Secondary Special Education Students Research Articles

Сomparative characteristics of the physical development of secondary special education students according to different types of the autonomic nervous system

Сomparative characteristics of the physical development of secondary special education students according to different types of the autonomic nervous system

The Knowledge Provided to Students of Secondary Special Education through School Textbooks: A Qualitative Approach

This article refers to the knowledge provided to Secondary Special Education students, through school textbooks, distributed free of charge to students by the Greek Ministry of Education. It is noted that in Greece books are distributed free of charge in primary and secondary education. In more detail, the results of a survey conducted in all (9) of the Unified Special Vocational High Schools (special vocational secondary schools) of the Prefecture of Attica, in Athens, which bring together students of all social classes, are presented. This survey concerns 89 semi-structured interviews, in which the principals and vice-principals, teachers and special educational staff (psychologists, social workers, occupational therapists, speech therapists) working in these school structures, participated. We proceeded the study and analysis of the opinions of the participants of our sample, who expressed their opinions on the knowledge provided through the school textbooks distributed in the special secondary schools.

최근 10년간의 중등특수교육대상학생의 진로직업교육 현황 및 개선 방안 고찰

본 연구에서는 중등학교(전공과 포함) 특수교육대상학생의 교육환경별 진로직업교육 현황 및 개선 방안을 알아보고자 하였다. 이를 위해, 2010년부터 2019년까지 10년 동안 ‘특수교육통계’에 나타난 중등특수교육의 진로교육 여건 및 취업 현황을 분석하였다. 분석 결과는 다음과 같다. 첫째, 본 연구는 특수교육대상학생은 중학교에서 전공과까지 학년이 올라갈수록 더 많이 특수학교에 배치되는 경향이 있었으며, 경력 특수교사들은 일반적으로 일반학교보다는 특수학교에 더 많이 배치되어 있음을 보여주었다. 둘째, 본 연구는 특수교육대상학생은 고등학교 졸업 이후의 취업에서 여전히 많은 어려움을 경험하고 있었으며, 전공과와 같은 추가적인 지원만으로는 이러한 어려움을 대처하기에는 어려움이 있음을 보여주었다. 특수교육대상학생의 진로직업교육을 위한 방법들로서 본 연구는 다음과 같은 것들을 제안하였다. 첫째, 특수학교는 진로직업교육을 향상시키기 위한 다양한 방안들을 모색할 필요가 있다. 둘째, 일반학교는 보다 많은 경력 특수교사의 배치를 포함하여 진로직업교육을 향상시키기 위한 방안을 고려할 필요가 있다.

Comparison of Students with Emotional and/or Behavioral Disorders as Classified by Their School Districts

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment learning disability, and multiple disabilities), which were then compared on demographics, IQ and achievement scores, and teacher ratings of emotional and behavioral problems. Students in the four groups were significantly different only on IQ and achievement scores, but not on demographics or on emotional or behavioral problems. Criterion-based definitions were developed for the four categories. While showing little differentiation between or within the original categories, the definitions showed that 43% of the students appeared to have multiple disabilities (i.e., complex presentations of emotional/internalizing, behavioral/externalizing, ADHD, and/or learning disabilities). Based on these findings, a potential new special education category was investigated that could enhance the accurate characterization of these students for improved treatment planning, as the current classification process appears inadequate for such students.

What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD).We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for 196 secondary students with EBD in a self-contained public school (SCS). Demographics, IQ and achievement testing, teacher checklist ratings for emotional/behavioral problems, and standard measures of school function were gathered. First, academic achievement was studied, and regression analyses showed that both reading and math achievement were significantly increased by higher verbal IQ and lower ADHD-inattentive symptoms (ADHD-I), and math also by higher performance IQ and younger age. Next, general academic performance was examined, and regression analysis demonstrated that major-subject GPA was significantly increased by lower ADHD-I teacher ratings, higher math achievement, and younger age. In comparison, out-of-school suspensions were significantly increased by higher conduct disorder and lower social phobia ratings. Thus, in these students with EBD in an SCS, academic functioning was primarily affected by academic parameters, and by ADHD-I but not by other emotional/behavioral problems. These results can further inform the planning of academic interventions for many students with EBD.

Secondary Special Educators: Perspectives of Preservice Preparation and Satisfaction

This study addressed special education teachers' perspectives of secondary special education for students with mild mental impairment and learning disabilities. Secondary special education teachers responded to a survey regarding teacher preparation and teacher satisfaction. Results from the study suggested that changes need to be made to preservice preparation, as a low percentage of teachers had experience working with secondary special education students prior to their first position. Changes in preservice preparation are also necessary to resolve the lower levels of satisfaction teachers reported for programs serving students with mild mental impairment than those serving students with learning disabilities. Overall issues of secondary special education preparation need to continue to be examined.

