smith, Sean J.; Basham, James D.

2016-01-01

When the North Carolina Virtual Public School (NCVPS) began their experiment with a blended statewide Occupational Course of Study (OCS) (see http://ncvps.org/ocs-blended-learning) program for high school students with intellectual and other developmental disabilities, it was with great ambition and optimism. Born of necessity to address highly…

Finding Difference: Nemo and Friends Opening the Door to Disability Theory

ERIC Educational Resources Information Center

Preston, Daniel L.

2010-01-01

While middle school and high school students may have watched the Disney and Disney/Pixar films when they were younger, chances are they did not do so with a critical eye toward difference and disability, despite the fact that these films serve as excellent tools for teaching about difference. Recent estimates label 20% of the world's population…

Preparing Teachers to Remediate Reading Disabilities in High School: What Is Needed for Effective Professional Development?

ERIC Educational Resources Information Center

Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Benson, Nancy J.; Steinbach, Karen A.; Frijters, Jan C.

2008-01-01

In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a…

Are Two Better than One? Implications of the Co-Teaching Service Delivery Model on High-Stakes, Standards-Based Assessments for Students with Educational Disabilities

ERIC Educational Resources Information Center

Johnson, Karen A.

2013-01-01

The enactment of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act had a significant impact upon how we hold schools and its students accountable for high stakes testing. In particular, students with educational disabilities who were previously exempted from any performance accountability on…

Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught.

PubMed

Trollor, Julian N; Ruffell, Beth; Tracy, Jane; Torr, Jennifer J; Durvasula, Seeta; Iacono, Teresa; Eagleson, Claire; Lennox, Nicolas

2016-04-11

There is a high burden of unmet health needs for people with intellectual disability. Despite experiencing significantly higher rates of morbidity and mortality compared with the general population, this group faces greater barriers to accessing healthcare. While increasing workplace capacity is one way to reduce this inequitable access, previous research indicates a scarcity of undergraduate teaching in intellectual disability. The aim of the study was to determine the extent and nature of intellectual disability content currently offered within medical degree curricula. All Australian universities (n = 20) providing accredited medical training were invited to participate in a two-phase audit via an email invitation to the Dean of each medical school. The Dean's delegate from 14 medical schools completed Phase 1, which involved a questionnaire or telephone interview about the overall medical course structure. Unit coordinators and/or teaching staff from 12 medical schools completed Phase 2, which involved an online survey about intellectual disability content within the curriculum. In Australia, medical school curricula contain a median of 2.55 h of compulsory intellectual disability content. The majority of universities only offer a small amount of compulsory content. Of compulsory units, intellectual disability teaching is minimal in sexual health and emergency medicine (only one unit offered in one school for each). Topics of key relevance in intellectual disability health such as human rights issues, interdisciplinary team work and preventative health are poorly represented in intellectual disability teaching. Elective content varies markedly across universities (1 to 122 h), but emergency medicine, women's health, men's health and many other specialist medicine areas are not represented. Inclusive practice is inconsistent in degree and nature, but a majority of universities (nine) involve people with intellectual disability in the development or delivery of content. There is a mismatch between the considerable unmet health needs of people with intellectual disability and the inconsistent teaching within medical schools. Future doctors will be better equipped to support the health and wellbeing of people with intellectual disability if curricula are enhanced in this area.

Evaluation of the benefits of assistive reading software: perceptions of high school students with learning disabilities.

PubMed

Chiang, Hsin-Yu; Liu, Chien-Hsiou

2011-01-01

Using assistive reading software may be a cost-effective way to increase the opportunity for independent learning in students with learning disabilities. However, the effectiveness and perception of assistive reading software has seldom been explored in English-as-a-second language students with learning disabilities. This research was designed to explore the perception and effect of using assistive reading software in high school students with dyslexia (one subtype of learning disability) to improve their English reading and other school performance. The Kurzweil 3000 software was used as the intervention tool in this study. Fifteen students with learning disabilities were recruited, and instruction in the usage of the Kurzweil 3000 was given. Then after 2 weeks, when they were familiarized with the use of Kurzweil 3000, interviews were used to determine the perception and potential benefit of using the software. The results suggested that the Kurzweil 3000 had an immediate impact on students' English word recognition. The students reported that the software made reading, writing, spelling, and pronouncing easier. They also comprehended more during their English class. Further study is needed to determine under which conditions certain hardware/software might be helpful for individuals with special learning needs.

Partnerships that Build Understanding

ERIC Educational Resources Information Center

Frasier, James R.

2007-01-01

The involvement of high school students with disabilities in after-school and cocurricular activities declined nationwide between 2001 and 2006 (Institute of Education Sciences, n.d.). The Partners Club at East Anchorage High School in Alaska, however, is an example of how such activities can support relationships between nondisabled students and…

Social Relationships among Adolescents with Disabilities: Unique and Cumulative Associations with Adjustment

ERIC Educational Resources Information Center

Pham, Yen K.; Murray, Christopher

2016-01-01

This exploratory study investigated linkages between parent, peer, teacher, and mentor relationships and adjustment among adolescents with disabilities. The sample included 228 high school students with disabilities (65% male, 50% White) across four states. Overall findings indicate that students' social relationships were significantly associated…

Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…

Using Survival Analysis to Understand Graduation of Students with Disabilities

ERIC Educational Resources Information Center

Schifter, Laura A.

2016-01-01

This study examined when students with disabilities graduated high school and how graduation patterns differed for students based on selected demographic and educational factors. Utilizing statewide data on students with disabilities from Massachusetts from 2005 through 2012, the author conducted discrete-time survival analysis to estimate the…

Defining Success in Young Adults with Emotional Disabilities

ERIC Educational Resources Information Center

Carrescia, Susanne G.

2012-01-01

The purpose of this study is to develop a definition of success by constructing a portrait of successful young adults with emotional disabilities. Nine young adults with emotional disabilities were interviewed individually after graduating from high school. The research questions that guided the study centered on the young adults'…

Intermediate Work Outcomes for Adolescents with High-Incidence Disabilities

ERIC Educational Resources Information Center

Rojewski, Jay W.; Lee, In Heok; Gregg, Noel

2014-01-01

A longitudinal sample from the Educational Longitudinal Study of 2002 was used to determine differences in work outcomes between (a) individuals with learning disabilities or emotional-behavior disorders and (b) individuals with or without disabilities. Twelve factors were arranged into individual, family, school-peer, and community categories.…

Reading Achievement in the Middle School Years: A Study Investigating Growth Patterns by High Incidence Disability

ERIC Educational Resources Information Center

Yakimowski, Mary E.; Faggella-Luby, Michael; Kim, Yujin; Wei, Yan

2016-01-01

Numerous research studies (e.g., Anderson, Kutash, & Duchnowski, 2001; Lane, Carter, Pierson, & Glaeser, 2006; Volpe, Dupaul, Jitendra, & Tresco, 2009; Wei, Blackorby, & Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain…

Transition Services for Students with Significant Disabilities in College and Community Settings: Strategies for Planning, Implementation, and Evaluation

ERIC Educational Resources Information Center

Grigal, Meg; Neubert, Debra, A.; Moon, M., Sherril

2005-01-01

Traditionally, students with significant disabilities, such as autism, mental retardation, or multiple disabilities, receive transition services in a public high school setting until they are 21 or 22 years old. While this is an appropriate setting for students with these disabilities during ages 14-18, it may be neither an appropriate nor…

Improving Science Instruction for Students with Disabilities: Proceedings. Working Conference on Science for Persons with Disabilities (Anaheim, California, March 28-29, 1994).

ERIC Educational Resources Information Center

Stefanich, Greg P.; Egelston-Dodd, Judy, Ed.

This proceedings report includes papers presented at a conference on teaching science to students with disabilities. In the first paper, "Family Pedigrees: A Model Lesson Illustrating Strategies for Teaching Students with Disabilities in a Mainstreamed High School Biology Class" (Kathleen Ball and Edward C. Keller, Jr.), strategies are described…

Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities

ERIC Educational Resources Information Center

Meade, Shawn Brooks

2017-01-01

Transition planning has become an important topic in special education because it is a method for ensuring that students with disabilities are best prepared for life after high school. Students with disabilities tend to have more challenges with postsecondary success when compared to their non-disabled peers. In particular, students with learning…

Catastrophic Head Injuries in High School and Collegiate Sports

PubMed Central

2001-01-01

Objective: To describe the incidence of catastrophic head injuries in a variety of high school and college sports. Design and Setting: Data on catastrophic head injuries were compiled in a national surveillance system maintained by the National Center for Catastrophic Sports Injury Research. The data were compiled with the assistance of coaches, athletic trainers, athletic directors, executive officers of state and national athletic organizations, a national newspaper clipping service, professional associates of the researchers, and national sport organizations. Subjects: Data included all high school and college athletic programs in the United States. Measurements: Background information on the athlete (age, height, weight, experience, previous injury, etc), accident information, immediate and postaccident medical care, type of injury, and equipment involved. Autopsy reports were used when available. Results: A football-related fatality has occurred every year from 1945 through 1999, except for 1990. Head-related deaths accounted for 69% of football fatalities, cervical spinal injuries for 16.3%, and other injuries for 14.7%. High school football produced the greatest number of football head-related deaths. From 1984 through 1999, 69 football head-related injuries resulted in permanent disability. Sixty-three of the injuries were associated with high school football and 6 with college football. Although football has received the most attention, other sports have also been associated with head-related deaths and permanent disability injuries. From 1982 through 1999, 20 deaths and 19 permanent disability injuries occurred in a variety of sports. Track and field, baseball, and cheerleading had the highest incidence of these catastrophic injuries. Three deaths and 3 injuries resulting in permanent disability have occurred in female participants. Conclusions/Recommendations: Reliable data collection systems and continual analysis of the data can help us to reduce the number of catastrophic head-related injuries. I include additional recommendations for injury prevention. PMID:12937502

High School Reform: Integration of Special Education. inForum

ERIC Educational Resources Information Center

Muller, Eve; Burdette, Paula

2007-01-01

Evidence suggests that students throughout the nation are not being adequately prepared for post-secondary life and that students with disabilities face even greater post-school challenges (Wagner, Newman, Cameto, Garza, & Levine, 2005). In response to such evidence, many states and localities are initiating high school reform activities and,…

Automated External Defibrillators in High Schools: Disparities Persist Despite Legislation.

PubMed

Thornton, Matthew D; Cicero, Mark X; McCabe, Megan E; Chen, Lei

2017-10-31

Automated external defibrillators (AEDs) have demonstrated increased survival in out-of-hospital cardiac arrest, and their prevalence continues to rise. In 2009, Connecticut passed a legislation requiring all schools to have an AED, barring financial barriers. The objectives of this study were (1) to determine if this legislation was associated with an increase in Connecticut high school AEDs and (2) to detect disparities in the availability of AEDs based on school type, student demographics, and school size. A single researcher conducted a scripted telephone survey of all 54 public and 13 private high schools in New Haven County, Connecticut. A response rate of 100% was achieved. Forty-nine percent of high schools had an AED before the legislation, compared with 88% after (P < 0.001). Before legislation, private schools had a higher percentage of AEDs than public schools (69% vs 44%; P = 0.1). Postlegislation, the difference is less (92% vs 87%; P = 0.4). Small schools (<400 students) are significantly less likely to have an AED than larger schools (40% vs 100%; P < 0.001). Schools with a higher percentage of students with disabilities are also less likely to have an AED (P = 0.005), even when controlling for school size (P = 0.03). State legislation requiring schools to have an AED, if financially feasible, was associated with a significant increase in AED presence among New Haven County high schools. Small high schools and those with a higher percentage of students with disabilities remain less likely to have an AED despite legislation.

Exit Exams, High-Stakes Testing, and Students with Disabilities: A Persistent Challenge

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Collins, James C.; Losinski, Mickey

2012-01-01

The demands for accountability in education have led to an increase in high-stakes testing practices in public schools. Accountability can be seen at the high school level in the use of exit examinations (hereafter "exit exams") that students must pass to receive a diploma and graduate from high school. One of the most challenging issues…

Begin the Between: Planning for the Transition from High School to Adult Life for Youth with Developmental Disabilities. Second Edition.

ERIC Educational Resources Information Center

Matuszak, Trish; And Others

This guide was developed to provide an overview of the major elements of the transition planning process from school to the adult system of supports and services for youth with developmental disabilities and their families. The workbook format is intended to enable families to be proactive at each stage of the planning process. Initial sections…

The Right to a Better Life: Using an After-School Work Camp to Create Customized Employment Opportunities for Rural High School Students with Severe Disabilities

ERIC Educational Resources Information Center

Molina, Leslie; Demchak, MaryAnn

2016-01-01

If people with intellectual disability are to become truly self-determined, they must be allowed to express choice throughout their lives, including employment. Expectations for competitive employment tend to be low for this population, if considered at all (Citron et al., 2008). Theoretically, integrated employment options, including customized…

The Quest for Ordinary Lives: The Integrated Post-School Vocational Functioning of 50 Workers with Significant Disabilities

ERIC Educational Resources Information Center

Brown, Lou; Shiraga, Betsy; Kessler, Kim

2006-01-01

An extensive report is made of the work histories of 50 adults with significant disabilities who are served by Community Work Services, Inc., in Madison, Wisconsin. The primary purpose is to share information about the integrated vocational functioning of these adults, 90% of whom exited high school 15-24 years ago. A second purpose is to…

Restructuring High Schools for All Students: Taking Inclusion to the Next Level.

ERIC Educational Resources Information Center

Jorgensen, Cheryl M.

The ten papers in this collection present practical examples of the inclusion of students with disabilities in restructured high schools. The papers are: (1) "Preparing the Ground for What Is To Come: A Rationale for Inclusive High Schools" (Susan Shapiro-Barnard); (2) "Equity and Excellence: Finding Common Ground between Inclusive Education and…

Transportation and socioemotional well-being of urban students with and without disabilities.

PubMed

Graham, Benjamin C; Keys, Christopher B; McMahon, Susan D

2014-01-01

This study explored the extent to which transportation difficulties were associated with social, psychological, and academic experiences of urban, at-risk students who recently experienced a school transition. Participants included 165 predominantly African American and Latino/a high school youth with and without disabilities, a critical population for community psychology to address given their likelihood of multiple marginalizations. Results suggested transportation problems within school predicted more school stressors and aggressive behavior. Transportation problems to and from school predicted fewer school resources, less school belonging, and more school stressors, anxiety, and depression. Greater time to get to school predicted fewer school resources, less school belonging, and more depressive symptoms. This study demonstrates the importance of including transportation in how the school day is conceptualized, and offers several implications for how transportation services can be best addressed.

High School Drop Out Factors and Effects: An Analysis of a Small School in Rural Illinois.

ERIC Educational Resources Information Center

Jancek, Richard L.

All dropouts from Hiawatha High School (Kirkland, Illinois) in the last 3 years were surveyed to determine why they dropped out and what the school could do to deter students from dropping out. Nationally, dropping out is related to poverty, lack of parental support, drug abuse, learning disabilities, and a history of poor school performance.…

Patterns of employment and independent living of adult graduates with learning disabilities and mental retardation of an inclusionary high school vocational program.

PubMed

Luftig, Richard L; Muthert, Dorothy

2005-01-01

Vocational/employment and independent living for individuals with disabilities has been a major area of interest for those interested in transition from school to work and adulthood. Recent statistics for such individuals continue to be poor and problematic. The present study investigated a group of adults with either specific learning disabilities or mild mental retardation who had graduated or exited an inclusionary high school which emphasized vocational technology training and independent living skills. The results indicated higher than the national average for employment and rate of pay as well as stronger than expected indicators of independent living in terms of mobility. The largest group of individuals, however, were still residing with their parents. Respondents with learning disabilities were doing better than their mentally retarded counterparts in terms of many of the indicators but individuals with mental retardation were still doing strongly when compared against figures reported in other studies. Results are discussed in terms of recommendations for generalization as well as the educational model used for these students.

Problem-Solving Model for Decision Making with High-Incidence Disabilities: The Minneapolis Experience.

ERIC Educational Resources Information Center

Marston, Doug; Muyskens, Paul; Lau, Matthew; Canter, Andrea

2003-01-01

This article describes the problem-solving model (PSM) used in the Minneapolis Public Schools to guide decisions regarding intervention in general education, special education referral, and evaluation for special education eligibility for high-incidence disabilities. Program evaluation indicates students received special education services earlier…

Investigation of a Multi-Component Intervention Addressing Mathematical Reasoning and Self-Regulation of Behavior for Students with Emotional/Behavioral Disabilities

ERIC Educational Resources Information Center

Fisher, Marie B.

2013-01-01

For students with Emotional/Behavioral Disabilities (EBD), negative student outcomes are the poorest across disability categories, including high rates of school dropouts, unemployment and incarcerations. Mathematically, students with EBD receiving instruction in special education settings experience practices not consistent with recommendations…

Project SEARCH: Work-Based Transition Program for Young Adults with Disabilities

ERIC Educational Resources Information Center

Green, Teresa D.

2013-01-01

Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared…

Two-Year Follow-up of the Competitive Employment Status of Graduates with Developmental Disabilities.

ERIC Educational Resources Information Center

Hoisch, Sharon A.; And Others

1992-01-01

This follow-up study of 54 graduates of a California high school career and vocational services program for students with developmental disabilities or learning disabilities found that only 39 percent were in competitive employment and that jobs were predominantly in the food, building, fabrication, and packaging service occupations. Most…

Empowering Library Patrons with Learning Disabilities

ERIC Educational Resources Information Center

Green, Ravonne A.

