scholarly journals Falling Below the Line: Minimum Subgroup Size and Special Education Enrollment

2015 ◽  
Author(s):  
Sivan Tuchman
Keyword(s):  
Special Education ◽  
Subgroup Size ◽  
Education Enrollment

scholarly journals The impact of comorbidity of intellectual disability on estimates of autism prevalence among children enrolled in US special education

2014 ◽  
Author(s):  
Andrew Polyak ◽  
Richard M Kubina ◽  
Santhosh Girirajan
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Molecular Genetic ◽  
The United States ◽  
Older Children ◽  
Complex Disorder ◽  
Education Enrollment ◽  
Enrollment Data ◽  
The Impact ◽  
Autism Prevalence

Objectives: While recent studies suggest a converging role for genetic factors towards risk for nosologically distinct disorders including autism, intellectual disability (ID), and epilepsy, current estimates of autism prevalence fail to take into account the impact of comorbidity of these neurodevelopmental disorders on autism diagnosis. We aimed to assess the effect of potential comorbidity of ID on the diagnosis and prevalence of autism by analyzing 11 years of special education enrollment data. Design: Population study of autism using the United States special education enrollment data from years 2000-2010. Setting: US special education. Participants: We analyzed 11 years (2000 to 2010) of longitudinal data on approximately 6.2 million children per year from special education enrollment. Results: We found a 331% increase in the prevalence of autism from 2000 to 2010 within special education, potentially due to a diagnostic recategorization from frequently comorbid features like ID. In fact, the decrease in ID prevalence equaled an average of 64.2% of the increase of autism prevalence for children aged 3-18 years. The proportion of ID cases potentially undergoing recategorization to autism was higher (p=0.007) among older children (75%) than younger children (48%). Some US states showed significant negative correlations between the prevalence of autism compared to that of ID while others did not, suggesting differences in state-specific health policy to be a major factor in categorizing autism. Conclusions: Our results suggest that current ascertainment practices are based on a single facet of autism-specific clinical features and do not consider associated comorbidities that may confound diagnosis. Longitudinal studies with detailed phenotyping and deep molecular genetic analyses are necessary to completely understand the cause of this complex disorder. Future studies of autism prevalence should also take these factors into account.

scholarly journals Psychopathology and Special Education Enrollment in Children With Prenatal Cocaine Exposure

2012 ◽  
Vol 33 (5) ◽  
pp. 377-386 ◽  
Author(s):  
Todd P. Levine ◽  
Barry Lester ◽  
Linda Lagasse ◽  
Seetha Shankaran ◽  
Henrietta S. Bada ◽  
...  
Keyword(s):  
Special Education ◽  
Cocaine Exposure ◽  
Prenatal Cocaine Exposure ◽  
Prenatal Cocaine ◽  
Education Enrollment

scholarly journals EVOLUÇÃO DA EDUCAÇÃO ESPECIAL NO BRASIL, SEGUNDO DEPENDÊNCIA ADMINISTRATIVA.

2018 ◽  
Vol 1 ◽  
pp. 139
Author(s):  
Alexandre Dido Balbinot
Keyword(s):  
Special Education ◽  
Basic Education ◽  
Secondary Data ◽  
Educational Institutions ◽  
Public And Private ◽  
The Public ◽  
Education Enrollment ◽  
Level Of Significance ◽  
Private Network ◽  
Transitional Phase

Introdução: Este estudo objetivou avaliar a evolução do atendimento educacional especializado no Brasil segundo a dependência administrativa das instituições educacionais, utilizando-se como subsídio para a análise dados provenientes do Censo Educacional entre 2005 e 2013. Método: Estudo ecológico que utilizou dados secundários referentes às matrículas realizadas em todo território brasileiro segundo a dependência administrativa das instituições de origem das mesmas. Para análise empregou-se análise descritiva e de frequência, e Regressão Robusta de Poisson. O nível de significância utilizado foi de p<0,001. Resultados: Analisou-se 474.365.923 matrículas da educação básica, sendo 6.113.533 de matrículas de educação especial, sendo, 205.262 para rede privada, enquanto que 474.011,4 para rede pública. Houve aumento de 6% das matrículas da educação especial, sendo 12% na rede pública e diminuição na rede privada em 6%. Houve aumento nas matrículas das classes comuns do ensino regular para todas as categorias analisadas, sendo 20% nas matrículas totais, 21% na rede privada, e 20% na rede pública. Considerações finais: A educação especial no Brasil tem demonstrado indicativos de estar passado por uma fase de transição, adequando-se aos modelos de atendimento propostos pelos atores sociais implicados na discussão desta temática e sendo impactada principalmente através da educação pública.Palavras-chave: Educação especial. Dependência administrativa. Inclusão escolar. Brasil.ABSTRACTIntroduction: This study aimed to evaluate the evolution of education services in Brazil according to the administrative dependence of educational institutions, using the number of registrations recorded by the educational census between the 2005 and 2013. Method: Ecological study using secondary data in the public domain relating to registrations held throughout Brazil according to the administrative dependence on the same home institutions. For analysis, we used descriptive and frequency analysis, and Regression Poisson Robust. The level of significance was set at p<0,001. Results: Analyzed 474.365.923 enrollments in basic education, with 6.113.533 of special education enrollment averaging 679.281,4 per year, and, 205.262 for private network, while 474.011,4 to public. There was a 6% increase in enrollment of special education, 12% in public and private network decreased by 6%. There was an increase in enrollment of ordinary classes of mainstream education for all categories analyzed, 20% of total enrollment, 21 % in private schools, and 20 % in public. Conclusions: The special education in Brazil has shown indications of being passed over the last few years by a transitional phase, adapting the proposed service models for the actors involved in the discussion of this issue around the world mainly through public education.Keywords: Special education. Administrative responsibility. School inclusion. Brazil.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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