Special Education Process Research Articles

Professional Counselors’ Roles and Opportunities in Special Education Advocacy

Professional counselors are called upon by the American Counseling Association (2018) to advocate on behalf of clients and their families to empower them and facilitate treatment goal achievement. They may accomplish this advocacy work in a variety of ways, including the provision of education and support when external barriers prevent clients' access to valuable community systems and resources. Special education (SPED) represents one such systemic resource that many clients and their families interface, but the lack of knowledge of a family's rights in the individual education planning (IEP) process continues to hinder their participation and utilization of SPED services (Jung, 2011; Lo, 2012). In this article, we illuminate opportunities for clinical mental health counselors to adequately prepare client families for the SPED process and act on behalf of families to advance their children’s treatment progress, educational prospects, and lifelong success.

IMPACT OF EMPLOYMENT ON DEVELOPMENT OF SELF-DETERMINATION SKILLS IN ADULTS WITH INTELLECTUAL DISABILITY

The purpose of education for all students with or without intellectual disability is preparation for adulthood. Unfortunately there are aspects of the special education process which serve as barriers to their outcome. The opportunities to make choices, express preferences, experience control over outcomes, take risks and assume responsibility for personal actions are highly prized by most people. Perceptions of adulthood are linked directly to these adult roles (Blalock, 1988). Self-determination is a concept reflecting the belief that individuals have the right to direct their own lives. Students with intellectual disability who have self determination skills have better chances of being successful in making the transition to adulthood including employment and independence (Wehmeyer and Schwartz 1997). A self determined person sets goals, makes decisions, sees options, solves problems, speaks for himself, understands what supports are needed for success and knows how to evaluate outcomes (Mortin and Marshal 1996), To lead an independent life in the society it is important for persons with intellectual disability to develop self-determination skills. The study was conducted on a sample size of 10 adults with intellectual disability with mild to moderate level of severity and are employed in various set ups from various socio economic status. To measure the level of self determination skills Self Determination Scale for Adults with Intellectual Disability (SDSAID) was used. The scale has 36 items spread over five domains i.e., Personal management, Community participation, Recreation and leisure time, Decision making and Problem solving. It is a self administered tool. It was observed that employed adults with mild intellectual disability with more experience has performed better in overall self-determination skill.

Parents’ Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents

ABSTRACT The purpose of this study was to explore parents’ perspectives about the special education process during the COVID-19 pandemic. The sample consisted of Spanish-speaking and English-speaking parents (N = 102) of children receiving special education services. Results indicated that language (English or Spanish), but not household income or parental education, was significantly associated with whether or not a child was receiving special education services during COVID-19, such that English-speaking parents were more likely to report that their child was receiving services relative to Spanish-speaking parents. The same predictors along with consideration of culture were used to examine the level of challenge children experience with online special education services. Language and consideration of one’s culture were significantly associated with the level of challenge children experienced when receiving online special education services, in which Spanish-speaking parents and parents who perceived that the IEP team rarely considered their child’s culture reported having more difficulty. Qualitative responses suggested that most parents were worried about their children regressing in academic gains. Preliminary results emphasize the need for understanding the perspectives of parents in navigating special education services to enhance equity in service access.

Does Parental Involvement Change After Schools Assign Students an IEP?

ABSTRACT Researchers suggest that parental involvement is important for parents of students with disabilities. While some research has examined parental involvement in the special education process, no research has investigated how general forms of parental involvement changes once a child begins to receive special education services. We consider various forms of parent involvement to exist within microsystems (e.g., home-based involvement) and mesosystems (e.g., school-based involvement) and how these actions are shaped by different factors of exosystems (e.g., neighborhoods) and the overarching macrosystems (e.g., poverty). With this framework, we consider the extent to which parental involvement changes for parents of students with disabilities following the assignment of the child’s Individualized Education Program (IEP). Specifically using the ECLS-K: 2011, we exploit variation in home-based involvement, school-based involvement, and home-school communication based on children who have an IEP in one year but not the year before or after. Findings suggest that parents increased their home-based involvement actions following IEP assignment, though this was especially pronounced for parents from historically disenfranchised backgrounds. Findings also suggest that parents of English-language learners and second-generation students and parents in urban areas were more likely to increase their school-based involvement actions following IEP assignment.