2009-01-01

This article describes the characteristics of patrons with learning disabilities (LD) and how these characteristics might affect library use. The lack of services for college patrons who have learning disabilities (LD) in this decade is much like the lack of adequate and appropriate services for high school patrons with LD in previous decades. The…

Transition from Secondary to Postsecondary Education for Students with Mild Disabilities

ERIC Educational Resources Information Center

Burdge, Maryjane C.

2012-01-01

Students with disabilities are less likely than their peers to access or succeed in postsecondary education settings. In one county, students with disabilities are taught within inclusive high school environments where deficits in reading skills, self-determination attributes, and study skills are not included in the curriculum. In place of these…

Think College! Postsecondary Education Options for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Grigal, Meg; Hart, Debra

2010-01-01

As the Higher Education Opportunity Act opens the door to more options and supports, more and more students with intellectual disabilities are "thinking college." That means high schools, colleges, and universities must be fully prepared to meet the needs of students with disabilities--and this comprehensive resource is just what they…

In-school service predictors of employment for individuals with intellectual disability.

PubMed

Park, Jiyoon; Bouck, Emily

2018-06-01

Although there are many secondary data analyses of the National Longitudinal Transition Study-2 (NLTS-2) to investigate post-school outcome for students with disabilities, there has been a lack of research with in-school service predictors and post-school outcome for students with specific disability categories. This study was a secondary data analysis of NLTS-2 to investigate the relationship between current employment status and in-school services for individuals with intellectual disability. Statistical methods such as descriptive statistics and logistic regression were used to analyze NLTS-2 data set. The main findings included that in-school services were correlated with current employment status, and that primary disability (i.e., mild intellectual disability and moderate/severe intellectual disability) was associated with current employment status. In-school services are critical in predicting current employment for individuals with intellectual disability. Also, data suggest additional research is needed to investigate various in-school services and variables that could predict employment differences between individuals with mild and moderate/severe intellectual disability. Copyright © 2018 Elsevier Ltd. All rights reserved.

Causal Effects of Career-Technical Education on Postsecondary Work Outcomes of Individuals with High-Incidence Disabilities

ERIC Educational Resources Information Center

Lee, Heok In; Rojewski, Jay W.; Gregg, Noel

2016-01-01

Using data from the National Longitudinal Transition Study-2, a propensity score analysis revealed significant causal effects for a secondary career and technical education (CTE) concentration on the postsecondary work outcomes of adolescents with high-incidence disabilities. High school students identified as CTE concentrators (three or more high…

A College Entrance Essay Exam Intervention for Students with Disabilities and Struggling Writers: A Randomized Control Trial

ERIC Educational Resources Information Center

Ray, Amber Beth

2017-01-01

High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students' performance on a popular college entrance exam, the…

The State of Disability Awareness in American Medical Schools.

PubMed

Seidel, Erica; Crowe, Scott

2017-09-01

This study was designed to: (1) determine how many American medical schools include disability awareness in their curriculum, (2) explore the format of disability awareness programs in existence, and (3) understand why some schools do not include disability awareness in their curriculum. An online survey was sent to deans of medical education (or equivalent positions) at accredited allopathic and osteopathic American medical schools (N = 167) in 2015. Seventy-five schools (45%) completed surveys. Fifty-two percent (39/75) reported having a disability awareness program. The most common format was people with disabilities or caregivers speaking in a large group setting. Programs were most likely to focus on adults with physical disabilities. Among schools without a program, the top barriers were no one advocating for inclusion in the curriculum and time constraints. Nearly half of schools without a program expressed interest in adopting an awareness curriculum if one was made available. Such results indicate that efforts should be made to increase the number of schools that provide disability awareness education through increased advocacy and providing additional resources to schools without a curriculum.

Evaluation of actigraphy-measured sleep patterns among children with disabilities and associations with caregivers’ educational attainment: results from a cross-sectional study

PubMed Central

Chen, Xiaoli; Velez, Juan Carlos; Barbosa, Clarita; Pepper, Micah; Gelaye, Bizu; Redline, Susan; Williams, Michelle A

2015-01-01

Objectives To use wrist-actrigrphy to collect objective measures of sleep and to characterise actigraphy-measured sleep patterns among children with disabilities. We also assessed the extent to which, if at all, caregivers’ education is associated with children's sleep disturbances. Design Cross-sectional study. Setting A rehabilitation centre in the Patagonia region, Chile. Methods This study was conducted among 125 children aged 6–12 years with disabilities (boys: 55.2%) and their primary caregivers in Chile. Children wore ActiSleep monitors for 7 days. A general linear model was fitted to generate least-square means and SEs of sleep efficiency (proportion of the sleep period spent asleep) across caregivers’ education levels adjusting for children's age, sex, disability type, caregiver–child relationship and caregivers’ age. Multivariable logistic regression analyses were conducted to estimate ORs and 95% CIs of longer sleep latency (≥30 min) and longer wake after sleep onset (WASO) (≥90 min) (a measure of sleep fragmentation) in relation to caregivers’ educational attainment. Results Median sleep latency was 27.3 min, WASO 88.1 min and sleep duration 8.0 h. Mean sleep efficiency was 80.0%. Caregivers’ education was positively and significantly associated with children's sleep efficiency (p trend<0.001). Adjusted mean sleep efficiency was 75.7% (SE=1.4) among children of caregivers high school education. Compared to children whose caregivers had >high school, children of caregivers with

Evaluation of actigraphy-measured sleep patterns among children with disabilities and associations with caregivers' educational attainment: results from a cross-sectional study.

PubMed

Chen, Xiaoli; Velez, Juan Carlos; Barbosa, Clarita; Pepper, Micah; Gelaye, Bizu; Redline, Susan; Williams, Michelle A

2015-12-07

To use wrist-actrigrphy to collect objective measures of sleep and to characterise actigraphy-measured sleep patterns among children with disabilities. We also assessed the extent to which, if at all, caregivers' education is associated with children's sleep disturbances. Cross-sectional study. A rehabilitation centre in the Patagonia region, Chile. This study was conducted among 125 children aged 6-12 years with disabilities (boys: 55.2%) and their primary caregivers in Chile. Children wore ActiSleep monitors for 7 days. A general linear model was fitted to generate least-square means and SEs of sleep efficiency (proportion of the sleep period spent asleep) across caregivers' education levels adjusting for children's age, sex, disability type, caregiver-child relationship and caregivers' age. Multivariable logistic regression analyses were conducted to estimate ORs and 95% CIs of longer sleep latency (≥ 30 min) and longer wake after sleep onset (WASO) (≥ 90 min) (a measure of sleep fragmentation) in relation to caregivers' educational attainment. Median sleep latency was 27.3 min, WASO 88.1 min and sleep duration 8.0 h. Mean sleep efficiency was 80.0%. Caregivers' education was positively and significantly associated with children's sleep efficiency (p trend<0.001). Adjusted mean sleep efficiency was 75.7% (SE=1.4) among children of caregivers high school education. Compared to children whose caregivers had >high school, children of caregivers with

Childhood and persistent ADHD symptoms associated with educational failure and long-term occupational disability in adult ADHD.

PubMed

Fredriksen, Mats; Dahl, Alv A; Martinsen, Egil W; Klungsoyr, Ole; Faraone, Stephen V; Peleikis, Dawn E

2014-06-01

Few studies have examined the impact of childhood attention deficit hyperactivity disorder (ADHD) symptoms on adult ADHD functional outcomes. To address this issue dimensionally, ADHD symptoms in childhood and adulthood and their relation to educational deficits and work disability are studied in a clinical sample of adult patients with previously untreated ADHD. About 250 adults diagnosed systematically with ADHD according to DSM-IV were prospectively recruited. Primary outcomes were high school dropout and being out of the work last year. Childhood ADHD symptoms, sex differences, comorbidities of other mental disorders, and adult ADHD symptoms were examined by historical data, clinician interviews, and questionnaires. High levels of ADHD symptom severity in childhood were related to dropping out of high school [odds ratio (OR) = 3.0], as were higher numbers of hyperactive-impulsive symptoms in childhood. Significantly, more women than men were long-term work disabled (OR = 2.0). After adjusting for age and gender, persisting high levels of ADHD inattention symptoms in adulthood (OR = 2.5), number of comorbid disorders, and particularly anxiety disorders were significantly related to long-term work disability. Childhood hyperactive-impulsive symptoms and overall severity of childhood ADHD symptoms were associated with high school dropout rates; however, persisting ADHD inattention symptoms and comorbid mental disorders in adulthood were more correlated to occupational impairment. These findings underline proposals for studies on early recognition and interventions for ADHD and psychiatric comorbidity. They further suggest that inattentive symptoms be a focus of adult ADHD treatment and that workplace interventions be considered to prevent long-term work disability.

Special Education Staffing and Service Models in Christian Schools

ERIC Educational Resources Information Center

Lane, Julie M.

2017-01-01

Christian schools are not obligated to accept children with disabilities. However, the growing trend in Christian schools is to serve children with disabilities. Recent literature has begun to identify enrollment trends, areas of disability served, and professional development in Christian schools as it relates to disability. Literature exists…

Unequal Opportunities: A Profile of the Distribution of Special Education Teachers

ERIC Educational Resources Information Center

Mason-Williams, Loretta

2015-01-01

This study profiles the qualifications and preparation of special educators from the 2003--2004 Schools and Staffing Survey and investigates their relationship with teaching in a high-poverty school. Based on Berne and Stiefel's (1984) equal opportunity standard, students with disabilities in high-poverty schools are not provided an equitable…

Two High Schools and the Road to Full Inclusion: A Comparison Study

ERIC Educational Resources Information Center

Pierson, Melinda R.; Howell, Erica J.

2013-01-01

This article documents a roadmap for developing fully inclusive school sites at the secondary level. Full inclusion is defined as placement in the general education classroom for all students with disabilities. Specifically, two large high schools located in suburban areas attempted to fully include over 300 students identified as needing special…

People with Disability in Vocational High Schools: between School and Work

NASA Astrophysics Data System (ADS)

Haryanti, R. H.

2018-02-01

Vocational education is positioned within the framework of Vocational Education for All. Therefore, the alignment between the world of education and the world of work is an issue that is always actual within the framework of vocational education, including being an actual issue for people with disabilities. This article aims to map how the state frames disability and vocational education issues within the framework of public policy. The research was conducted using qualitative research method in which the data obtained from the study of documentation. Analysis of the data using content analysis. The results of the study show that the State Policy has not fully framed the issue of vocational education for the disabled into special policies. The vocational education policy for the disabled is still integrated in the major policies in certain institutions. No policy innovations have yet significantly provided a special place for the disabled.

The Relationship between Teacher Knowledge and Skills and Teacher Attitude towards Students with Disabilities among Elementary, Middle and High School Teachers in Rural Texas Schools

ERIC Educational Resources Information Center

Alfaro, Veronica; Kupczynski, Lori; Mundy, Marie-Anne

2015-01-01

State and federal accountability continues to be a major part of public education. The impact that federal legislation has had when working with special needs students adds another facet to public education. Both state and federal accountability play a part in how teachers perceive their attitudes when working with students with disabilities This…

The Utilization of High School Students as Volunteers in Special Education. Student Manual. Project Support.

ERIC Educational Resources Information Center

Cuyahoga Special Education Service Center, Maple Heights, OH.

This booklet is intended for Ohio high school volunteers who assist in special education programs and who are members of high school chapters of the Council for Exceptional Children (CEC). The first section considers the decision to become a volunteer and includes two surveys concerning attitudes toward persons with disabilities and attitudes and…

Effects of a Teacher-Made Multimedia Program on Teaching Driver Education

ERIC Educational Resources Information Center

Lee, Yeunjoo; Keckley, Kurt

2006-01-01

Through a case study, the authors share a story of a high school special education teacher who developed a multimedia program to teach driver education (i.e., speed limits and road signs). The high school students (n = 24) had mild disabilities, and were enrolled in a driver education class in a rural high school. The teacher developed the…

High Risk Behavior among Adolescent Mothers: The Problem in Context.

ERIC Educational Resources Information Center

Kissman, Kris

1998-01-01

Discusses the particular consequences of high-risk behavior for adolescent women, including unintended pregnancies, sexually transmitted diseases, school dropout and poverty, developmental disabilities, and poor school performance. Considers the role of male partners in teenage women's high risk behavior. Describes prevention efforts such as…

The impact of bullying and sexual harassment on middle and high school girls.

PubMed

Gruber, James E; Fineran, Susan

2007-06-01

The impact of bullying and sexual harassment on six health outcomes among middle school girls were compared to these outcomes among high school girls. High school girls experienced more bullying and sexual harassment and poorer health outcomes than their middle school counterparts, but the impact of these experiences was less among high school students. Differences in outcomes may be the result of better support systems and coping mechanisms among high school girls and/or challenging developmental changes during middle school. Sexual orientation, race, and disability had some notable relationships to bullying and sexual harassment experiences as well as health outcomes.

A Phenomenological Study of Ninth Grade Students' with Disabilities Perceptions of Educational Settings

ERIC Educational Resources Information Center

Talley, Micole Atkins

2017-01-01

Few research studies listened to the voices of high school students with disabilities' regarding their lived experiences during placement in an inclusion setting and a resource setting. The purpose of this qualitative, phenomenological study was to understand the central phenomenon of the study for 10 ninth grade students with disabilities served…

Decreasing Dropout Rates for Minority Male Youth with Disabilities from Culturally and Ethnically Diverse Backgrounds

ERIC Educational Resources Information Center

Faircloth, Susan C.; Toldson, Ivory A.; Lucio, Robert

2014-01-01

In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain. The National Dropout Prevention Center for Students with Disabilities has published a monograph that explores the problem of high school dropout rates among American Indian, African…

The Bullying Dynamic: Prevalence of Involvement among a Large-Scale Sample of Middle and High School Youth with and without Disabilities

ERIC Educational Resources Information Center

Rose, Chad A.; Simpson, Cynthia G.; Moss, Aaron

2015-01-01

Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is…

The Educational Attainment Process among Adolescents with Disabilities and Children of Parents with Disabilities

ERIC Educational Resources Information Center

Shandra, Carrie L.; Hogan, Dennis P.

2009-01-01

This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without…

Comparisons of High School Graduation Rates of Students with Disabilities and Their Peers in Twelve Southern States

ERIC Educational Resources Information Center

Smith, Theodore Scott; Manuel, Nancy; Stokes, Billy R.

2012-01-01

This study compared differences in diploma and graduation dropout rates among students with and without disabilities, analyzed differences in various graduation-types by disabilities, and offered recommendations to improve graduation rates through evidence-based practices. The geographic catchment area of this study was limited to twelve Southern…

Waging a Living: Career Development and Long-Term Employment Outcomes for Young Adults with Disabilities

ERIC Educational Resources Information Center

Lindstrom, Lauren; Doren, Bonnie; Miesch, Jennifer

2011-01-01

Youth with disabilities face many barriers in making the transition from high school to stable long-term employment. Researchers used case study methodology to examine the career development process and postschool employment outcomes for a sample of individuals with disabilities who were working in living wage occupations 7 to 10 years after…

Attendant Care for College Students with Physical Disabilities Using Wheelchairs: Transition Issues and Experiences

ERIC Educational Resources Information Center

Burwell, Nequel R.; Wessel, Roger D.; Mulvihill, Thalia

2015-01-01

From preschool through high school, accommodation and success, rather than self-advocacy and student development, are the predominant frameworks for students with physical disabilities. Many students with physical disabilities who use wheelchairs are assisted by their family members with daily life activities such as getting out of bed, showering,…

Attitudes of Children and Adolescents toward Persons Who Are Deaf, Blind, Paralyzed or Intellectually Disabled

ERIC Educational Resources Information Center

de Laat, Stijn; Freriksen, Ellen; Vervloed, Mathijs P. J.

2013-01-01

This study aimed to explore Dutch students' attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university students were determined with two…

A Giving Experience: Using Community Service to Promote Community Living Skills and Integration for Individuals with Severe Disabilities.

ERIC Educational Resources Information Center

Everington, Carolina; Stevenson, Thea

1994-01-01

Six high school students with multiple disabilities, including mental retardation, were taught community living skills through the establishment of a shopping service for people who were elderly or who had disabilities. Students increased their competence in community survival skills and also experienced a new role as helper. (JDD)

Academic Attainment during Commitment and Postrelease Education-Related Outcomes of Juvenile Justice-Involved Youth with and without Disabilities

ERIC Educational Resources Information Center

Cavendish, Wendy

2014-01-01

Youth with disabilities are disproportionately represented in juvenile justice populations and their education-related outcomes and rates of high school graduation are poor. This study examined academic characteristics of youth with and without disabilities ("N" = 4,066) and reports on the education-related outcomes of these youth 3…

Predictors of Obesity in a US Sample of High School Adolescents with and without Disabilities

ERIC Educational Resources Information Center

Papas, Mia A.; Trabulsi, Jillian C.; Axe, Michelle; Rimmer, James H.