Using self-evaluation to improve difficult-to-read handwriting of secondary students

We used delayed multiple-baseline and multiple-probe techniques to assess the effects of self-evaluation training on the legibility of cursive handwriting. Five secondary special education students with difficult-to-read handwriting served as participants. All participants improved the legibility of their handwriting during self-evaluation training. A systematic withdrawal of the training package demonstrated maintenance of treatment effects. For the most part, the students' handwriting remained at least 90% legible to judges following the systematic withdrawal of the self-evaluation training.

Resources Available In School Districts Serving Secondary Special Education Students: Implications For Transition

Survey data were gathered from 1,450 school districts to determine the extent to which vocational and transition-oriented services were available to secondary-age special education students. Extensive variation between districts was found in the types of students served and in the configuration of agencies serving them. Most districts reported cooperating with other districts or agencies to find appropriate instructional settings and related services. District size was strongly related to number and variety of services, with larger districts providing more services to more secondary special education students with a wider range of disabilities compared to smaller districts. In most districts, vocational training was available and accessed by special education students, but special transition-oriented arrangements, such as assisting special education students to find jobs, were less evident.

A Descriptive Study of Health Locus of Control and Health Status in Secondary Special Education Students

A Descriptive Study of Health Locus of Control and Health Status in Secondary Special Education Students

The Life-Centered Career Education (LCCE) Inventory: A Curriculum-Based, Criterion-Related Assessment instrument

This article describes the development of a Knowledge Battery to assess the competency level of secondary special education students receiving instruction in the Life-Centered Career Education (LCCE) Curriculum (Brolin, in press-a). The LCCE Knowledge Battery is one of two batteries developed by Brolin and associates that resulted in a comprehensive curriculum-based assessment instrument called the LCCE Inventory. The other battey, being completed at the time of this writing, is a Performance Battery. The LCCE Knowledge Battery consists of 89 subcompetency tests, each comprising 20 true-false and multiple-choice items. The battery was developed with the assistance of expert special education item writers and field tested extensively throughout the United States. Test development consisted of the building of an item pool, conducting a pilot and two field tests to identify good items, and a final field test to standardize the battery and determine cutting scores, reliability, and validity. The Inventory, including the Knowledge Battery, should be available from The Council for Exceptional Children in late 1988.

Statewide survey of vocational educators: Attitudes, training, and involvement with handicapped learners

Current legislation (PL 94-142; PL 98-199; Carl D. Perkins Vocational Education Act, 1984) identifies as a priority the inclusion of handicapped learners in vocational education. Some studies (Benson, 1981; President's Commission on Employment of the Handicapped, 1983) indicate that only about 2% of the students enrolled in vocational education programs are considered mildly handicapped, although 10% of the school population has been classified as such. More recent figures indicate, however, that between 30 and 35 percent of secondary special education students are enrolled in vocational education programs, with 70 to 75 percent of this group in mainstreamed vocational education and that this enrollment increased by 135 percent between 1971 and 1982 (Conaway, 1985; Phelps, 1985). A number of barriers have been identified which contribute to the underutilization of vocational education in the transition process (D'Alonzo and Barrett, 1977; Minner and Beane, 1983; Okolo and Sitlington, 1986). One such barrier is that of the attitudes of vocational education teachers toward handicapped students. Three recent studies were located which directly surveyed vocational educators regarding their training and attitudes toward the handicapped (McDaniel, 1982; Moorman, 1980; Claxton, 1986). Moorman and Claxton both found that over 70% of their respondents had positive attitudes toward inclu-

An Assessment of the Health Knowledge of Secondary Special Education Students

An Assessment of the Health Knowledge of Secondary Special Education Students

Relationships Among Health Knowledge, Health Locus of Control, and Health Status in Secondary Special Education Students

Relationships among health knowledge, health locus of control, and health status domains were investigated using 181 learning disabled (LD) and educable mentally retarded (EMR) high school students as subjects. A health knowledge test, the Children's Health Locus of Control (CHLC) scale, and six health status measures were administered. In general, students who had higher knowledge scores tended to be more internal (believed they had control over their health). Lower scores on the health knowledge test tended to be associated with beliefs that their health was controlled by chance or powerful others. Internal and Powerful Others scales of the CHLC were the best predictors of health knowledge for EMR students. For LD students, only the Internal scale made a significant contribution to the prediction. Health status was significantly related to the health knowledge of the EMR students, but the proportion of variance explained was relatively low. Other results were nonsignificant. The implications for health education programming were discussed.

Truancy Intervention Among Secondary Special Education Students

(1979). Truancy Intervention Among Secondary Special Education Students. School Psychology Review: Vol. 8, No. 4, pp. 464-468.