Influence of Motivation in The Formation of Discipline for Madrasah Ibtidaiyah Students

Discipline behavior is one of the most important behaviors to teach because it can make a person able to follow the rules. Schools are strategic environments for teaching disciplined behavior. The school education system requires students to be disciplined, and every student must always follow the existing rules. This study aims to provide insight into the factors that influence students in disciplinary behavior so as to facilitate an educational institution in improving discipline in the special education process at the Madrasah Ibtidaiyah level. This study uses a descriptive qualitative method through the approach initiated by Miles and Huberman. With data obtained by taking a survey on 163 students (male: 95; female: 68) from Madrasah Ibtidaiyah Nurussalam, Sambirejo, Mantingan, Ngawi, Indonesia. The results of the study indicate that there are several factors that influence the disciplinary behavior of madrasah ibtidaiyah students which are divided into four motivations, including: (1) internal motivation factor, this can be seen from the students' understanding of the discipline that has been applied in madrasah ibtidaiyah by being able to adapt to the school regulatory system, have good self-control (which is influenced by religiosity), and have high ideal motivation , and (2) external motivation factors, this can be seen from the support of parents, having responsibility and motivation to avoid punishment, and the influence of friends who have obeyed the rules.

Engaging Parents in Special Education: An Examination of Knowledge and Access to Resources

ABSTRACT Parental engagement in special education promotes positive student outcomes and parent-school relationships. In order to promote engagement, parents must possess a basic knowledge and understanding of special education processes and parent and student rights. Little is known regarding parental knowledge about special education or how they learn about and access information on the special education process. This exploratory study surveyed 133 parents of students with disabilities to identify how they received special education related information, specific information received or searched across primary special education topics, and their perceived current and retrospective understanding of these topics as well as how these may differ based on specific parent and special education status characteristics. Findings indicate that parents gain the majority of information from personal communication (i.e., conversations with special education teachers, other parents), often independently search out additional information on key aspects of special education, and feel most knowledgeable about Individualized Education Programs (IEPs) and least knowledgeable about the legal aspects of special education. Significant differences were noted on some family characteristics in areas of satisfaction with resources, overall special education knowledge, and ways in which parents obtain information (e.g., school or on their own). Limitations, implications, and future research are discussed.

Triennial Evaluations: Divorcing the Means from the Ends

Confusion among stakeholders regarding some aspects of the special education process—chiefly the triennial reevaluation—leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will acquiesce and decline the evaluation. Although this may be appropriate for some students, for others it can be a highly questionable and counterproductive decision. We illustrated the ways that avoiding triennial evaluations could hamper the ability of the LEA to adequately foster the student’s independence, monitor the student’s disability condition, and set and reach the student’s Individual Education Plans (IEP) goals. We argued that the major issue in decisions regarding triennial evaluations is centered on determining if a student is still eligible for special education services. This places too much attention on test-based eligibility and too little on educational needs, transition needs, and the instructional program. Triennial reevaluations should pivot from an “eligibility” focus to a “needs” focus, allowing schools and parents to gain a fresh understanding of the individual receiving the services. Failure to do so raises questions about the fidelity of assessment within the structure of special education service provision. Finally, we suggested that the motives underlying the practices for triennial evaluations illustrated here call the pragmatic acceptability of “full inclusion” into question.

Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

Refugees have been resettling in the United States for decades, but there has been little attention in the special education literature to this population. The existing literature notes numerous systemic barriers refugee families and professionals who work with them encounter but has not investigated the roles of professionals in refugee resettlement agencies in supporting families who have children with disabilities. In this study, we used semi-structured interviews to explore in resettlement education case managers (ECMs) the roles and experiences of assisting refugee families to access special education. Our findings revealed that ECMs provided intensive support to newly resettled families by educating them on the special education process, connecting them with supports, and sharing information about disability characteristics. Implications for research and practice are also provided.

A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities.

Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined the effectiveness of advocacy trainings among Latinx families of children with IDD, including ASD. The purpose of this pilot study was to examine the effectiveness and feasibility of theFamilias Incluidas en Recibiendo Mejor Educación Especial(FIRME), anadvocacy program for Latinx families of children with IDD, with respect to increasing special education knowledge, advocacy, empowerment, and receipt of services; and decreasing stress. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment.

Psychiatric Disorders and Symptoms in Children and Adolescents During the COVID-19 Pandemic: A Review

The COVID-19 pandemic, which has entered our lives unexpectedly and rapidly and has been continuing for more than 1 year, seriously affects mental health as well as physical health. Still, restrictions have been continued in many countries due to the occurrence of new mutations, the lack of adequate vaccination, and the high number of cases and deaths. Although the disease progresses with milder symptoms in children and adolescents, their physical activity has been restricted during the pandemic to prevent the spread of disease, especially with the closure of schools. Children and adolescents continues to develop in physically, cognitive and emotionally, thus the effects of the pandemic can be devastating. Because of the effects of pandemic and fear of COVİD-19, depression, anxiety and PTSD have been observed more, on the other hand, screen time has increased with the closure of schools and increase of time spent at home, maybe it will be a predictive factor for behavioral addictions. At the same time, some behavioral problems have been observed and increased in children and adolescents especially with neurodevelopmental disorders. Children with special needs have become more sensitive to the effects of the pandemic due to disruption of special education processes. The pandemic, which is not yet clear when it will end, will continue to affect mental health of both children, adolescents and adults in the coming years not only now. Keywords: COVID-19, children, adolescents, psychopathology, depression, anxiety, sleep