2016-01-01

Background: Childhood obesity is a major public health concern. Children with disabilities have a higher prevalence of obesity. Objective: We examined factors associated with obesity within a cross-sectional study of US adolescents with and without disabilities. Methods: Data were obtained from the 2011 Youth Risk Behavior Survey. Logistic…

Community-Based Instruction (CBI) as a Component of a Successful Transition Plan for Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Dubberly, Russell

2012-01-01

This research study used a student-focused questionnaire to gain understanding about high school students with intellectual disabilities who participate in community-based instruction (CBI) as a component of their transition planning. The participating students have intellectual disabilities, range in age from 16 years old to 22 years old, and…

The Impact of Higher Expectations in Math on the Perception of Achievement of High School Students with Disabilities

ERIC Educational Resources Information Center

Przybylinski, Vincent S., Jr.

2016-01-01

There exists a dearth of research on strategies that will help students with disabilities gain greater access to standards-based mathematics and close the mathematics achievement gap between general education students and students with disabilities (Browder et al., 2012; Jitendra, 2013; van Garderen, Scheuermann, Jackson, & Hampton, 2009).…

Presence, Proximity, and Peer Interactions of Adolescents with Severe Disabilities in General Education Classrooms

ERIC Educational Resources Information Center

Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E.

2016-01-01

The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were…

"Smiling and Ready to Learn:" A Qualitative Exploration of University Audit Classroom Instructors' Experience with Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Burgin, Emma C.; DeDiego, Amanda C.; Gibbons, Melinda M.; Cihak, David F.

2017-01-01

Transition postsecondary education programs for students with intellectual disabilities create supported environments to help students with intellectual and developmental disabilities transition from high school to gainful employment and independent living. In effort to be inclusive, transition programs often include an option for students to…

Paving Rough Roads: Transition to Life beyond the Classroom as Experienced by Students with Disabilities and Their Families

ERIC Educational Resources Information Center

Salmon, Nancy; Kinnealey, Moya

2007-01-01

This grounded theory study employed in-depth interviews with nine student/parent dyads from eastern Canada. Youth with disabilities, aged 16 to 21, contributed narratives describing high school transitions. Shared experience that transcends disability categories produced powerful results. Three categories emerged: (1) transition facilitators; (2)…

Yes I Can: A Social Inclusion Curriculum for Students with and without Disabilities. Instructor's Guide.

ERIC Educational Resources Information Center

Abery, Brian; And Others

This curriculum to foster the inclusion of students with disabilities is designed to be offered by educators in junior and senior high school settings. It is intended to bring together students with and without disabilities for classroom instruction, discussion, and experiential learning. The experiential component pairs students with disabilities…

Teaching to Intellectual Disability Individuals the Shopping Skill through iPad

ERIC Educational Resources Information Center

Cakmak, Salih; Cakmak, Sibel

2015-01-01

Because of the importance of intellectual disability teenagers fulfilling the daily life skills by themselves, an animation that shows the intellectual disability and autistic high school students an interactive shopping skill by means of iPad was played and its effect on providing them with the independent shopping skill was analyzed. 3…

Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk among High School Students with Disabilities

ERIC Educational Resources Information Center

Blake, Jamilia J.; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R.

2016-01-01

The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents' involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study-2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial…

Effect of the Corrective Reading Program for Special Needs Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Mallory-Knight, Gwendolyn

2013-01-01

Implementing effective reading instruction is critical for schools. This study examined the effects of the Corrective Reading (CR) program on junior high students with learning disabilities (LD) and students with learning disabilities and attention deficit/hyperactivity disorder (LD/ADHD). The research questions were: What differences exist…

Effectiveness of the IMPACT:Ability Program to Improve Safety and Self-Advocacy Skills in High School Students with Disabilities

ERIC Educational Resources Information Center

Dryden, Eileen M.; Desmarais, Jeffery; Arsenault, Lisa

2014-01-01

Background: Individuals with disabilities experience higher rates of abuse than the nondisabled. Few evidence-based prevention interventions have been published despite a need for such work. This study evaluated IMPACT:Ability, a safety and self-advocacy training for individuals with cognitive and/or physical disabilities. Methods: A…

Providing Access to Academic Content for High-School Students with Significant Intellectual Disability through Interactive Videos

ERIC Educational Resources Information Center

Evmenova, Anya S.; Graff, Heidi J.; Behrmann, Michael M.

2017-01-01

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas…

Summer Employment and Community Experiences of Transition-Age Youth with Severe Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Ditchman, Nicole; Sun, Ye; Trainor, Audrey A.; Swedeen, Beth; Owens, Laura

2010-01-01

Although early work experiences during high school represent one of the most consistent predictors of postschool employment for young adults with disabilities, little is known about how these adolescents might access these valuable transition experiences. This study examined the summer employment and community activities of 136 high school…

Teaching Communication Skills to Students with Severe Disabilities, Second Edition

ERIC Educational Resources Information Center

Downing, June E.

2005-01-01

How can educators and therapists best teach students with severe and multiple disabilities to communicate effectively? Developed by a highly respected expert, this practical guide has the comprehensive, research-based information professionals need to support students from preschool to high school as they learn and use communication skills. With a…

The Handicapped in Literature. A Curriculum to Foster Understanding of People with Disabilities.

ERIC Educational Resources Information Center

City Univ. of New York, NY. Hunter Coll.

The first of three volumes presenting a curriculum designed to help nonhandicapped students understand students with disabilities focuses on the use of literature to foster that understanding in junior and senior high. The first section examines literature in high school, and presents lessons (theme, objectives, and discussion guides) for five…

"Being Grown": How Adolescent Girls with Disabilities Narrate Self-Determination and Transitions

ERIC Educational Resources Information Center

Cowley, Danielle M.

2013-01-01

Across the United States young women with disabilities are experiencing economic and educational disadvantages. Although post-school outcomes have shown improvement, young women continue to experience high unemployment rates, low wages, and high rates of poverty. In this study, I explore the experiences of four teenage girls who have been labeled…

Supporting Disability Education through a Combination of Special Schools and Disability-Inclusive Schools in the Pacific Islands

ERIC Educational Resources Information Center

Tones, Megan; Pillay, Hitendra; Carrington, Suzanne; Chandra, Subhas; Duke, Jennifer; Joseph, Rukh Mani

2017-01-01

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the…

Future Assets, Student Talent (FAST)

NASA Technical Reports Server (NTRS)

1992-01-01

Future Assets, Student Talent (FAST) motivates and prepares talented students with disabilities to further their education and achieve High Tech and professional employment. The FAST program is managed by local professionals, business, and industry leaders; it is modeled after High School High Tech project TAKE CHARGE started in Los Angeles in 1983. Through cooperative efforts of Alabama Department of Education, Vocational Rehabilitation, Adult and Children Services, and the President's Committee on Employment of People with Disabilities, north central Alabama was chosen as the second site for a High School High Tech project. In 1986 local business, industry, education, government agencies, and rehabilitation representatives started FAST. The program objectives and goals, results and accomplishments, and survey results are included.

Special Education Is Broken

ERIC Educational Resources Information Center

Rader, Lacie

2010-01-01

The author describes her experience as special education teacher at Berkeley High School (BHS), an urban school with over three thousand students, and how she began to question the way the school defines disability. The diversity of any large urban school has its benefits, but the size itself will always be the downfall when the school focuses on…

Due Process Hearing Case Study

ERIC Educational Resources Information Center

Bateman, David F.

2007-01-01

"Kevin" is a 16-year-old student identified by an unnamed School District ("the District") as a student with a learning disability; he is also eligible for a Section 504 plan as a student with ADHD. He currently attends his local high school. He and his friends were in the hall of his high school when Kevin, on a dare from his…

Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

ERIC Educational Resources Information Center

Mumba, F.; Banda, A.; Chabalengula, V. M.

2015-01-01

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000

ERIC Educational Resources Information Center

Connor, Carol M.; Alberto, Paul A.; Compton, Donald L.; O'Connor, Rollanda E.

2014-01-01

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Work Injury Risk Among Young People With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder in Canada

PubMed Central

Pole, Jason D.

2009-01-01

Objectives. We sought to gain a better understanding of the relationship between learning disabilities, attention-deficit/hyperactivity disorder (ADHD), and risk of occupational injury among young workers. Methods. We assessed 15- to 24-year-old workers (n = 14 379) from cycle 2.1 of the Canadian Community Health Survey (CCHS). We gathered data on demographic characteristics, work-related factors, and presence of learning disabilities or ADHD. We conducted a multivariate logistic regression analysis to assess occurrences of medically attended work injuries. Results. There was an 89% adjusted increase in work injury risk among workers with self-reported dyslexia (a type of learning disability) relative to workers reporting no learning disabilities, although this result did not meet traditional statistical significance criteria. Being out of school, either with or without a high school diploma, was associated with a significantly increased risk of work injury, even after control for a number of demographic and work-related variables. Conclusions. Our findings underscore the notion that individual differences salient in the education system (e.g., learning disabilities, school dropout) need to be integrated into conceptual models of injury risk among young workers. PMID:19542044

Superintendent's Commentary: The High School Diploma--A Standards-Based Passport or Reward for Effort?

ERIC Educational Resources Information Center

Livovich, Michael

2004-01-01

There has been a continuing drama over the unanswered question of whether students with disabilities deserve a high school diploma. Currently, a student is awarded a high school diploma if he or she meets local standards and if he or she passes the state's competency test of if his or her passage of the Indiana Standardized Test of Educational…

Disability and stigma: how Japanese educators help parents accept their children's differences.

PubMed

Kayama, Misa; Haight, Wendy

2014-01-01

In this report, part of a larger ethnographic study, the authors examined the support Japanese elementary school educators provide to parents of children with relatively mild cognitive and behavioral disabilities, such as learning disabilities, attention deficit/hyperactivity disorders, and high-functioning autism. Conditions that affect children's learning and behaviors are widespread, but cultures vary in responses to children with such difficulties and their families. In many cultures, disability remains a sensitive issue due to lingering stigma. Japan's recent implementation of special education services for children with mild cognitive and behavioral disabilities provided a unique context in which to examine otherwise taken-for-granted beliefs and practices related to disability. Participant observations in a Japanese elementary school and individual interviews with educators and parents suggest that parents' sensitivity to other people's "eyes," or stigma, can be an obstacle to their acceptance of their children's need for special education, permission for their children to receive services, and collaboration with educators. Educators supported parents through a steadfast focus on emotional support, communication, relationship building, and partnerships. Japanese practices and adults' reflections on stigma provide a broader context for international, school, and other social workers to reflect on their own beliefs and practices with families of children with disabilities.

Upper And Lower Limbs Disability And Personality Traits.

PubMed

Jabeen, Tahira; Kazmi, Syeda Farhana; Rehman, Atiq Ur; Ahmed, Sajjad

2016-01-01

It is believed that the study of personality has the potentials to enhance our prognostic abilities and can better to expose the etiology of mental illness through the relationship of revealed mechanisms. The focus of this study was to investigate and compare the habitual patterns of behavior, thought and emotions of upper and lower limb physically disabled students in terms of personality traits. This cross sectional study consisted of 100 upper limbs and lower limbs disabled students taken from Kingston school Inclusive Education System Abottabad, Mashal special education system Haripur, Syed Ahmed Shaheed special education center Abottabad, Al-Munir Foundation Mansehra and Hera Special Education System Haripur and 100 normal students taken from Islamic International School Abottabad, Falcon Public School Haripur, Iqra Academy Mansehra and Alhamd International School Haripur of Hazara Division by purposive sampling technique. This study was conducted during the month of June 2013 to May 2014. Goldberg five big personality scale was used for measuring personality traits of physically disabled and normal students. The significant difference of personality traits scores between physically disabled students (M = 139.2, SD=12.0) and normal students (M=184.5, SD=13.2), t (198) =25.3, p<.05 was observed. Normal students have high scores as compared to physically disabled students on big five traits, i.e., Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Openness to Experience.

Support Networks for the Greek Family with Preschool or School-Age Disabled Children

ERIC Educational Resources Information Center

Tsibidaki, Assimina; Tsamparli, Anastasia

2007-01-01

Introduction: The interaction of the family with disabled children with the support networks is a research area of high interest (Hendriks, De Moor, Oud & Savelberg, 2000). It has been shown that support networks may prove to be very helpful for a family and especially for a family with a disabled child. Support networks play a primordial role…

Teacher Perspectives on the Impact of High-Stakes Testing on Students with Disabilities: A Grounded Theory Study

ERIC Educational Resources Information Center

Mayer, Tammy Marie

2017-01-01

The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed how public schools adapt to standards and accountability systems for all students, including students with mild-to-significant cognitive disabilities. Federal legislation has changed the focus of…

Predicting Mental Health among Mothers of School-Aged Children with Developmental Disabilities: The Relative Contribution of Child, Maternal and Environmental Factors

ERIC Educational Resources Information Center

Bourke-Taylor, Helen; Pallant, Julie F.; Law, Mary; Howie, Linsey

2012-01-01

Aim: Many mothers of children with developmental disabilities are known to experience high levels of stress, and compromised mental health. Research is crucial to better understand and assist mothers with compromised mental health, and ultimately better service families raising and supporting a child with a disability. Method: Data were collected…

A Qualitative Examination of Strategies Used in Rural Districts to Prepare Students with Disabilities for Transition to Employment Post-Graduation

ERIC Educational Resources Information Center

Thew, Jodi Nicole

2011-01-01

Traditional high schools do not prepare students with disabilities to transition to employment after graduation as successfully as they prepare their peers without disabilities. Work experience can be a meaningful part of the transition process, though finding work placements in rural areas can be difficult. This qualitative study examined what…

How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading without Meaning and the Simple View

ERIC Educational Resources Information Center

Sparks, Richard L.; Luebbers, Julie

2018-01-01

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts

ERIC Educational Resources Information Center

Shepley, Sally B.; Smith, Katie A.; Ayres, Kevin M.; Alexander, Jennifer L.

2017-01-01

Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to…

Learning to Apply Algebra in the Community for Adults with Intellectual Developmental Disabilities

ERIC Educational Resources Information Center

Rodriguez, Anthony M.

2016-01-01

Students with intellectual and developmental disabilities (IDD) are routinely excluded from algebra and other high-level mathematics courses. High school students with IDD take courses in arithmetic and life skills rather than having an opportunity to learn algebra. Yet algebra skills can support the learning of money and budgeting skills. This…

Functional Assessment-Based Interventions for Students with or At-Risk for High-Incidence Disabilities: Field Testing Single-Case Synthesis Methods

ERIC Educational Resources Information Center

Common, Eric Alan; Lane, Kathleen Lynne; Pustejovsky, James E.; Johnson, Austin H.; Johl, Liane Elizabeth

2017-01-01

This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment-based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised…

Alcohol, tobacco and cannabis use: Do students with mild-intellectual disability mimic students in the general population?

PubMed

Pacoricona Alfaro, Dibia Liz; Ehlinger, Virginie; Spilka, Stanislas; Ross, Jim; Sentenac, Mariane; Godeau, Emmanuelle

2017-04-01

Education policies encourage inclusion of students with mild-intellectual disability (mild-ID) in community/school life. However, such policies potentially increase exposure to substance use. This article examines tobacco, alcohol and cannabis use among French students enrolled in special units for students with disabilities (ULIS) at mainstream junior high schools compared to those of general population of the equivalent age; and explores factors associated with substance use among ULIS students, known to present mostly mild-ID. In 2014, a questionnaire adapted from the international HBSC/WHO study was administered to 700 ULIS students (mean-age 14.2). Comparative data were gathered from 7023 junior high-school students (mean-age 13.6) in the general population. Among students <14 years-old, tobacco and alcohol use rates were similar between ULIS and general population. For students ≥14, alcohol use remained comparable, while tobacco and cannabis use were higher in general population. Among ULIS students, low perceived health/life satisfaction, divorced/separated parents and high perceived academic demands were associated with tobacco use. Bullying, not liking school very much and attending schools outside a deprived area were associated with alcohol use. Having had sexual intercourse and not perceiving one's health as excellent were associated with cannabis use. Having dated was associated with using all three substances. Copyright © 2016 Elsevier Ltd. All rights reserved.

The influence of ICT on the activity patterns of children with physical disabilities outside school.

PubMed

Lidström, H; Ahlsten, G; Hemmingsson, H

2011-05-01

To investigate the outside school activity patterns of children with physical disabilities, and specifically their information and communication technology (ICT) usage compared with that of non-disabled children. In addition, the aim was to investigate the children's opinions on computer use and the associations between their use of the Internet and their interaction with peers. Questionnaire on activities outside school, answered by 215 children and youths with physical disabilities, mean age 12 years 10 months, attending mainstream schools. For group comparisons with non-disabled children, data from the survey 'Kids and Media' were used. In the analysis, two sets of activity patterns were identified, depending on whether the child was disabled or not and on the gender of the child. A higher proportion of children with physical disabilities were engaged in ICT activities, while non-disabled children tended to be engaged in a broader range of activities outside school. The activity pattern was more uniform for boys and girls with disabilities than for their non-disabled peers. Use of the Internet was positively associated with peer interaction. Outside school, the activity patterns of children and youths with physical disabilities seem to be characterized by a focus on ICT activities, which enable children to compensate for their impairment because it suits all. In addition, digital skills developed outside school engage children with physical disabilities, giving them increased access to society and for educational purposes. © 2010 Blackwell Publishing Ltd.

Reaching All of Your Students in Social Studies

ERIC Educational Resources Information Center

Twyman, Todd; Tindal, Gerald

2005-01-01

Students with disabilities often have difficulty understanding expository history texts in high school. This article presents an integrated curriculum/instruction/assessment approach to teaching history that increases content comprehension and problem-solving skills of students with learning disabilities in inclusive classrooms. Concept-based…

Disability Within US Public Health School and Program Curricula.

