scholarly journals Mentoring new special education directors through a supplemental preparation program in Massachusetts

2016 ◽  
Author(s):  
Kristin M. Campione
Keyword(s):  
Special Education ◽  
Special Education Directors ◽  
Preparation Program ◽  
Education Directors

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

Criteria for Determining Eligibility for Extended School Year Services

2020 ◽  
pp. 002246692091146
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens
Keyword(s):  
Special Education ◽  
Education Research ◽  
Lower Percentage ◽  
Special Education Directors ◽  
Limited Information ◽  
Extended School Year ◽  
School Year ◽  
Inclusive Settings ◽  
Education Directors ◽  
Local Education Agencies

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease.

“Flat” versus “Weighted” Reimbursement Formulas: A Longitudinal Analysis of Statewide Special Education Funding Practices

1993 ◽  
Vol 59 (5) ◽  
pp. 433-443 ◽  
Author(s):  
Samuel Dempsey ◽  
Douglas Fuchs
Keyword(s):  
Special Education ◽  
Longitudinal Analysis ◽  
Service Needs ◽  
Education Funding ◽  
Special Education Directors ◽  
Monetary Incentives ◽  
Funding Formula ◽  
Flat Rate ◽  
Education Directors ◽  
Reliable Increase

Tennessee data were analyzed longitudinally from 1979–80 to 1987–88 in terms of numbers of children placed in a variety of service options. In 1983–84, the Tennessee funding formula was changed from a “flat” rate to a “weighted” formula. The weighted formula was associated with a statistically significant decrease in less restrictive placements and a reliable increase in more restrictive placements. A statewide survey of district special education directors suggested that service needs may have been more likely than monetary incentives to explain the observed changes.

What Special Education Directors Say about RTI

2009 ◽  
Vol 32 (4) ◽  
pp. 245-254 ◽  
Author(s):  
Margaret Gessler Werts ◽  
Monica Lambert ◽  
Ellen Carpenter
Keyword(s):  
Special Education ◽  
Special Education Directors ◽  
Education Directors

Service Coordination between Correctional and Public School Systems for Handicapped Juvenile Offenders

1988 ◽  
Vol 55 (1) ◽  
pp. 66-70 ◽  
Author(s):  
Kathleen A. Lewis ◽  
Gail M. Schwartz ◽  
Robert N. Ianacone
Keyword(s):  
Special Education ◽  
Public School ◽  
Juvenile Offenders ◽  
Information Exchange ◽  
Correctional Education ◽  
Special Education Directors ◽  
Public School Systems ◽  
Two Systems ◽  
Education Administrators ◽  
Education Directors

The correctional education literature indicates that transitional support services for handicapped, adjudicated youth are much needed but often neglected. Public school special education directors and correctional education administrators in five states were polled to investigate linkages between the Two systems. Although special education services were not generally coordinated by a liaison hired specifically to coordinate services between the two systems, the majority of respondents felt that there was a need for this position. Difficulties with information exchange and transference of records, including IEPs, were identified.

scholarly journals K-12 online learning and students with disabilities: Perspectives from state special education directors

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Paula J. Burdette ◽  
Diana Greer ◽  
Kari L. Woods
Keyword(s):  
Special Education ◽  
Online Learning ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Rapid Expansion ◽  
Special Education Directors ◽  
Free Appropriate Public Education ◽  
Restrictive Environment ◽  
K 12 ◽  
Education Directors

K-12 special education policies and practices that ensure students with disabilities receive a free appropriate public education in the least restrictive environment are coming under pressure from rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12 online learning. Findings demonstrated the increased number of states providing online instruction; indicated students with many different types of disabilities participate in online learning; and described the directors’ reflections on current issues as well as anticipated barriers to students with disabilities participating in online learning. Ambiguity and variability existed across state policies as each state may have been in a different stage of adopting this relatively new approach to K-12 education. The authors suggest that federal guidance might be required to safeguard the civil rights of students with disabilities in online learning.

The Effectiveness of Regional Center Cooperatives and Regional Education Cooperatives in Providing Special Education Services to Rural New Mexico

1998 ◽  
Vol 17 (2) ◽  
pp. 3-9 ◽  
Author(s):  
Tara L. Sauble ◽  
Robert L. Rhodes
Keyword(s):  
Special Education ◽  
New Mexico ◽  
Rural Schools ◽  
Special Education Directors ◽  
Special Education Services ◽  
Cooperative Approach ◽  
Regional Center ◽  
Education Personnel ◽  
Education Directors ◽  
Special Education Personnel

Rural schools have often encountered difficulty implementing special education programs designed for larger, urban settings. Regional cooperatives have emerged as a solution for many rural schools in order to meet the needs of their special education populations. In this study, the directors of each of the 10 regional cooperatives in New Mexico, along with special education directors of 27 selected rural schools throughout the state, were surveyed regarding their perception of the effectiveness of regionalized services. The results of this study suggest that the regional cooperative approach utilized in New Mexico provides services and personnel that the schools would have difficulty maintaining individually. Although both respondent groups identified many benefits to the current service delivery model, areas of concern were also identified. Results of the study are discussed in light of historical limitations faced by rural special education personnel and programs.

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