Educational Process of Families of Children with Special Needs from Diagnosis to Transition: Legal Regulations and Opinions on the Solution of Problems

Working with individuals with special needs requires a systematic team effort. Families are among the most important members of this team in the education process of individuals with special needs. The active participation of the families of children with special needs (CSN) in all aspects of the special education process is indispensable for their children to succeed in academic and social fields. However, studies on the awareness of their families about the legal rights of CSN are very limited. The aim of this study is to examine the opinions of the families of CSN about their rights in the education and training processes and the solutions of the problems they face. Qualitative research design was used in the research and the data were analyzed by content analysis method. The research data were collected through semi-structured interviews. The results of the research revealed that parents of CSN have limited knowledge about the legal rights of their children and encounter problems with special education services.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ В МАЙБУТНІХ ЛОГОПЕДІВ У ПРОЦЕСІ ВИВЧЕННЯ ДИСЦИПЛІНИ «РИТОРИКА ТА КУЛЬТУРА МОВЛЕННЯ»

У статті висвітлено одна із актуальних проблем навчання майбутніх логопедів – формування у них комунікативної компетенції. Охарактеризовано зміст поняття «комунікативна компетенція»; розкрито взаємозв’язок розвитку комунікативної та риторичної компетенцій майбутнього учителя; окреслено організація викладання навчального предмета «Риторика та культура мовлення корекційного педагога» щодо спрямування студентів до засвоєння комунікативно-мовленнєвих і риторичних умінь та навичок у межах предметно-спеціальної підготовки бакалаврів. Узагальнено роль і місце дисципліни в системі компетентносного підходу до професіональної підготовки спеціального педагога. Аналіз категорії «комунікативна компетенція» репрезентовано як лінгвістичний феномен, розкрито концептуальні основи і технологія її розвитку у вчителя-логопеда. На основі стандартів і освітньо-професійних програм проаналізовано зміст комунікативної бази професійної компетенції логопеда. Доведено, що культура мовлення є підґрунтям для розвитку загальної культури людини, а комунікативна компетенція формується в процесі професійної підготовки спеціаліста і системним виявом знань, умінь, здібностей і особистісних якостей, які дозволяють успішно вирішувати функціональні завдання в професійній діяльності. Поряд із теоретичним матеріалом, у статті подано систему вправ, практичні поради, які допоможуть внести відповідні корективи в поведінку учасників комунікаційного акту.

When Special Education and Disability Studies Intertwine: Addressing Educational Inequities Through Processes and Programming

The inception of the Education for All Handicapped Children Act (EAHCA) in 1975 provided hope and the opportunity for equitable educational experiences for individuals with disabilities. Forty-five years later, the United States remains in a deficit-driven, medical model educational system with deeply rooted inequities continuing to segregate students because of their disability. A disability studies in education framework allows for complex components of teaching and programming for students with disabilities to be explored in a practical way that promotes inclusive education for all students. Examining special education practices through a social model of disability with a focus on ability and access can eliminate the existing narrative. When impairment is viewed as a difference rather than a deficit, it compels educators to consider alternatives to pedagogy and programming. More importantly, it allows educators to focus more on access to curricula and less on students overcoming their disability. This manuscript examines how educational leaders can shape school culture, guide special education processes, and influence educators in their teaching practices, with a disability studies in education framework to address the educational injustices students with disabilities continue to face in our educational system.

Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States

ABSTRACT Exclusionary discipline practices in the United States are used disproportionately in the punishment of Black students with a disability compared to White and Black students with or without a disability. One potential mechanism leading to the disproportionate use of exclusionary discipline is a process called ‘manifestation determination reviews’ (MDR), a process mandated under the U.S. federal Individuals with Disabilities Act that is tasked with determining whether students’ offending behaviours were related to their disability. Using a disability studies/critical race theory (DisCrit) lens, the MDR process can be understood as a mechanism that serves to sustain these inequities through vague guidance in critical elements of the MDR process, lack of clarity about the composition of the MDR team, and perpetuation of a race-neutral framework. Implications for policy, educators, and school psychologists within the United States are discussed.