PubMed

Sinclair, Lisa Bundara; Tanenhaus, Rachel H; Courtney-Long, Elizabeth; Eaton, Danice K

2015-01-01

To describe the percentage of US public health schools and programs offering graduate-level courses with disability content as a potential baseline measurement for Healthy People 2020 objective DH-3 and compare the percentage of public health schools that offered disability coursework in 1999 with those in 2011. In 2011, using SurveyMonkey.com, cross-sectional information was collected from the deans, associate deans, directors, or chairpersons of master of public health-granting public health schools and programs that were accredited and listed with the Council on Education for Public Health. Two rounds of follow-up were conducted at 4-month intervals by e-mails and phone calls to program contacts who had not responded. The responses from schools and programs were calculated and compared. There were 78 responses (34 schools and 44 programs) for a response rate of 63%. Fifty percent of public health schools and programs offered some disability content within their graduate-level courses. A greater percentage of schools than programs (71% vs 34%; P = .003) offered some graduate-level disability coursework within their curricula. The percentage of schools that offered disability coursework was similar in 1999 and 2011. This assessment provides a potential baseline measurement for Healthy People 2020 objective DH-3. Future assessments should focus on clarifying disability content within courses and identifying capacity to offering disability training within public health schools and programs.

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

Evidence-Based Secondary Transition Practices for Enhancing School Completion

ERIC Educational Resources Information Center

Test, David W.; Fowler, Catherine H.; White, James; Richter, Sharon; Walker, Allison

2009-01-01

Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices…

Awareness on Learning Disabilities among Elementary School Teachers

ERIC Educational Resources Information Center

Menon K. P., Seema

2016-01-01

The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

Evaluating the Effectiveness of Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation Skills to High School Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Johnson, Jesse W.; Blood, Erika; Freeman, Amy; Simmons, Karen

2013-01-01

A multiple-probe-across-behaviors design was used to evaluate the effectiveness of video prompts delivered on an iPod Touch to teach food-preparation skills to two high school students with autism spectrum disorders (ASD) and intellectual disability. The special education teacher implemented the procedure in the high school classroom. Student data…

Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings

ERIC Educational Resources Information Center

Burke, Meghan M.; Griffin, Megan M.

2016-01-01

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models for including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School,…

Supporting Students with Disabilities during School Crises: A Teacher's Guide

ERIC Educational Resources Information Center

Clarke, Laura S.; Embury, Dusty Columbia; Jones, Ruth E.; Yssel, Nina

2014-01-01

Most schools have crisis plans to support student safety, but few plans address the complex needs of students with disabilities. School supports should include analysis of school plans and student strengths and needs to ensure that students with disabilities have the best opportunity to be safe in school crises. Recommendations include developing…

A theory-informed qualitative exploration of social and environmental determinants of physical activity and dietary choices in adolescents with intellectual disabilities in their final year of school.

PubMed

Stevens, Gemma; Jahoda, Andrew; Matthews, Lynsay; Hankey, Catherine; Melville, Craig; Murray, Heather; Mitchell, Fiona

2018-01-01

The prevalence of obesity is higher in those with intellectual disabilities than the general population. The aim of the study was to understand the determinants of physical activity and dietary patterns in this population during their final year of school. Qualitative data were generated from 10 interviews with adolescents with mild-moderate intellectual disabilities. Data were analysed using deductive thematic analysis, employing Self-Determination Theory as a theoretical framework. Adolescents' environment and social interactions play a pivotal role in influencing physical activity and dietary patterns. Three themes emerged from the analysis: situatedness, motivation and wider environmental influences. School structure, high self-efficacy and social connectedness facilitate increased physical activity and healthier diet in adolescents with intellectual disabilities. Home life, low self-efficacy and a lack of social connectedness can serve as a barrier to PA and a healthy diet. © 2017 John Wiley & Sons Ltd.

From Impairment to Empowerment: A Longitudinal Medical School Curriculum on Disabilities.

PubMed

Sarmiento, Cristina; Miller, Sonya R; Chang, Eleanor; Zazove, Philip; Kumagai, Arno K

2016-07-01

All physicians will care for individuals with disabilities; however, education about disabilities is lacking at most medical schools. Most of the schools that do include such education exclusively teach the medical model, in which disability is viewed as an impairment to be overcome. Disability advocates contest this approach because it overlooks the social and societal contexts of disability. A collaboration between individuals with disabilities, educators, and physicians to design a medical school curriculum on disabilities could overcome these differences. A curriculum on disabilities for first- and second-year medical students was developed during the 2013-2014 academic year and involved a major collaboration between a medical student, medical educators, disability advocates, and academic disability specialists. The guiding principle of the project was the Disability Rights Movement motto, "Nothing about us without us." Two small-group sessions were created, one for each medical school class. They included discussions about different models of disability, video and in-person narratives of individuals with disabilities, and explorations of concepts central to social perceptions of disability, such as power relationships, naming and stigmatization, and disability as identity. According to evaluations conducted after each session, students reported positive feedback about both sessions. Through this curriculum, first- and second-year medical students learned about the obstacles faced by individuals with disabilities and became better equipped to understand and address the concerns, hopes, and societal challenges of their future patients. This inclusive approach may be used to design additional curricula about disabilities for the clinical and postgraduate years.

Exploring assistive technology and post-school outcomes for students with severe disabilities.

PubMed

Bouck, Emily C; Flanagan, Sara M

2016-11-01

This study sought to understand the extent to which students with severe disabilities receive assistive technology in school and out-of-school, and the relationship between receipt of assistive technology in school and post-school outcomes for these students. This study was a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) from the USA. To analyze the data in this correlational study, researchers conducted frequency distributions, Chi Square Tests of Associations, significance tests and logistic regressions. The main results suggest (a) receipt of assistive technology in school varied greatly by disability identification; (b) receipt of assistive technology post-school also varied by disability identification, but receipt was generally lower; and (c) few statistically significant post-school outcome differences existed between students who received assistive technology and those who did not. An under-utilization of assistive technology exists in practice in the USA for students with severe disabilities. Implications for Rehabilitation An under-utilization of assistive technology for secondary students and adults with severe disabilities likely exists. A need exists for improved collaboration between professionals in rehabilitation and professionals in schools to ensure continuation of needed services or aids, such as assistive technology. Additional research is needed to better understand the adult life (or post-school) outcomes of individuals with severe disabilities, factors from PK-12 schooling or post-school services that positively and negative impact those outcomes.

Access, Opportunity, and Career: Supporting the Aspirations of Dis/abled Students with High-End Needs in New Zealand

ERIC Educational Resources Information Center

Irving, Barrie A.

2013-01-01

Acting as an entry marker into the adult world, the transition from compulsory schooling is inextricably linked with a change in career status. As such, transition is widely acknowledged to be a significant event in the lives of "all" young people regardless of their dis/abilities. However, many dis/abled students in New Zealand,…

Partnerships and Linkages for Success. Enhancing the Employment Potential of Persons with Disabilities. Report of the Los Angeles Regional Conference (September 25-27, 1989).

ERIC Educational Resources Information Center

Walker, Sylvia, Ed.; Asbury, Charles A., Ed.

This report provides highlights from a conference that focused on strategies for assisting minority youth with disabilities to face labor market challenges. An introduction lists conference objectives. Section I contains a profile of the high school students with disabilities who participated in the workshops. The profile includes demographic…

The Perception of Special Education Teachers Regarding the Effects of NCLB and IDEA on the Academic Achievement of Students with Disabilities

ERIC Educational Resources Information Center

Westlove, Michael W.

2012-01-01

The purpose of this study was to evaluate and determine how special education teachers perceived the effectiveness and impact of NCLB and IDEA on the academic achievement of high school students with disabilities. The purpose of the "No Child Left Behind Act" (NCLB) and the "Individuals with Disabilities Education Act" (IDEA)…

The Quiet Discrimination of Lowered Expectations: A Study on the Independent Living Needs of Severely Disabled Individuals in Kansas

ERIC Educational Resources Information Center

Dalgarn, Joe

2017-01-01

Increasing the independence of individuals with severe disabilities is of increasing concern to schools and federal agencies. Improving quality of life for high needs individuals with disabilities is an objective of transition programs, which allow consumers to adapt from one aspect of life to the next. The purpose of this study is to examine the…

Effect of a Physical Education Teacher's Disability on High School Pupils' Learning and Perceptions of Teacher Competence

ERIC Educational Resources Information Center

Bryant, Lance G.; Curtner-Smith, Matthew

2009-01-01

Background: To date, most of the work done by those who do research in adapted sport pedagogy (a sub-discipline of sport pedagogy focused on modified forms of physical education that address the needs of pupils with disabilities) has focused on the experience of pupils with disabilities and relatively little work has examined the difficulties…

34 CFR 682.402 - Death, disability, closed school, false certification, unpaid refunds, and bankruptcy payments.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 4 2013-07-01 2013-07-01 false Death, disability, closed school, false certification... Programs by a Guaranty Agency § 682.402 Death, disability, closed school, false certification, unpaid..., attendance at a school that closes, false certification by a school of a borrower's eligibility for a loan...

34 CFR 682.402 - Death, disability, closed school, false certification, unpaid refunds, and bankruptcy payments.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 4 2011-07-01 2011-07-01 false Death, disability, closed school, false certification... Programs by a Guaranty Agency § 682.402 Death, disability, closed school, false certification, unpaid..., attendance at a school that closes, false certification by a school of a borrower's eligibility for a loan...

34 CFR 682.402 - Death, disability, closed school, false certification, unpaid refunds, and bankruptcy payments.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 4 2014-07-01 2014-07-01 false Death, disability, closed school, false certification... Programs by a Guaranty Agency § 682.402 Death, disability, closed school, false certification, unpaid..., attendance at a school that closes, false certification by a school of a borrower's eligibility for a loan...

34 CFR 682.402 - Death, disability, closed school, false certification, unpaid refunds, and bankruptcy payments.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 4 2012-07-01 2012-07-01 false Death, disability, closed school, false certification... Programs by a Guaranty Agency § 682.402 Death, disability, closed school, false certification, unpaid..., attendance at a school that closes, false certification by a school of a borrower's eligibility for a loan...

The Costs and Challenges of Transporting Students with Disabilities

ERIC Educational Resources Information Center

Suttman, Craig M.

2009-01-01

Federal law does not require school boards to provide transportation for all students. But the Individuals with Disabilities Education Act (IDEA) entitles students with disabilities to transportation to and from school if the students' disabilities make it difficult for them to get to school; from, in, and around the buildings where they attend…

34 CFR 300.132 - Provision of services for parentally-placed private school children with disabilities-basic...

Code of Federal Regulations, 2014 CFR

2014-07-01

..., DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.132 Provision of... school children with disabilities-basic requirement. 300.132 Section 300.132 Education Regulations of the...

34 CFR 300.132 - Provision of services for parentally-placed private school children with disabilities-basic...

Code of Federal Regulations, 2010 CFR

2010-07-01

..., DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.132 Provision of... school children with disabilities-basic requirement. 300.132 Section 300.132 Education Regulations of the...

34 CFR 300.132 - Provision of services for parentally-placed private school children with disabilities-basic...

Code of Federal Regulations, 2013 CFR

2013-07-01

..., DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.132 Provision of... school children with disabilities-basic requirement. 300.132 Section 300.132 Education Regulations of the...

34 CFR 300.132 - Provision of services for parentally-placed private school children with disabilities-basic...

Code of Federal Regulations, 2012 CFR

2012-07-01

..., DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.132 Provision of... school children with disabilities-basic requirement. 300.132 Section 300.132 Education Regulations of the...

Prediction of Residential Independence of Special Education High School Students.

ERIC Educational Resources Information Center

Heal, Laird W.; Rusch, Frank

1994-01-01

The residential independence of students with disabilities who had exited high school was assessed, using data from 2,686 interviewees in the National Longitudinal Transition Study. Individual characteristics, such as intelligence, living skills, and bad conduct records, were better predictors of postschool living arrangement status than were…

High School/High Tech: Promoting Career Exploration Technology for Youth with Learning Disabilities and Behavioral Disorders.

ERIC Educational Resources Information Center

Lemaire, Gail Schoen; Mallik, Kalisankar; Stoll, Bryan G.

2002-01-01

A model program to promote science, engineering, and technology careers and address academic and vocational needs of low-income youth with learning disabilities includes referral and intake processes and academic and career training and services. Of the 21 first-year participants, 13 were employed (7 in technology-related positions) or enrolled in…

Twice-Exceptional Students Enrolled in Advanced Placement Classes

ERIC Educational Resources Information Center

Schultz, Susan M.

2012-01-01

Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in…

Using Verbatim Text Recordings to Enhance Reading Comprehension in Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Torgesen, Joseph K.; And Others

1987-01-01

Three studies evaluated the effectiveness of using verbatim text recordings to increase learning disabled high school students' reading comprehension and learning ability. Use of the recordings did produce performance gains, especially when used in conjunction with completion of a related worksheet. (DB)

Selecting and Using Materials for College Disabled Students.

ERIC Educational Resources Information Center

Raygor, Betty Ruth; Gotz, Mary

High school graduates too frequently find the routes to their career goals blocked by inadequate reading skills. College instructors can help these academically disabled students by accurately diagnosing students' reading deficiencies and by selecting appropriate materials to strengthen specific skill areas. In selecting materials for learning…

Options after High School for Youth with Disabilities.

ERIC Educational Resources Information Center

Transition Summary, 1991

1991-01-01

This issue presents nine articles which address identifying, pursuing, and obtaining postsecondary training and employment by youth with disabilities. It discusses how families and professionals can help young people develop important self-determination and self-advocacy skills. It also introduces adult service systems to aid in obtaining…

Sorting Out Which Students Have Learning Disabilities.

ERIC Educational Resources Information Center

Zirkel, Perry A.

2001-01-01

Compared to students from affluent public and prep schools, few inner-city students receive extra time or other accommodations when taking high-stakes tests. The growth in "false positives" among affluent youth may partly stem from nonspecific definitions under the Individuals with Disabilities Education Act. Fairness is being…

A Comprehensive Review of the Literature on Summary of Performance

ERIC Educational Resources Information Center

Richter, Sharon McCormack; Mazzotti, Valerie L.

2011-01-01

The Individuals with Disabilities Education Act (2004) requires local education agencies to provide students with disabilities exiting high school with a Summary of Performance document, which includes academic and functional performance information and recommendations for helping the student reach postsecondary goals. However, the federal mandate…

Iowa's High School Super Senior School-to-Work Transition Program

ERIC Educational Resources Information Center

Nietupski, John; Warth, Judy; Winslow, Amy; Johnson, Russ; Douglas, Beverly; Johnson, Maggie; Cilek, Judy

2006-01-01

This article describes an innovative school-to-work transition program incorporating identified best practices. Iowa's Super Senior program serves students in the "middle range" of the disability severity spectrum during the student's senior and 5th, or "Super Senior" year. The article describes the program elements, presents…

Towards Inclusion: A Handbook for Individualized Programming Designation, Senior Years. A Resource for Senior Years Schools.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This handbook provides information about implementing inclusive educational opportunities for high school students with significant cognitive disabilities in Manitoba (Canada) who require individualized programming within age-appropriate school and community environments. The handbook describes the process of applying the Individualized…

Using Disability Models to Rethink Bullying in Schools

ERIC Educational Resources Information Center

Duncan, Neil

2013-01-01

Much research on bullying in schools positions individual children within a deficit model of personal variables, categorising and cataloguing them with high levels of aggressiveness, low levels of empathy and so on. While less than optimal school characteristics are sometimes noted, the expectation for change is on the children. This article…

Job Satisfaction among Practicing School Psychologists: The Impact of SLD Identification

ERIC Educational Resources Information Center

Cottrell, Joseph M.; Barrett, Courtenay A.

2016-01-01

Research has documented high levels of job satisfaction among school psychologists. Given that school psychologists spend much of their time in special education decision making and identifying students with specific learning disabilities (SLDs), it is important to understand how assessment practices relate to job satisfaction. This study surveyed…

An Evaluation Study of the Efficacy of Pupil Educational Plans as Developed by School Assessment Teams in the Sequoia Union High School District.

ERIC Educational Resources Information Center

Stephens, Thomas W.

Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…

The Lesson Plan of the Month, 1992-1993. 10 Lesson Series.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

As part of a series of lesson plans compiled by Phi Alpha Delta, this collection presents a lesson plan on current issues for each month of the school year. Intended for high school and middle school with adaptations for elementary school, the lessons cover the Americans with Disabilities Act in relation to accommodations for students with…

Associates of school impairment in Egyptian patients with juvenile idiopathic arthritis: Sharkia Governorate.

PubMed

Abdul-Sattar, Amal; Magd, Sahar Abou El; Negm, Mohamed G

2014-01-01

The aim of this study was to investigate the factors associated with school absenteeism and poor school functioning in Egyptian children and adolescents with juvenile idiopathic arthritis (JIA). We studied 52 consecutive patients of JIA with age ≥ 7 years and duration of disease ≥ 1 year. All of the patients underwent assessment of socioeconomic and demographic characteristics, disease activity (JIDAS-27), functional ability (CHAQ), depressive symptoms (CDI score), and school functioning (PedsQL™ 4.0). Multivariate modeling was applied to determine the factors that associated with school absenteeism and poor school functioning. A total of 69% of the sample missed 3 weeks or more of school during past academic year. The mean percentage of missed school days was 12.5% (equivalent to 25 absent days). A total of 46% of the patients had poor school functioning (school functioning subscale score of HRQOL ≥ 1 SD below the mean of healthy children). In multiple regression analyses, high CHAQ scores, disease activity, and depressive symptoms were independent predictors for both of school absenteeism and of poor school functioning. However, living in rural regions was independently associated only with high school absenteeism in patients with JIA. Disease activity, functional disability, and high depressive symptoms are predictors of school absenteeism and poor school functioning. These findings underscore the critical need for treatment strategies that have the ability to better control disease activity, to minimize functional disability, and depressive symptoms. More attention should be given to JIA patients who live in rural regions.

Supporting Students with Severe Disabilities in Inclusive Schools: A Descriptive Account From Schools Implementing Inclusive Practices

ERIC Educational Resources Information Center

Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A.

2015-01-01

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…

Cultural Beliefs about Disability in Practice: Experiences at a Special School in Tanzania

ERIC Educational Resources Information Center

Stone-MacDonald, Angi

2012-01-01

This article examines cultural beliefs and values about disability in one Tanzanian community and the influence of those beliefs on a school for children with disabilities. The larger ethnographic study examined the role of beliefs in the community and the development of the school curriculum. This study used the models of disability as a…

Non-Disabled Secondary School Children's Lived Experiences of a Wheelchair Basketball Programme Delivered in the East of England

ERIC Educational Resources Information Center

Evans, A. B.; Bright, J. L.; Brown, L. J.

2015-01-01

Frequently an unquestioned belief is held in British schools in the value of "normalized" ability in physical education (PE). Consequently inclusion of disabled students can be problematic. Negative perceptions of disability are rarely challenged. This study investigated the embodied experiences of 49 non-disabled secondary school pupils…

34 CFR 300.134 - Consultation.

Code of Federal Regulations, 2010 CFR

2010-07-01

... private school children with disabilities during the design and development of special education and..., including— (1) How parentally-placed private school children suspected of having a disability can... of parentally-placed private school children with disabilities, including how the process will...

Law Schools and Disabled Faculty: Toward a Meaningful Opportunity to Teach.

ERIC Educational Resources Information Center

Mikochik, Stephen L.

1991-01-01

This article briefly reviews prohibitions of the Americans with Disabilities Act concerning discrimination against people with disabilities in employment, suggests reasons why there are few law school faculty with disabilities, and notes the minimal accommodations most faculty with disabilities require. (DB)

Relating stress of mothers of children with developmental disabilities to family-school partnerships.

PubMed

Burke, Meghan M; Hodapp, Robert M

2014-02-01

Although mothers of children with intellectual and developmental disabilities (IDD) experience high levels of stress and schools constitute an important resource, the relation remains unknown between maternal stress and educational services. Responding to a national, web-based survey, 965 mothers of students with disabilities completed a 163-item questionnaire about parent stress. We examined which child, parent, and parent-school characteristics correlated with maternal stress. Mothers with lower stress levels reported better parent-school relationships and low levels of parent advocacy. However, lower stress levels were predominantly shown by mothers with good-to-excellent parent-school relationships (vs. poor-to-fair partnerships) and who engaged in virtually no (vs. any) advocacy activities. Lower maternal stress levels were also noted when children had fewer behavior problems, Down syndrome, and did not have autism. Less stress was also reported by mothers who had not enacted procedural safeguards, were minorities, and rated themselves lower on neuroticism and were more extroverted, dependable, and open to new experiences. This study has important implications for practitioners and researchers.

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School

PubMed Central

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R.A.; Shattuck, Paul; Yu, Jennifer W.

2014-01-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates. PMID:25419002

Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.

PubMed

Wei, Xin; Wagner, Mary; Christiano, Elizabeth R A; Shattuck, Paul; Yu, Jennifer W

2014-11-01

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.

Leading Inclusive Reform for Students with Disabilities: A School- and Systemwide Approach

ERIC Educational Resources Information Center

Theoharis, George; Causton, Julie

2014-01-01

It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students--inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with…

When Do Charter Schools Enroll Students with Disabilities?

ERIC Educational Resources Information Center

Arsen, David; Ray, Lisa

2004-01-01

This paper seeks to shift debate from the question of whether charter schools are serving their "fair share" of students with disabilities to the more fruitful question of how finance and choice policies influence special education enrollment rates in charter schools. A school's incentive to enroll a student with disabilities depends on…

Special Needs: Scholastic Disability Accommodations from K-12 and Transitions to Higher Education.

PubMed

Chan, Vivien

2016-02-01

The number of students entering post-secondary education with already diagnosed disabilities is on the rise and mirrors the percentage of children in primary and secondary public schools with registered disabilities. Requirements governed by civil rights laws fundamentally change when comparing the support schools have to provide to students during primary and secondary school with disability access in postsecondary higher education. Psychiatrists may be asked to assist with scholastic disability at any stage of education and need to know about available supports and the parameters of disability in schools. Specifically, special attention should to be made in preparation for transition to postsecondary education when prior accommodations exist.

Enhancing Transportation Education Using Mobile Devices and Applications

ERIC Educational Resources Information Center

Gallup, Jennifer; Lamothe, Saron N.; Gallup, Adam

2015-01-01

The most salient aspect of independent living and successful post-high school transition to employment is having the ability to independently use transportation. Adolescents and young adults with disabilities continue to experience significantly lower employment rates than their peers without disabilities (Wagner et al., 2003). One way to support…

College Preparation Program for High School Youth Who Are Blind: The Summer Academy

ERIC Educational Resources Information Center

Coduti, Wendy A.; Herbert, James T.; Chiu, Herbert; Döke, Deniz Aydemir

2017-01-01

Students with disabilities have significantly lower graduation rates in four-year postsecondary institutions than students without disabilities. Although there are many barriers associated with persistence and graduation, for students with vision loss, additional accessibility challenges exist. This paper describes a pilot study that examined the…

Disability Discrimination in Higher Education: Analyzing the Quality of Counseling Services

ERIC Educational Resources Information Center

Deuchert, Eva; Kauer, Lukas; Liebert, Helge; Wuppermann, Carl

2017-01-01

We conduct a field experiment to analyze barriers disabled students face when entering higher education institutions. Fictitious high-school graduates request information regarding the admission process and special accommodations to ease studying. Potential applicants randomly reveal one of four impairment types. Response rates are similar for all…

U.S.-Born Salvadoran American Women with Learning Disabilities in Transition to Adulthood

ERIC Educational Resources Information Center

Ortiz, Deanna M.

2010-01-01

This exploratory and descriptive qualitative interview study examined the postsecondary experiences of three Salvadoran-American women with learning disabilities (LD) living in the District of Columbia in the 3 years since graduating from high school. This research analyzed the young women's experiences in employment, education, community…

NON-INTELLECTUAL FACTORS IN LEARNING DISABILITY

PubMed Central

Khurana, Suman

1980-01-01

SUMMARY 100 cases of learning disability are investigated to study non-intellectual factors associated with it. The study reveals that urban area, middle class, unitary and small family show high incidence. Impaired relationship with the parents is the most significant factor, followed by adverse influences in school. The findings are discussed. PMID:22058476

Contemporary Issues Education: Rural Risks, Obstacles and Resources.

ERIC Educational Resources Information Center

Lamorey, Suzanne; Leigh, Jim

Youth with disabilities are particularly susceptible to dangerous outcomes associated with contemporary issues such as teenage pregnancy, substance abuse, and domestic violence. Several studies document the high degree of social, medical, and legal risk to which youth with disabilities are exposed. The extent to which public schools provide risk…

Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do

ERIC Educational Resources Information Center

Hamilton-Jones, Bethany; Moore, Adam

2013-01-01

Federal legislation, namely the Individuals with Disabilities Education Act of 2004 ([IDEA], 2005), ensures that students with disabilities have the right to participate in general education curriculum taught in general education classrooms (§ 300.314). A team of school professionals and parents identifies supports necessary for success and…

The Effect of Logo on Attributions toward Success.

ERIC Educational Resources Information Center

Horner, Charlotte M.; Maddux, Cleborne D.

1985-01-01

A study was conducted to determine Logo's effect on problem solving, locus of control, math attitudes, and angle recognition in learning-disabled and nonlearning-disabled junior high school students. No significant differences were found on the variables under investigation, but more students reported internal attributions toward Logo than…

Post-GED-Credential Employment Experiences of Adults with Special Needs

ERIC Educational Resources Information Center

Patterson, Margaret Becker

2013-01-01

When transitioning to employment, students with disabilities who do not complete high school face multiple challenges; even beyond the challenges of students who complete a GED® credential later, especially in times of economic downturn and job instability. They cope with sometimes overwhelming struggles from disabling conditions. Thus GED passers…

School dysfunction in youth with autistic spectrum disorder in Taiwan: The effect of subtype and ADHD.

PubMed

Chiang, Huey-Ling; Kao, Wei-Chih; Chou, Mei-Chun; Chou, Wen-June; Chiu, Yen-Nan; Wu, Yu-Yu; Gau, Susan Shur-Fen

2018-06-01

School dysfunction is observed in youths with autism spectrum disorder (ASD), but the factors moderating their school dysfunction have not been well explored. This study investigated school functions in youths with ASD in Taiwan, stratified by personal characteristics including demographics, ASD subtypes, intelligence profiles, and the presence of attention-deficit hyperactivity disorder (ADHD). We recruited 160 youths (aged 6-18 years, 87.5% boys) with a clinical diagnosis of ASD and 160 age and gender-matched typically developing (TD) youths. Their parents received a semi-structured psychiatric interview for their ASD and ADHD diagnoses and reported their school functions. Youths with ASD were further grouped into low-functioning autism (LFA, ASD with intellectual disability and developmental language delay, n = 44), high-functioning autism (HFA, ASD with no intellectual disability, n = 55) and Asperger's syndrome (AS, ASD with neither language delay nor intellectual disability, n = 61). Compared to TD, ASD had worse school functions in the domains of academic performance, attitude toward schoolwork, social interaction, and behavioral problems except for no academic differences from TD in HFA and ASD without ADHD. Subgroup analysis revealed that HFA and AS had better academic performance but showed worse attitude toward school than LFA. Comorbidity of ADHD negatively impacted all domains of school functions. Besides autistic and ADHD symptoms, oppositional symptoms, lower intelligence, older age, and female gender in youths also predicted school dysfunction. Although youths with ASD have school dysfunction in several domains, this study specifically addresses the role of intelligence and comorbid ADHD on their school dysfunction. Autism Res 2018, 11: 857-869. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Impaired school functions varied in ASD youths with different characteristics. Youths with autism spectrum disorder (ASD) encounter varying levels and domains of impaired performance at schools, such as lower academic performance, negative attitude toward school work, fewer reciprocal friendships, and more behavioral problems. Our results indicate that ASD youths without intellectual disability had better academic performance, but worse attitude toward school than those with intellectual disability. Co-occurrence with ADHD is associated with school dysfunction. In summary, intelligence and comorbid ADHD influences several domains of school functions. © 2018 International Society for Autism Research, Wiley Periodicals, Inc.

The Furniture of Science.

ERIC Educational Resources Information Center

Fickes, Michael

2001-01-01

Examines how the introduction of new technology has spawned the emergence of new types of furniture, furnishings, and classroom design to support high school science instruction. The challenges imposed by the Americans with Disabilities Act on school science labs are highlighted. (GR)

34 CFR 300.138 - Equitable services provided.

Code of Federal Regulations, 2014 CFR

2014-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... parentally-placed private school children with disabilities must be provided by personnel meeting the same... secondary school teachers who are providing equitable services to parentally-placed private school children...

34 CFR 300.138 - Equitable services provided.

Code of Federal Regulations, 2012 CFR

2012-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... parentally-placed private school children with disabilities must be provided by personnel meeting the same... secondary school teachers who are providing equitable services to parentally-placed private school children...

34 CFR 300.138 - Equitable services provided.

Code of Federal Regulations, 2013 CFR

2013-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... parentally-placed private school children with disabilities must be provided by personnel meeting the same... secondary school teachers who are providing equitable services to parentally-placed private school children...

The Impact of Dietary and Tooth-Brushing Habits to Dental Caries of Special School Children with Disability

ERIC Educational Resources Information Center

Liu, Hsiu-Yueh; Chen, Chun-Chih; Hu, Wen-Chia; Tang, Ru-Ching; Chen, Cheng-Chin; Tsai, Chi-Cheng; Huang, Shun-Te

2010-01-01

The daily oral activities may severely influence oral health of children with disabilities. In this survey, we analyzed the impact of dietary and tooth-brushing habits to dental caries in special school children with disabilities. This cross-sectional survey investigated 535 special school children with disabilities aged 6-12 years, 60.93% males,…

2016 Emergent Data on Students in Australian Schools Receiving Adjustments for Disability. Nationally Consistent Collection of Data. School Students with Disability

ERIC Educational Resources Information Center

Education Council, 2016

2016-01-01

The Nationally Consistent Collection of Data on School Students with Disability (the collection) identified 685,911 students received an educational adjustment due to disability. Through this collection, teachers use their professional judgement based on evidence to capture information. This report looks at the emergent data on students in…

Foreign Language Learning Difficulties and Teaching Strategies

ERIC Educational Resources Information Center

Banks, Tiffini

2008-01-01

Beginning foreign language (FL) courses in high school often have high numbers of learning disabled (LED) and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer…

The Effects of a Rational-Emotive Affective Education Program for High-Risk Middle School Students.

ERIC Educational Resources Information Center

LaConte, Michael A.; And Others

1993-01-01

Investigated effects of participation in developmentally appropriate affective education program. Middle school students (n=23), identified as high risk for dropping out and also as learning disabled or emotionally disturbed, were assigned to experimental and control conditions. Participants in affective education group met for 15 weeks.…

Behavioral Intervention for Teaching Tackling Skills to High School Football Athletes

ERIC Educational Resources Information Center

Stokes, John V.; Luiselli, James K.; Reed, Derek D.

2010-01-01

Between 2001 and 2005, football-related injuries accounted for 1,060,823 emergency room visits to U.S. hospitals (Mello, Myers, Christian, Palmisciano, & Linakis, 2009). Among high school football athletes, statistics reveal that for the period of 1984 to 1999, there were 63 injuries resulting in permanent disability (Mueller, 2001). Additional…

A Study of High School Students' Perceptions of Mentoring Students with Disabilities

ERIC Educational Resources Information Center

Davis, Ashley N.

2015-01-01

This dissertation was designed as a phenomenological qualitative study grounded in Contact Theory to investigate Early College high school students' perceptions of a multi-year mentoring program. The Early College students were paired with elementary students with varying special needs in a self-contained classroom throughout 3 years in various…

Transitions from High School--SPED Students. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2007-01-01

Helping regular education students transition from high school to the post-secondary world can be a daunting task. Assisting students with special needs do this can be quite intimidating. According to the Harris Poll 2000, 20% of the general population was unemployed, while 71% of adults with disabilities were unemployed (Miller, Lombard, &…

Comparing the Perceptions of Inclusion between General Education and Special Education Teachers

ERIC Educational Resources Information Center

Bruster, Debra Dungan

2014-01-01

This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of…

Impact. Volume 23, Number 3, Autumn-Winter 2010-11

ERIC Educational Resources Information Center

Gaylord, Vicki, Ed.

2011-01-01

Postsecondary education is a primary goal for the majority of high school students with transition plans, according to the National Longitudinal Transition Study-2. However, according to that same study, only about 3 in 10 young adults with disabilities have taken postsecondary education classes since high school. And among those with the lowest…

25 CFR 39.104 - How must a school's base funding provide for students with disabilities?

Code of Federal Regulations, 2011 CFR

2011-04-01

... school may spend all or part of the 15 percent academic base funding reserved under paragraph (a)(1) of this section on school-wide programs to benefit all students (including those without disabilities) only if the school can document that it has met all needs of students with disabilities with such funds...

25 CFR 39.104 - How must a school's base funding provide for students with disabilities?

Code of Federal Regulations, 2010 CFR

2010-04-01

... school may spend all or part of the 15 percent academic base funding reserved under paragraph (a)(1) of this section on school-wide programs to benefit all students (including those without disabilities) only if the school can document that it has met all needs of students with disabilities with such funds...

25 CFR 39.104 - How must a school's base funding provide for students with disabilities?

Code of Federal Regulations, 2013 CFR

2013-04-01

... school may spend all or part of the 15 percent academic base funding reserved under paragraph (a)(1) of this section on school-wide programs to benefit all students (including those without disabilities) only if the school can document that it has met all needs of students with disabilities with such funds...

25 CFR 39.104 - How must a school's base funding provide for students with disabilities?

Code of Federal Regulations, 2014 CFR

2014-04-01

... school may spend all or part of the 15 percent academic base funding reserved under paragraph (a)(1) of this section on school-wide programs to benefit all students (including those without disabilities) only if the school can document that it has met all needs of students with disabilities with such funds...

School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study

ERIC Educational Resources Information Center

Feurer, D. Paige; Andrews, Jac J. W.