Understanding Pakistani parents’ experience of having a child with special educational needs and disability (SEND) in England

ABSTRACT As a response to calls for social justice and promotion of children’s rights across increasingly diverse communities, the need for ‘culturally competent’ services to children, families and schools has been identified. The aim of the paper is to explore, for parents of Pakistani minority ethnic heritage in England, the role of culture and religion in shaping their understanding of disability and their experience of special educational needs and disability (SEND) services. In-depth interviews and thematic analysis were used with 10 Pakistani heritage caregivers in England who have a child with a developmental disability and a statutory identification of need for SEND (Educational, Health and Care Plan). For these parents, hidden disabilities are more difficult to understand, explain and seek services for; stigma is a major source of stress, leading to strained marital relationships, whilst faith acts as a protective factor. Within special education processes, language, perceived power differentials and mistrust are barriers to accessing appropriate services. Educational psychology services for children and families will need to find ways of adapting to engage members of diverse communities in order to protect and promote the rights of children with disabilities. The following was identified as a limitation: recruitment through schools may have identified only those parents already engaged with professionals.

Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD)

Parent involvement is an essential component of the special education process for children with autism spectrum disorder (ASD). However, many parents face barriers to participation in the special education process. Latino parents especially face systemic barriers. Additionally, Latino (versus White) parents of children with ASD experience worse well-being. If special education experiences contribute to poor well-being among Latino parents of children with ASD, there could be widespread public health and education implications. Yet, little research has explored the intersection between special education experiences and well-being among Latina mothers of children with ASD. The purpose of this study was to explore maternal perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional partnerships. Individual interviews were conducted with 16 Latina mothers of children with ASD. Participants reported stress before, during, and after IEP meetings. There was a pattern between high stress and limited special education knowledge; however, there was no pattern with respect to the quality of the family-professional partnership and stress. Implications are discussed.

Temporal differences between genders in the realisation of specific combat techniques relative to spatial ability

In this paper, the time of performing 15 motor tests that consisted of different modalities of punches and kicks was measured on a sample of 44 subjects (24 men and 20 women), as well as the speed of performing cognitive test S1, from a battery of KOG3 tests. The results were obtained using appropriate statistical procedures, and they indicate that women in most cases, from both items, achieved better results compared to men when it comes to a simple motor reaction, while men achieved better results with a complex motor reaction. The obtained concurrence of motor tests with test S1 for men ranges from a complete absence of concurrence for five techniques derived from the left guard to high concurrence for three techniques derived from the right guard. When it comes to women, the absence of any concurrence was registered in two techniques from one and the other guard, and high concurrence for five techniques from the right guard. It is believed that the obtained results can be useful for further teaching process in Special Physical Education.

Students With Disabilities From Migrant Farmworker Families: Parent Perspectives

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

Interprofessional Education: Application of Interprofessional Education Collaborative Core Competencies to School Settings

PurposeChanges in both health care and education systems have placed a greater emphasis on collaboration among professionals engaged with both systems who serve populations of school-age children presenting with neurological conditions, developmental disability, or health needs. Interprofessional education (IPE) has been recognized as an essential component of preprofessional education of health care professionals. The Interprofessional Education Collaborative core competencies often used by preprofessional health care programs can be adapted for preprofessional preparation of individuals working in the education system.ConclusionThis IPE framework is described revealing similarities and differences between health care settings and education settings and then applied to the special education process for school-based professionals. Implications for incorporating IPE outcomes into preprofessional preparation programs for school personnel are discussed.

Práticas artísticas e musicais com crianças e jovens com deficiência: possibilidades e desafios

Neste artigo buscamos compartilhar os resultados obtidos em uma pesquisa realizada junto à comunidade de um projeto de extensão desenvolvido na Associação de Pais e Amigos dos Excepcionais de Ituiutaba (APAE), cujo objetivo foi tentar compreender de que forma crianças e jovens com deficiência se envolvem em práticas artísticas e musicais e quais são os processos educativos decorrentes dessas práticas. O processo de construção da pesquisa constou de dois momentos: metodologia de intervenção e metodologia de pesquisa, tendo como referência os princípios pedagógicos de Paulo Freire. O referencial teórico se sustentou principalmente nos conceitos de práticas sociais e interculturalidade. De natureza qualitativa e inspiração fenomenológica, o principal instrumento de coleta de dados foram os diários de campo, além de fotos, filmagens, desenhos, textos escritos e entrevistas, com posterior análise (ideográfica e nomotética). Foram identificadas três categorias: A) Querer fazer; B) Saber fazer; C) Pensar o outro. A construção de performance em práticas artísticas e musicais com crianças e jovens com deficiência mostrou a força potente de tais práticas, tendo em vista os processos educativos delas decorrentes. Como protagonistas, foi possível contar e recontar história, memorizar falas, aprender canções, percutir objetos sonoros, interagir com as pessoas e instituições envolvidas (APAE, creche, escola de música e universidade), aprender novos conteúdos, metodologias e modos de expressão. Práticas como essas podem contribuir com o processo de formação de pessoas com deficiência; garantir o exercício de direitos; suscitar reflexões e se constituir como parte integrante do processo de formação (pessoal e profissional) em Educação Especial.