2009-01-01

This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported…

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

ERIC Educational Resources Information Center

Sullivan, Amanda L.; Bal, Aydin

2013-01-01

We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most…

High School Readers: A Profile of above Average Readers and Readers with Learning Disabilities Reading Expository Text

ERIC Educational Resources Information Center

Wigent, Catherine Ann

2011-01-01

High school students are challenged to meet higher standards in order to ensure that they are prepared to face the literacy demands of our twenty-first century society (Beaufort, 2009; A. S. Erickson, Kleinhammer-Tramill, & Thurlow, 2007; Vernon, Baytops, McMahon, Padden, & Walther-Thomas, 2003). This study examined both above average high school…

Reducing Physical Violence Toward Primary School Students With Disabilities.

PubMed

Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

2018-03-01

We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

A Charter School's Journey toward Serving All Learners: A Case Study

ERIC Educational Resources Information Center

Drame, Elizabeth R.; Frattura, Elise

2011-01-01

Public charter schools across the country are struggling to better serve a range of students with disabilities. Using the approach of a participatory evaluation, a K-8 college preparatory school community of teachers, administrators, parents, and students were better able to define those practices that impeded or supported a high-quality proactive…

High Expectations Require Supporting New Teachers, Educating the School Community

ERIC Educational Resources Information Center

MacGlaughlin, Heidi M.; Mertens, Donna M.

2014-01-01

This article discusses the experience of recent graduates' part of a study from the master's program at Gallaudet University. New teachers for deaf students with disabilities report they simply were not prepared for the low expectations communicated by school principals or the exclusionary practices faced in the school community. They…

Leadership of South Carolina's High School Special Education Teachers

ERIC Educational Resources Information Center

Slatton, Sarah

2011-01-01

For many years special education was not a priority for principals because most special needs children did not attend public school or were not identified as having a disability. However, recent changes in federal and state education legislation require that all public schools show growth in student academic achievement for all children, including…

Authentic Instruction for 21st Century Learning: Higher Order Thinking in an Inclusive School

ERIC Educational Resources Information Center

Preus, Betty

2012-01-01

The author studied a public junior high school identified as successfully implementing authentic instruction. Such instruction emphasizes higher order thinking, deep knowledge, substantive conversation, and value beyond school. To determine in what ways higher order thinking was fostered both for students with and without disabilities, the author…

Suicide Attempts Among Adolescents with Self-Reported Disabilities.

PubMed

Moses, Tally

2018-06-01

This study examines the relative risk for suicide attempts (SA) among high-school students self-identifying with one or more disability classifications (nine); assesses the extent to which youth with disabilities are disproportionately vulnerable to risk factors that predict suicidal behavior among all adolescents; and explores whether disability status adds to risk for SA after accounting for a comprehensive set of known risk and protective factors for SA. Analyses using Wisconsin's 2012 Dane County Youth Assessment Survey data found that youth in each disability category were 3-9 times more likely to report suicide attempt(s) relative to peers, and the endorsement of multiple disabilities tripled the risk SA relative to youth reporting a single disability. Some disability sub-groups, including youth reporting autism spectrum disorder, hearing, and vision impairments reported surprisingly high rates of SA. While youth with disabilities reported disproportionate exposure to adversity in every life domain examined, similar to youth reporting SA, disability status added unique risk for suicidal behavior. This suggests that disability may be a 'fundamental cause' of suicidal behavior, a question that requires further investigation.

Designed to deter: Barriers to facilities at secondary schools in Ghana

PubMed Central

Owusu-Ansah, Frances E.; Alorwu, Divine

2012-01-01

Background There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana. Method In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks. Results Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools. Conclusion Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools. PMID:28729972

Communication-based services for persons with severe disabilities in schools: a survey of speech-language pathologists.

PubMed

Siegel, Ellin B; Maddox, Laura L; Ogletree, Billy T; Westling, David L

2010-01-01

Speech-language pathologists in school settings were surveyed with an instrument created from the National Joint Committee for the Communication Needs of Persons with Severe Disabilities' quality indicators self-assessment tool. Participants valued practice indicators of quality communication assessment and intervention to a higher degree than their actual practice. These findings appear to suggest that SLPs may not provide best practice services to individuals with severe disabilities. Suggestions for enhancing inservice training and intervention practices of SLPs and team members who work with individuals with severe disabilities are provided. The reader will be able to; (1) understand the value of using the NJC quality indicators to guide SLP practices with individuals with severe disabilities in schools; (2) recognize that research indicates that SLPs working with individuals with severe disabilities in schools may not provide best practice services to the extent that they value these practices; (3) discuss possible strategies to increase the quality of services provided to individuals with severe disabilities in schools.

34 CFR 300.139 - Location of services and transportation.

Code of Federal Regulations, 2012 CFR

2012-07-01

... EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.139 Location of services and transportation. (a) Services on private school premises. Services to parentally-placed private school children with disabilities may be provided...

34 CFR 300.139 - Location of services and transportation.

Code of Federal Regulations, 2014 CFR

2014-07-01

... EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.139 Location of services and transportation. (a) Services on private school premises. Services to parentally-placed private school children with disabilities may be provided...

Gender, Self-Perception, and Academic Problems in High School.

PubMed

Crosnoe, Robert; Riegle-Crumb, Catherine; Muller, Chandra

2007-01-01

Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma.

Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

PubMed

Hearne, D; Stone, S

1995-01-01

The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

25 CFR 39.104 - How must a school's base funding provide for students with disabilities?

Code of Federal Regulations, 2012 CFR

2012-04-01

... section on school-wide programs to benefit all students (including those without disabilities) only if the school can document that it has met all needs of students with disabilities with such funds, and after... 25 Indians 1 2012-04-01 2011-04-01 true How must a school's base funding provide for students with...

Trends in the Proportion of Students with a Disability in Australian Schools, 2000-2009

ERIC Educational Resources Information Center

Dempsey, Ian

2011-01-01

This paper identifies and discusses recent trends in the percentage of students with a disability identified in Australian schools in the 10-year period from 2000 to 2009. In addition, these trends are examined across government and nongovernment schools and considered in the light of the definition of disability used by Australian schools. In…

School-based sexual violence among female learners with mild intellectual disability in South Africa.

PubMed

Phasha, Tlakale Nareadi; Nyokangi, Doris

2012-03-01

Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

Beyond Accommodations: Perceptions of Students with Disabilities in a Hispanic Serving Institution

ERIC Educational Resources Information Center

Agarwal, Neelam

2011-01-01

The purpose of this mixed method study was to explore perceptions of students with disabilities in a predominantly Hispanic serving institution. Factors of transition from high school to college, campus involvement, engagement in student organizations and their perceptions of campus climate were investigated through both a survey with 104…

"Just Having a Job": Career Advancement for Low-Wage Workers with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Lindstrom, Lauren; Hirano, Kara A.; McCarthy, Colleen; Alverson, Charlotte Y.

2014-01-01

This study examined career development and early employment experiences for four young adults with intellectual and developmental disabilities. Researchers used a multiple-method, multiple case-study longitudinal design to explore career development within the context of family systems, high school and transition programs, adult services, and…

Petroglyphs: The Writing on the Wall.

ERIC Educational Resources Information Center

Shapiro-Barnard, Susan; Tashie, Carol; Martin, Jill; Malloy, Joanne; Schuh, Mary; Piet, Jim; Lichtenstein, Stephen; Nisbet, Jan

This book is a collection of photographs and accompanying text that focuses on the inclusion of high school students with disabilities in general education classrooms in New Hampshire. For each topic, a black-and-white picture is presented of a student with a disability in a general education setting. The opposing page has a paragraph on what…

The Effect of Race on Self-Esteem and Depression in Learning Disabled Children.

ERIC Educational Resources Information Center

Stanley, Patricia D.; And Others

This study examined relationships between self-esteem, depression, and race in 70 learning disabled high school students (39 white and 31 black). Subjects were administered the Coopersmith Self Esteem Inventory and the Children's Depression Inventory. Statistical analysis indicated a significant sex by race interaction. Both white females and…

A Computer-Aided Writing Program for Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Fais, Laurie; Wanderman, Richard

The paper describes the application of a computer-assisted writing program in a special high school for learning disabled and dyslexic students and reports on a study of the program's effectiveness. Particular advantages of the Macintosh Computer for such a program are identified including use of the mouse pointing tool, graphic icons to identify…

Effects of Multimedia Vocabulary Instruction on Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Kennedy, Michael J.; Deshler, Donald D.; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were…

English Learners with Disabilities in High School: Population Characteristics, Transition Programs, and Postschool Outcomes

ERIC Educational Resources Information Center

Trainor, Audrey; Murray, Angela; Kim, Hye-Jung

2016-01-01

Little is known about the characteristics, transition education, and postschool outcomes of English learners with disabilities (ELSWDs), despite that English learners are a rapidly growing group of U.S. students with consistently poor outcomes. This study examines a nationally representative sample of ELSWDs through a secondary analysis of the…

Promoting Successful Transitions: What Can We Learn from RTI to Enhance Outcomes for All Students?

ERIC Educational Resources Information Center

Thomas, Suzanne B.; Dykes, Frank

2011-01-01

Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families…

Making Sense of a Trial Maths Intervention Program for Students with Disability in Australia: Interim Report

ERIC Educational Resources Information Center

Ewing, Bronwyn

2016-01-01

Success in primary and secondary school mathematics is becoming increasingly important to today's teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and…

Teaching Principles of Heredity to High School Students with Moderate and Severe Disabilities

ERIC Educational Resources Information Center

Riggs, Leah; Collins, Belva C.; Kleinert, Harold; Knight, Victoria F.

2013-01-01

This investigation focused on the systematic instruction of a science skill from the core content standards in accordance with the Kentucky Alternate Assessment for students with moderate and severe disabilities (MSD). Specifically, this study examined the effectiveness of using a constant time delay procedure with multiple exemplars in teaching…

The Effects of Ongoing Communication between Teachers and Adolescents with Disabilities. Research Report.

ERIC Educational Resources Information Center

Adams, Gary; Lenz, B. Keith; Laraux, Michelle; Graner, Patricia; Pouliot, Norman

This study evaluated differences in teacher and student perceptions about communication patterns within classrooms and the effect of a teacher-student communication system, the Learning Expressways System, on teacher-student communication. High school teachers who had or have had students with disabilities in their classes participated. In the…

Going to College: Expanding Opportunities for People with Disabilities

ERIC Educational Resources Information Center

Getzel, Elizabeth Evans, Ed.; Wehman, Paul, Ed.

2005-01-01

A college education can open the door to greater participation in the workplace and community. With this urgently needed, research-based book, readers will learn what they can do to make this crucial opportunity available to young people with a wide range of disabilities. Professionals who work in high schools and colleges--including disability…

Increasing Choice Making in Students with Intellectual Disability

ERIC Educational Resources Information Center

Sparks, Shannon Lynn; Pierce, Tom; Higgins, Kyle; Miller, Susan; Tandy, Richard

2016-01-01

The purpose of this study was to examine the effectiveness of choice-making training with six high school students with intellectual disability. A multiple probe design with one replication was used to evaluate the efficacy of the choice-making training. The results suggest participants increased and maintained their choice-making abilities.…

Access to Music Education: Nebraska Band Directors' Experiences and Attitudes regarding Students with Physical Disabilities

ERIC Educational Resources Information Center

Nabb, David; Balcetis, Emily

2010-01-01

Students with physical disabilities frequently are excluded from participation in instrumental music programs, yet the obstacles band directors face that preclude integration of these students have not been documented systematically. The primary purpose of this study was to measure Nebraska High School band directors' concerns regarding the…

Implementing Intensive Intervention: How Do We Get There from Here?

ERIC Educational Resources Information Center

Zumeta, Rebecca O.

2015-01-01

Despite years of school reform intended to help students reach high academic standards, students with disabilities continue to struggle, suggesting a need for more intensive intervention as a part of special education and multi-tiered systems of support. At the same time, greater inclusion of students with disabilities in large-scale assessment,…

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students with Disabilities. Working Paper 177

ERIC Educational Resources Information Center

Theobald, Roddy; Goldhaber, Dan; Gratz, Trevor; Holden, Kristian L.

2017-01-01

We use longitudinal data on all high school students in Washington State, including postsecondary education and workforce outcomes, to investigate predictors of intermediate and postsecondary outcomes for students with disabilities. We pay particular attention to career and technical education (CTE) enrollment and the extent of inclusion in…

Using Video Models to Teach Students with Disabilities to Play the Wii

ERIC Educational Resources Information Center

Sherrow, Lauren A.; Spriggs, Amy D.; Knight, Victoria F.

2016-01-01

This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii.…

Bending Back on High School Programs for Youth with Learning Disabilities

ERIC Educational Resources Information Center

Edgar, Eugene

2005-01-01

In this opinion piece, the author views several major problems facing those who care about students labeled has having learning disabilities (LD). He believes that while there are technical problems that educators should be able to fix (definition of LD, best instructional practices for students so identified, powerful secondary programs that…

Improving Outcomes for Students with Disabilities: Identifying Characteristics of Successful Districts

ERIC Educational Resources Information Center

DeVries, Melissa; Tkatchov, Oran

2017-01-01

The common characteristics among Arizona districts and charters with high academic outcomes for student disabilities were identified in a qualitative study involving site visits and interviews. In 2014, the Arizona Department of Education examined over three years of state testing data to identify districts and charter schools that closed the…

Transitional Highways: Reaching Students with Disabilities in Appalachia

ERIC Educational Resources Information Center

Sweet, Debbie; Dezarn, Shirley; Belluscio, Teresa

2011-01-01

A transition can be described as a change, a switch, a move, or a conversion to another place or frame of mind. Eastern Kentucky University (EKU) has implemented a transition project serving middle and high school students with disabilities. Each year, hundreds of students are provided with information and activities designed to stimulate their…

Equity through Accountability? Mandating Minimum Competency Exit Examinations for Secondary Students with Learning Disabilities.

ERIC Educational Resources Information Center

Manset, Genevieve; Washburn, Sandra J.

2000-01-01

This article reviews the research related to minimum competency testing (MCT) as a requirement for high school graduation for students with learning disabilities. It examines whether inclusive MCT requirements lead to positive educational outcomes, raises issues of accommodations and alternative diplomas, possible increased dropout rates, and…

Acquired Severe Disabilities and Complex Health Care Needs: Access to Inclusive Education

ERIC Educational Resources Information Center

Ballard, Sarah L.; Dymond, Stacy K.

2016-01-01

This case study examined one high school student's access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents) were collected and analyzed to formulate…

A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities

ERIC Educational Resources Information Center

Root, Jenny R.; Knight, Victoria F.; Mims, Pamela J.

2017-01-01

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to…

An Application of Attribution Theory to Developing Self-Esteem in Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

The effect of an attribution retraining program intended to teach 35 learning disabled (LD) junior high school students to attribute achievement outcomes to the internal factor of effort was examined in the study. The research was concerned with LD adolescents' perceptions of personal (internal) and environmental (external) causality as…

Factors Influencing Social Interaction among High School Students with Intellectual Disabilities and Their General Education Peers

ERIC Educational Resources Information Center

Carter, Erik W.; Hughes, Carolyn; Guth, Carol B.; Copeland, Susan R.

2005-01-01

Recent legislative, policy, and research initiatives affirm the importance of improving social outcomes for adolescents with moderate to severe intellectual disabilities. Using observational methodology, we examined the influence of level of integration and Peer Buddy proximity on social interaction between students with intellectual disabilities…

Teaching Adolescent Students with Learning Disabilities to Self-Advocate for Accommodations

ERIC Educational Resources Information Center

Prater, Mary Anne; Redman, Ashleigh Smith; Anderson, Darlene; Gibb, Gordon S.

2014-01-01

In the general education classroom students with learning disabilities (LD) often need academic accommodations to be successful. These accommodations are typically selected and implemented by their general education teachers, not by the students themselves. High school students with LD were taught to recognize when an accommodation was needed,…

Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning

ERIC Educational Resources Information Center

Shaw, Stan F., Ed.; Madaus, Joseph W., Ed.; Dukes, Lyman L., III, Ed.

2010-01-01

For students with mild to moderate, non-visible disabilities, navigating a college education without the support team they had in high school can be challenging. Help students become effective self-advocates and maximize their postsecondary possibilities with this cutting-edge book, which balances current research with the most practical guidance…

Japanese Physical Educators' Beliefs on Teaching Students with Disabilities at Urban High Schools

ERIC Educational Resources Information Center

Sato, Takahiro; Hodge, Samuel R.

2009-01-01

The purpose of this study was to analyse Japanese physical education teachers' beliefs on teaching students with disabilities in integrated classes. The participants were five physical education teachers in Japan. Situated in planned behaviour theory developed by Icek Ajzen in 1985, the research method was descriptive-qualitative case study as…

Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability.

PubMed

Plavnick, Joshua B; Kaid, Tiffany; MacFarland, Mari C

2015-09-01

Social deficits are a core characteristic of individuals with autism spectrum disorders and co-occurring intellectual disabilities (ASD-ID). Despite persistence of these deficits into adolescence, few social skills interventions have been empirically evaluated for older individuals with ASD-ID. The present investigation adapted an efficacious protocol for adolescents with ASD, video-based group instruction (VGI), and extended the procedure to 4 adolescents in a public high school setting. A multiple probe across behaviors design demonstrated the effectiveness of VGI for teaching novel social behavior to three of the four participants, with mixed outcomes for the fourth participant. Long-term maintenance was observed for two participants, though generalization outcomes were mixed. The results support using VGI within high school curricula for some adolescents with ASD-ID.

Post-school quality of life for individuals with developmental disabilities who use AAC.

PubMed

Hamm, Bruce; Mirenda, Pat

2006-06-01

Even when augmentative and alternative communication (AAC) interventions enhance the communication skills and educational achievements of students with complex communication needs while they are in school, there is no guarantee that these gains will be maintained following students' transition to adult life. Unfortunately, information on the post-school quality of life and related outcomes of individuals with complex communication needs is scarce. This study addressed this issue by examining the post-school outcomes of eight Canadian individuals with developmental disabilities who used AAC technology while they were in school. Two surveys were used to compile the data: the Quality of Life Profile: People with Physical and Sensory Disabilities (Renwick, Rudman, Raphael, & Brown, 1998) and a Communication Survey designed specifically for this study. Four of the participants and the people who knew them best also participated in brief interviews in which they discussed the positive and negative aspects of their school and post-school experiences. Results indicated that participant outcomes in important life domains were generally discouraging. A high positive correlation was found between quality of life and quality of communication scores, and participants who achieved relatively better outcomes showed evidence of higher communicative competence. However, the majority of participants and their supporters were very dissatisfied with the lack of AAC and other services that were available to them as young adults. The results are discussed in relation to outcomes for adults with development disabilities who use AAC and their implications for future research, practice, and advocacy efforts related to transition planning.

Life Skills Training for Middle and High School Students with Autism.

PubMed

Chiang, Hsu-Min; Ni, Xinyu; Lee, Young-Sun

2017-04-01

This study investigated the extent to which life skills training was offered to middle and high school students with autism and life skills training needs after high school. A secondary analysis of the National Longitudinal Training Study-2 (NLTS-2) data was conducted in this study. This study found that the majority of the middle and high school students with autism (77.4%) had received life skills training in school. Receipt of life skills training differed across students' gender, age, diagnosis of intellectual disability, and functional mental skills. Students received life skills training in general education classrooms, special education classrooms, individual instruction, and community settings. Life skills training was needed for the majority of the high school leavers with autism (78%).

Beyond High School: A Look Back on Student and Teacher Perspectives on Their Participation with Inclusive Friendship Programs in High School

ERIC Educational Resources Information Center

Regester, April

2009-01-01

Research has shown inclusive education to be extremely beneficial for students with developmental disabilities. One reported benefit is the increased accessibility to typical peers with the implication of increased opportunities to develop meaningful friendships. Many researchers and educators have developed strategies to help facilitate the…

High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wei, Xin; Yu, Jennifer; Shattuck, Paul; Blackorby, Jose

2017-01-01

Previous studies suggest that individuals with an Autism Spectrum Disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influenced the STEM pipeline between high school and…

High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wei, Xin; Yu, Jennifer W.; Shattuck, Paul; Blackorby, Jose

2017-01-01

Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and…

Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

ERIC Educational Resources Information Center

Carter, Erik W.; Lane, Kathleen L.; Pierson, Melinda R.; Stang, Kristin K.

2008-01-01

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms.…

A Question of Effectiveness: Recruitment of Special Educators within High School Peer Support Groups

ERIC Educational Resources Information Center

Zascavage, Victoria; Winterman, Kathy; Armstrong, Philip; Schroeder-Steward, Jennifer

2008-01-01

The present study combines information about support groups for students with disabilities from 187 East Texas high schools with explanatory variables taken from data of the Texas Education Agency Academic Excellence Indicator System. This study is a tangential section of a larger study on the influence of peer support groups in East Texas…

Homeschooling Parent/Teachers' Perceptions on Educating Struggling High School Students and their College Readiness

ERIC Educational Resources Information Center

McCullough, Brenda Tracy

2013-01-01

A general problem is that testing a homeschooled child for learning disabilities (LD) is not required in the state of Texas and therefore dependent on the homeschooling parent's recognition and desire to test. A qualitative exploratory method was used to determine the perceptions of parent/teachers on their struggling high school students'…

Making Smart Cool.

ERIC Educational Resources Information Center

Natale, Jo Anna

1995-01-01

Many adolescents are turned off by school. High achievers often feel like social outcasts, while underachieving scoffers deny themselves crucial years of education. There is no learning disability apart from attitude. Schools must consider kids' individual needs and problems, make learning interesting, help kids become successful, and provide…

Physical Educators and School Counselors Collaborating to Foster Successful Inclusion of Students with Disabilities

ERIC Educational Resources Information Center

Webb, Daniel; Webb, Tammy T.; Fults-McMurtery, Regina

2011-01-01

This article explains the impact federal legislation has on educating students with disabilities, the changing roles of physical educators and school counselors relative to educating students with disabilities, and collaborative approaches pertaining to how physical educators and school counselors can collaboratively foster successful inclusion of…

34 CFR 300.130 - Definition of parentally-placed private school children with disabilities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... children with disabilities enrolled by their parents in private, including religious, schools or facilities... 34 Education 2 2014-07-01 2013-07-01 true Definition of parentally-placed private school children... ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with...

34 CFR 300.130 - Definition of parentally-placed private school children with disabilities.

Code of Federal Regulations, 2012 CFR

2012-07-01

... children with disabilities enrolled by their parents in private, including religious, schools or facilities... 34 Education 2 2012-07-01 2012-07-01 false Definition of parentally-placed private school children... ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with...

34 CFR 300.130 - Definition of parentally-placed private school children with disabilities.

Code of Federal Regulations, 2013 CFR

2013-07-01

... children with disabilities enrolled by their parents in private, including religious, schools or facilities... 34 Education 2 2013-07-01 2013-07-01 false Definition of parentally-placed private school children... ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with...

34 CFR 300.130 - Definition of parentally-placed private school children with disabilities.

Code of Federal Regulations, 2010 CFR

2010-07-01

... children with disabilities enrolled by their parents in private, including religious, schools or facilities... 34 Education 2 2010-07-01 2010-07-01 false Definition of parentally-placed private school children... ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with...

Managing specific learning disability in schools in India.

PubMed

Karande, Sunil; Sholapurwala, Rukhshana; Kulkarni, Madhuri

2011-07-01

Specific learning disability (dyslexia, dysgraphia, and dyscalculia) afflicts 5-15% of school-going children. Over the last decade; awareness about this invisible handicap has grown in India. However, much needs to be done to ensure that each afflicted child gets an opportunity to achieve his or her full academic potential in regular mainstream schools. In order to achieve this ideal scenario, all regular classroom teachers should be sensitized to suspect, and trained to screen for this disability when the child is in primary school. School managements should become proactive to set up resource rooms and employ special educators to ensure that these children receive regular and affordable remedial education; and be diligent in ensuring that these children get the mandatory provisions both during school and board examinations. Once specific learning disability is recognized as a disability by the Government of India, these children with the backing of the Right to Education Act, would be able to benefit significantly.

Dropout policies and trends for students with and without disabilities.

PubMed

Kemp, Suzanne E

2006-01-01

Students with and without disabilities are dropping out of school at an alarming rate. However, the precise extent of the problem remains elusive because individual schools, school districts, and state departments of education often use different definitional criteria and calculation methods. In addition, specific reasons why students drop out continues to be speculative and minimal research exists validating current dropout prevention programs for students with and without disabilities. This study examined methods secondary school principals used to calculate dropout rates, reasons they believed students dropped out of school, and what prevention programs were being used for students with and without disabilities. Results indicated that school districts used calculation methods that minimized dropout rates, students with and without disabilities dropped out for similar reasons, and few empirically validated prevention programs were being implemented. Implications for practice and directions for future research are discussed.

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

PubMed

Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

2014-01-01

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

Raising Expectations for U.S. Youth with Disabilities: Federal Disability Policy Advances Integrated Employment

ERIC Educational Resources Information Center

Novak, Jeanne

2015-01-01

While conversations around the inclusion of individuals with disabilities often focus on the educational rights and needs of children with disabilities during their school years, there is a growing recognition that the period of transition from secondary school to adult roles is a critical time in the lives of individuals with disabilities. For…

[Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

PubMed

Klicpera, Christian; Klicpera, Barbara Gasteiger

2004-12-01

The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

School Counsellor Training, Attitudes, and Perceptions of Preparedness to Provide Services to Students with Disabilities in Inclusive Schools in Turkey

ERIC Educational Resources Information Center

Cimsir, Elif; Carney, JoLynn V.

2017-01-01

The purpose of this study was to investigate the role of school counsellors' attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School…

Parents' Views of an Optimal School Life: Using Social Role Valorization to Explore Differences in Parental Perspectives When Children Have Intellectual Disability

ERIC Educational Resources Information Center

Mann, Glenys; Moni, Karen; Cuskelly, Monica

2016-01-01

Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization…

Graduate Information Booklet, Spring 1986 [and] Answers to Frequently Asked Questions about Graduation and Transition from School for Special Education Students.

ERIC Educational Resources Information Center

Meissner, Margit; Patton, Ellen

The "Graduate Information Booklet" provides directory-type information on Montgomery County (Maryland) services for disabled students who are graduating from high school. The first section on practical information explains armed services registration, acquisition of school records, personal identification cards, social security cards,…

The Use of Vocational Assessments: What Do Students Have to Say?

ERIC Educational Resources Information Center

Kortering, Larry; Braziel, Patricia M.

2008-01-01

Youths with disabilities are at risk of failing to complete high school and face considerable uncertainty as they attempt to transition toward a productive adulthood. One potential tool to help more of these youths to stay in school and provide them with information as to suitable post-school careers is the use of vocational assessments. This…

Predictors of Obesity in a US Sample of High School Adolescents With and Without Disabilities.

PubMed

Papas, Mia A; Trabulsi, Jillian C; Axe, Michelle; Rimmer, James H

2016-11-01

Childhood obesity is a major public health concern. Children with disabilities have a higher prevalence of obesity. We examined factors associated with obesity within a cross-sectional study of US adolescents with and without disabilities. Data were obtained from the 2011 Youth Risk Behavior Survey. Logistic regression models were fitted to assess effects of dietary habits, physical activity, and unhealthy weight control behaviors on obesity. Effect modification by disability status was examined. Twenty percent (1986 of 9775 participants) reported a disability. Adolescents with disabilities were more likely to be obese (odds ratio [OR] = 1.7; 95% confidence interval [CI]: 1.3-2.1) and have at least 1 unhealthy weight control behavior (OR = 2.0; 95% CI: 1.6-2.5), and were less likely to be physically active (OR = 0.5; 95% CI: 0.4-0.6). Lack of physical activity, increased television watching/video game playing, and unhealthy weight loss behaviors were significantly associated with obesity regardless of disability status (p-for-interaction >.05). Successful obesity interventions should target diet, physical activity, and weight control among adolescents with disabilities. Understanding barriers to healthier diet and physical activity for this population is critical to developing effective obesity prevention programs and reducing the prevalence of unhealthy weight control behaviors. © 2016, American School Health Association.

Preparing students with disabilities to transition from school to work through self-determination training.

PubMed

Gragoudas, Stelios

2014-01-01

It seems as if youth with disabilities are not graduation high school with the skills that they need to secure employment once they graduate. Particular, they are not graduating with self-determination skills. Instruction in self-determination skills enable youth to be leaders in their own lives and make decisions that will shape their future. This is especially true as they are transitioning from school to the workforce. Youth with disabilities must have a clear understanding of their abilities and be able to identify and request, and advocate for reasonable accommodations in the workplace. In addition, they must be prepared to negotiate how the accommodations are going to be presented within the work setting. To present an overview of the literature that will demonstrate that self-determination skills are essential to youth with disabilities finding and securing employment. An Eric and psycinfo Internet search was performed to gather articles and books concerning self-determination. The results section includes a number of strategies that teachers and practitioners can use directly with their students and their clients. In conclusion, by incorporating self-determination skills training into the curriculum for transition-aged youth with disabilities they will be prepared to enter and succeed in the labor force.

Stories of Success: Using Networking and Mentoring Relationships in Career Planning for Students with Disabilities and Their Families. ICI Tools for Inclusion Family and Consumer Series, Volume 9, Number 2.

ERIC Educational Resources Information Center

Timmons, Jaimie Ciulla; Schuster, Jennifer; Moloney, Mairead

This brief shares stories about how three students with disabilities used networking and mentoring to become interested in or learn more about a line of work, or even to find jobs. The students represented different high school grade levels and had a wide range of disabilities including learning, cognitive, physical or health-related, sensory,…

34 CFR 300.137 - Equitable services determined.

Code of Federal Regulations, 2014 CFR

2014-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... disability is enrolled in a religious or other private school by the child's parents and will receive special... related services. No parentally-placed private school child with a disability has an individual right to...

34 CFR 300.137 - Equitable services determined.

Code of Federal Regulations, 2013 CFR

2013-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... disability is enrolled in a religious or other private school by the child's parents and will receive special... related services. No parentally-placed private school child with a disability has an individual right to...

34 CFR 300.137 - Equitable services determined.

Code of Federal Regulations, 2012 CFR

2012-07-01

... CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in... disability is enrolled in a religious or other private school by the child's parents and will receive special... related services. No parentally-placed private school child with a disability has an individual right to...

"Dance Makes Me Happy": Experiences of Children with Disabilities in Elementary School Dance Education

ERIC Educational Resources Information Center

Zitomer, Michelle R.

2016-01-01

This study explored the perspectives of elementary school children with disabilities in inclusive dance education classrooms in two large school districts in Western Canada. A qualitative interpretivist approach facilitated understanding of the experiences of eight children with different disabilities between the ages 6 and 10 who participated in…

Impact of Self-Concept of Disabled Learners on Inclusive Physical Education

ERIC Educational Resources Information Center

Ali, Mohammed Y.

2012-01-01

This paper examines the conceptual foundations of self-concept, self-esteem and the self as they relate to disabled students in the context of physical education. Disable school children experience severe discriminations in society and within the school system, especially if the school is the mainstream type. With increasing emphasis on…

School Choice and the Pressure To Perform: Deja Vu for Children with Disabilities?

ERIC Educational Resources Information Center

Howe, Kenneth R.; Welner, Kevin G.

2002-01-01

This article examines the tension between the principles underlying the inclusion of students with disabilities and those underlying school choice, particularly market competition and parental autonomy. It examines findings from five states and a case study of a school-choice system that indicate the exclusion of students with disabilities.…

Overcoming Barriers to Inclusion of Children with Disabilities in the Local Schools--A Blueprint for Change.

ERIC Educational Resources Information Center

Cohen, Matthew D.

Results of studying inclusion of Illinois students with disabilities in regular education are presented. The moral, educational, and legal bases for inclusion in public school general education were reviewed. Differences regarding planning and decision making for children with disabilities were investigated in three schools that were relatively…

34 CFR 300.131 - Child find for parentally-placed private school children with disabilities.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Child find for parentally-placed private school children... ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.131 Child find for parentally-placed private...

34 CFR 300.131 - Child find for parentally-placed private school children with disabilities.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Child find for parentally-placed private school children... ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.131 Child find for parentally-placed private...

Assistance to Pupils with Physical Disabilities in Regular Schools: Promoting Inclusion or Creating Dependency?

ERIC Educational Resources Information Center

Egilson, Snaefridur Thora; Traustadottir, Rannveig

2009-01-01

Drawing on the perspectives of pupils with physical disabilities, their parents and teachers, this study explored the adult support provided to pupils with physical disabilities in regular schools. Data were collected through observations at schools and qualitative interviews. In all, 49 individuals participated in this study: 14 pupils with…

Physical Education for Individuals with Disabilities in Washington State's Rural School Districts.

ERIC Educational Resources Information Center

Palma, Gloria M.

This study investigated the nature and extent of physical education programs for individuals with disabilities in Washington State's small rural public school districts. Questionnaires were sent to 185 superintendents of small rural school districts in the state. Of the 128 responses, 70.3% enrolled individuals with disabilities. Fifty-eight…

School Psychology Internship Experiences with Methods of Specific Learning Disability Identification

ERIC Educational Resources Information Center

Nunes, Alissa

2012-01-01

Recent changes in legislation (IDEA) have implications for the changing role of the school psychologist, specifically in the evaluation of students with learning disabilities. There is a need to examine the attitudes and practices of school psychologists regarding specific learning disability identification as there is little consistency in how…

The Impact of Paralympic School Day on Student Attitudes toward Inclusion in Physical Education

ERIC Educational Resources Information Center

McKay, Catherine

2013-01-01

Paralympic School Day (PSD) is a disability awareness program that provides a platform for attitude change by raising awareness about disability and disability sport. The purpose of this study was to determine if PSD would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in…

The Least Restrictive Environment Clause of the Individuals with Disabilities Education Act and Institutional Ableism: A Critical Discourse Analysis

ERIC Educational Resources Information Center

O'Laughlin, Laura C.

2013-01-01

This study focused on terms anchored in special education and associated stigma of disability in schools. The Individuals with Disabilities Education Act ensured the right to education in US public school systems for students with disabilities. An associated term asserted that children with disabilities must be educated in the least restrictive…

A Typology of Disability Harassment in Secondary Schools

ERIC Educational Resources Information Center

Holzbauer, Jerome J.; Conrad, Clifton F.

2010-01-01

The purpose of this exploratory study of disability harassment was to develop a typology of disability harassment experiences anchored in the perspectives of students with disabilities who have experienced harassment in urban, suburban, and exurban-rural schools. Based on focus group interviews with four groups of young people with various…

Promoting Social and Emotional Growth of Students with Disabilities

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2014-01-01

Students with disabilities are often faced with numerous challenges as they progress through their school years. In addition to disability-related challenges, they may encounter additional difficulties such as bullying in school and lack of social acceptance by their peers. It is important that students with disabilities develop competence in…

Can ICT Give Children with Disabilities Equal Opportunities in School?

ERIC Educational Resources Information Center

Brodin, Jane

2010-01-01

Opportunities for children with disabilities to participate in school on equal conditions as others are often stressed, while reality shows that many children with disabilities are still segregated. Information and Communication Technology (ICT) has been highlighted as a tool for communication and inclusion for children with disabilities but from…

School Adjustment of Children with Observable Disabilities

ERIC Educational Resources Information Center

Richman, Lynn; Harper, Dennis

1978-01-01

In an investigation of school behavior and achievement of 78 10-to 15-year-old children with observable physical disability, Ss from two different disability types (cleft palate and cerebral palsy) were compared with each other and to a control group in order to determine potential similarities across disability types. (Author/CL)

Meeting Needs: Effective Programs for Students with Disabilities

ERIC Educational Resources Information Center

Small, Ruth V.; Stewart, Jessica

2013-01-01

Since passage of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA), schools are required to educate students with disabilities in the "least restrictive environment" (Hopkins 2005), i.e., to the maximum extent possible with their non-disabled peers (Myhill 2004). School libraries are required to…

Try a Disability on for Size: Sensitizing School Personnel

ERIC Educational Resources Information Center

Anderson, Mary Jane

2006-01-01

Education professionals may feel uncomfortable or unprepared when interacting with students with disabilities within school settings. Several federal mandates have been passed in the last 30 years to ensure that students with disabilities receive the same educational services as students without disabilities. Although these students are now in the…

Dealing with Differences: Taking Action on Class, Race, Gender, and Disability.

ERIC Educational Resources Information Center

Ellis, Angele; Llewellyn, Marilyn

This study/action guide was developed from a project on difference and prejudice that was implemented in a Pittsburgh (Pennsylvania) high school in 1994 and evaluated through surveys and in-depth interviews. The book provides a basic introduction to difference and prejudice organized about issues of class, race, gender, and disability in the…

A Survey of Community Employment Placements: Where Are Youth and Adults with Disabilities Working?.

ERIC Educational Resources Information Center

Morgan, Robert L.; Ellerd, David A.; Jensen, Kari; Taylor, Matthew J.

2000-01-01

A survey of 109 high school transition programs and 55 adult supported employment programs found that of 7,553 job placements for youth and adults with disabilities, the most frequent category was in food and beverage preparation services. Emerging markets for job placements included tourism and casino jobs. (Contains references.) (Author/CR)

Evaluation of a Multicomponent Intervention Package to Increase Summer Work Experiences for Transition-Age Youth with Severe Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Trainor, Audrey A.; Ditchman, Nicole; Swedeen, Beth; Owens, Laura

2009-01-01

Early work experiences have been advocated as an important avenue for equipping youth with disabilities with the skills, attitudes, opportunities, and aspirations needed to transition successfully to meaningful careers after high school. We examined the efficacy and social validity of a multicomponent intervention package--composed of…

Disability Trajectories: Disabled Youths' Identity Development, Negotiation of Experience and Expectation, and Sense of Agency during Transition

ERIC Educational Resources Information Center

Stolz, Suzanne Margaret

2010-01-01

How do youth with orthopedic impairments negotiate expectations and experiences as they transition from high school to college and from family-delivered supports to independence? And what in the earlier periods of their individual development/family life provides the context and frameworks for their negotiation of transition to adulthood? The…

Providing Postsecondary Transition Services to Youth with Disabilities: Results of a Pilot Program

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; Schmidt, Marcelo; Wei, Tianlan; Hodges, Tamara; Robinson, Eric L.

2013-01-01

The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive…

Enhancing Self-Determination in Health: Results of an RCT of the Ask Project, a School-Based Intervention for Adolescents with Intellectual Disability

ERIC Educational Resources Information Center

McPherson, Lyn; Ware, Robert S.; Carrington, Suzanne; Lennox, Nicholas

2017-01-01

Background: Adolescents with intellectual disability have high levels of unrecognized disease and inadequate health screening/promotion which might be addressed by improving health advocacy skills. Methods: A parallel-group cluster randomized controlled trial was conducted to investigate whether a health intervention package, consisting of…

Note-Taking Interventions to Assist Students with Disabilities in Content Area Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.; Forchelli, Gina A.; Cariss, Kaitlyn

2015-01-01

As high-stakes testing, Common Core, and state standards become the new norms in schools, teachers are tasked with helping all students meet specific benchmarks. In conjunction with the influx of more students with disabilities being included in inclusive and general education classrooms where lectures with note-taking comprise a majority of…

Improving Quality of Life and Career Attitudes of Youth with Disabilities: Experiences from the Adolescent Employment Readiness Center

ERIC Educational Resources Information Center

Wolf-Branigin, Michael; Schuyler, Vincent; White, Patience

2007-01-01

Improving quality of life is the primary focus as adolescents with disabilities enter adulthood. They increasingly, however, encounter difficulties transitioning into domains such as employment as these services occur near the end of their high school experience. Using an ecosystems model within a developmental approach, the program sought to…

Vocational Rehabilitation Counselors' Perceived Influences on the Secondary Transition Planning Process and Postsecondary Outcomes of Students with Disabilities

ERIC Educational Resources Information Center

Miller-Warren, Vickie

2014-01-01

Outside agencies such as vocational rehabilitation agencies are designed to help provide services such as job coaching, mental health services, tuition assistance, and life-skills training for students with disabilities during and after high school so that they may obtain postsecondary success (Gil, 2007). This study examined the perceived…

Teaching Grocery Store Purchasing Skills to Students with Intellectual Disabilities Using a Computer-Based Instruction Program

ERIC Educational Resources Information Center

Hansen, David L.; Morgan, Robert L.

2008-01-01

This research evaluated effects of a multi-media computer-based instruction (CBI) program designed to teach grocery store purchasing skills to three high-school students with intellectual disabilities. A multiple baseline design across participants used measures of computer performance mastery and grocery store probes to evaluate the CBI. All…

Choice-Making as Intervention for Public Disrobing in Children with Developmental Disabilities

ERIC Educational Resources Information Center

Carlson, Jane I.; Luiselli, James K.; Slyman, Amy; Markowski, Andrea

2008-01-01

The authors describe a choice-making intervention with two children who had developmental disabilities and demonstrated public disrobing in school settings. The children also urinated in their clothing, apparently to gain access to new and more preferred apparel. The intervention gave the children a choice to change into high-preference clothes at…

Learning Disabled Adolescents' Use of Pragmatic Functions and Code-Switching.

ERIC Educational Resources Information Center

Biller, Maysoon F.

The study examined whether a difference existed between 10 learning disabled (LD) and 10 normally achieving (NA) high school students in terms of comprehension and production or use of pragmatic skills. The skills examined were pragmatic function (i.e., an utterance spoken in context with specific intent), and code-switching (i.e., modification of…

Helping Students with Disabilities Transition to College: 21 Tips for Students with LD and/or ADD/ADHD

ERIC Educational Resources Information Center

Connor, David J.

2012-01-01

Making the transition from high school to college poses challenges for most students. Moving from a secure, regulated world of secondary education into an unfamiliar environment requiring greater independence can be a destabilizing experience. For students with learning disabilities (LD) and/or Attention Deficit Disorder (ADD), managing this…

Usefulness of Cognitive Intervention Programmes for Socio-Emotional and Behaviour Problems in Children with Learning Disabilities

ERIC Educational Resources Information Center

Schnitzer, Gila; Andries, Caroline; Lebeer, Jo

2007-01-01

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of…

Development of Disabled Readers' Metacomprehension Ability through Summarization Training Using Expository Text: Results of Three Studies.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

1990-01-01

In the three studies, high school aged disabled readers were taught how to identify passages' main ideas, construct graphic organizers, and write summaries. Study results suggest the need for modeling strategies and consistent feedback and the usefulness of these techniques in helping students monitor their understanding and improve reading…

Postsecondary Education Persistence of Adolescents with Specific Learning Disabilities or Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Lee, In Heok; Rojewski, Jay W.; Gregg, Noel; Jeong, Seok-Oh

2015-01-01

While experiences of students with disabilities transitioning from high school to college have been well documented, the influence exerted by selected factors on these experiences is less well understood. Using data from the Education Longitudinal Study of 2002, the influence of selected risk and resilience factors on the short-term postsecondary…

Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting

ERIC Educational Resources Information Center

Heinrich, Sara; Collins, Belva C.; Knight, Victoria; Spriggs, Amy D.

2016-01-01

Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of…

Naturally Acquired Mentoring Relationships and Young Adult Outcomes among Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Ahrens, Kym; DuBois, David Lane; Lozano, Paula; Richardson, Laura P.

2010-01-01

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self-esteem, and reported a higher overall number of positive outcomes than nonmentored…

It's Instruction over Place--Not the Other Way Around!

ERIC Educational Resources Information Center

Kauffman, James M.; Badar, Jeanmarie

2017-01-01

Full inclusion of students with disabilities focuses on where students are taught, not on instruction. The idea that all students, including those with disabilities, can and should be taught together in the same class and school is a highly prized myth. Focusing on inclusion rather than on appropriate instruction and on a continuum of alternative…

The Use of Music to Teach Life Skills to Students with Emotional Disabilities in the Classroom

ERIC Educational Resources Information Center

Obiozor, Williams Emeka

2010-01-01

This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active…

Relationship between Physical Disabilities or Long-Term Health Problems and Health Risk Behaviors or Conditions among US High School Students

ERIC Educational Resources Information Center

Jones, Sherry Everett; Lollar, Donald J.

2008-01-01

Background: This study explores the relationship between self-reported physical disabilities or long-term health problems and health risk behaviors or adverse health conditions (self-reported engagement in violent behaviors, attempted suicide, cigarette smoking, alcohol and other drug use, sexual activity, physical activity, dietary behaviors,…

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Shurr, Jordan; Taber-Doughty, Teresa

2017-01-01

Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate…

Promoting Positive Attitudes of Kindergarten-Age Children toward People with Disabilities.

ERIC Educational Resources Information Center

Favazza, Paddy C.; Odom, Samuel L.

1997-01-01

This study examined the effects of contact, books, and discussions on attitudes of kindergarten-age children (N=46) toward people with disabilities. At posttest, significant gains in acceptance were found only in a high-contact group who participated in a program designed to promote acceptance through storytime at school and home, structured play,…

Correlation and Predictive Relationship between Self-Determination Instruction and Academic Performance of Students with Disabilities

ERIC Educational Resources Information Center

Chao, Pen-Chiang; Chou, Yu-Chi

2017-01-01

The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n =…

Science and Health Education Perspectives on the Handicapped. A Curriculum to Foster Understanding of People with Disabilities.

ERIC Educational Resources Information Center

City Univ. of New York, NY. Hunter Coll.

Intended to extend the existing science and health education curriculum at junior and senior high school levels, the curriculum presents four mini-units on specific disabilities. The first section provides lesson plans about hearing impairments, and includes four lesson plans listing themes, objectives, and discussion guidelines for such topics as…

Using a Thinking Skills System to Guide Discussions during a Working Conference on Students with Disabilities Pursuing STEM Fields

ERIC Educational Resources Information Center

Rule, Audrey C.; Stefanich, Greg P.

2012-01-01

Students with sensory or motor disabilities are often dissuaded from pursuing science, technology, engineering, or mathematics (STEM) careers. They are frequently under-prepared to succeed in post-secondary STEM coursework because of inadequate high school preparation and limited post-secondary accommodations. A two-day working conference…

Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities.

PubMed

Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

2012-12-01

Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

[Children with learning disabilities and handicaps in inclusive schools or in special schools? The view of parents and professionals].

PubMed

Bode, H; Hirner, V

2013-03-01

To investigate the view of parents and professionals on sending children with special educational needs to inclusive schools. 54 preschool children in the year before school entry and 155 school children attending a Social Pediatric Center. They displayed motor-, mental-, speech- or sensory handicaps, learning or behavioral disabilities. Questionnaires for parents of preschool- and of school children and questionnaires for the professional caring for the child were evaluated and compared. Parental expectations, experiences concerning school and the severity of disability were determined. 135 pupils attended special schools and 20 integrative schools. The parents were generally very content with both types of schools despite the fact that 33% of parents had not have a free choice of the school. They had a positive attitude to inclusive education. Preference for inclusive schooling decreased with increasing severity of the child's disability. The severity of disability was rated similar by parents and by professionals. Parents of preschool children tended more often and parents of school children less often than professionals towards sending the individual child to an inclusive school. Some parents of children with special educational needs would like to send their child to a special school, others prefer inclusive schools. It is paramount to improve the professional advice and guidance to parents since parental options to choose the school for their child are increasing in Germany. © Georg Thieme Verlag KG Stuttgart · New York.

A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior

ERIC Educational Resources Information Center

Adamson, Reesha M.; Lewis, Timothy J.

2017-01-01

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

Assessment of Food Safety Knowledge of High School and Transition Teachers of Special Needs Students

ERIC Educational Resources Information Center

Pivarnik, Lori F.; Patnoad, Martha S.; Richard, Nicole Leydon; Gable, Robert K.; Hirsch, Diane Wright; Madaus, Joseph; Scarpati, Stan; Carbone, Elena

2009-01-01

Adolescents with disabilities require access to general education and life skills instruction. Knowledge of food safety for this audience is important for health and valuable for work placement. The objective was to implement a survey to assess high school and transition special education teachers in RI, CT, and MA for food safety knowledge and…

Enhancing the Accessibility of High School Science Tests: A Multistate Experiment

ERIC Educational Resources Information Center

Kettler, Ryan J.; Dickenson, Tammiee S.; Bennett, Heather L.; Morgan, Grant B.; Gilmore, Joanna A.; Beddow, Peter A.; Swaffield, Suzanne; Turner, Linda; Herrera, Bill; Turner, Charlene; Palmer, Porter W.

2012-01-01

This study was inspired by the final regulations for the No Child Left Behind Act (NCLB) indicating that each state has the option to develop a new assessment for students whose disabilities have kept them from obtaining proficiency. Sets of high school science achievement items were enhanced for the new test. A 3-by-2, within subjects,…

First-Year College Students with ADHD And/or LD: Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations

ERIC Educational Resources Information Center

DuPaul, George J.; Pinho, Trevor D.; Pollack, Brittany L.; Gormley, Matthew J.; Laracy, Seth D.

2017-01-01

Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school…

Does Applied STEM Course Taking Link to STEM Outcomes for High School Students with Learning Disabilities?

ERIC Educational Resources Information Center

Gottfried, Michael A.; Sublett, Cameron

2018-01-01

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has…

Amazing "Speaking Dynamically" Tools Utilized in High School Special Education Classroom.

ERIC Educational Resources Information Center

Robinson, Deann A.; Attix, Gerald V.

This paper describes how Alameda High School in California is using the Speaking Dynamically Pro v2.0 software by Mayer-Johnson to help 13 special education students (ages 14-18) communicate and make the world more accessible. The students have a range of disabilities and skill levels. This computer program enables the students to make choices,…

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

PubMed

Kelly, B; Gersten, R; Carnine, D

1990-01-01

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

On Other People's Terms: Schools' Encounters with Disabled Students

ERIC Educational Resources Information Center

Persson, Bengt

2008-01-01

According to Swedish legislation as well as laws pertaining to disabled citizens, Swedish schools are to be accessible for all children and adolescents. This implies that disabilities of any type must not be allowed to prevent students from completing their schooling on their own terms. The purpose of this research was to study the degree to which…

Coping with Bullying in Australian Schools: How Children with Disabilities Experience Support from Friends, Parents and Teachers

ERIC Educational Resources Information Center

Bourke, Susannah; Burgman, Imelda

2010-01-01

Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Qualitative interviews with 10 children, aged…

The Parent Perspective: Disabilities and Jewish Day Schools

ERIC Educational Resources Information Center

Uhrman, Abigail L.

2017-01-01

The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child's disability. In the latter group, the themes of loneliness and…

Promoting Inclusive Schools: A Case Study of Leadership Experiences of the Middle School Chairpersons for Special Education Service

ERIC Educational Resources Information Center

Baylis, Juvinell

2011-01-01

Federal and state guidelines direct students with disabilities to the least restrictive environment (LRE). The inclusion of students with disabilities in the LRE (general education) has been an issue for many public schools. In an effort to promote inclusive education for students with disabilities, many special education teacher-chairpersons…

The Challenges of Realising Inclusive Education in South Africa

ERIC Educational Resources Information Center

Donohue, Dana; Bornman, Juan

2014-01-01

In South Africa, up to 70% of children of school-going age with disabilities are out of school. Of those who do attend, most are still in separate, "special" schools for learners with disabilities. This situation prevails despite the push for the educational inclusion of learners with disabilities over twelve years ago by the South…

The Transition to School of Children with Developmental Disabilities: Views of Parents and Teachers

ERIC Educational Resources Information Center

Walker, Sue; Dunbar, Stephanie; Meldrum, Katrina; Whiteford, Chrystal; Carrington, Suzanne; Berthelsen, Donna; Hand, Kirstine; Nicholson, Jan

2012-01-01

The transition from early intervention programs to inclusive school settings presents a range of social challenges for children with developmental disabilities. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for two to three days each week and also…