Policies and Practices to Address the Educational Needs of Foster Children in Ten Florida Counties

2018 ◽  
Author(s):  
Kele Stewart ◽  
Vanessa Thorrington
Keyword(s):  
Foster Children ◽  
Educational Needs ◽  
Policies And Practices

Helping social workers address the educational needs of foster children

2005 ◽  
Vol 29 (7) ◽  
pp. 811-823 ◽  
Author(s):  
Andrea G. Zetlin ◽  
Lois A. Weinberg ◽  
Christina Kimm
Keyword(s):  
Social Workers ◽  
Foster Children ◽  
Educational Needs

scholarly journals Finnish Policies And Practices For Supporting Different Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 86-97
Author(s):  
Tuomo Vilpolla ◽  
Marianna Harutyunyan
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Traditional Education ◽  
Special Educational Needs ◽  
Broad Perspective ◽  
Regular Classrooms ◽  
Points Of View ◽  
Real Picture ◽  
Policies And Practices

Nowadays the inclusive practices allow all pupils to attend the school they would attend if they did not have a disability, and no pupil can be deprived of placement, because of a disability unless they are a danger to themselves or other students. Pupils with special educational needs are included in the school population and served in the general education classes alongside students without disabilities. Unlike traditional education practices, inclusive education strives to provide intervention, remediation, and support within the general education classroom. Inclusive education is based on the principle according to which education should be delivered at different levels using multiple methods to meet the needs of all pupils. Anyway, some authors discuss the risk of inclusion, which only involves moving special education practices into the mainstream classes. From this perspective, inclusion comes to mean nothing more than integrating children with special educational needs into regular classrooms and the process of ordinary teaching leaves unchanged. Based on this it is very important to investigate and analyze "the inclusive education" provided in the schools from the teachers' points of view in order to find out the real picture about the inclusiveness from a very broad perspective. From this perspective, the review of Finish policies and practices shows that inclusion itself and by its nature is the favored approach to education for pupils with special educational needs, whenever possible.

scholarly journals Missouri foster parents : advocating for the educational needs of children from hard places

2021 ◽  
Author(s):  
◽  
Sarah Thornton
Keyword(s):  
Educational Attainment ◽  
Foster Children ◽  
Foster Parents ◽  
Foster Youth ◽  
Phenomenological Approach ◽  
Educational Needs ◽  
Four Dimensions ◽  
Qualitative Research Design ◽  
Older Youth ◽  
Educational Advocacy

The educational attainment rates of foster youth are abysmal, and positive changes in policy and funding have not improved the rates to an adequate level. Research shows a positive relationship exists between the educational attainment of older youth in foster care and the presence of supportive adults in their lives (Clemens, Helm, Myers, Thomas & Tis, 2017; Dworsky & Perez, 2010; Neal, 2017). This study will explore foster parents as supportive adults, specifically, educational advocates. Educational advocacy comes from the field of special education and refers to behaviors of supportive adults who intervene and mediate for a child or someone who cannot advocate for self. This study will expand educational advocacy research (Duquette, Fullarton, Orders, & Robertson-Grewal, 2011; Duquette, Orders, Fullarton, & Robertson-Grewal, 2011; Duquette, Stodel, Fullarton, & Hagglund, 2011; Mulick & Butter, 2002; Olivos, Jimenez-Castellanos, & Ochoa, 2011; Wilson Cooper, 2007) to foster parents. Framing the study will be the four dimensions of advocacy proposed by Duquette, Stodel, Fullarton, and Hagglund (2011). The framework will inform the interview protocol: items will follow the four dimensions (awareness, seeking information, presenting the case, and monitoring) to explore how foster parents tacitly advocate for the educational needs of their foster children. This qualitative study will seek to answer the research questions How do foster parents serve as educational advocates for foster children? and What challenges do foster parents face as they serve as educational advocates? The study will use a qualitative research design with a phenomenological approach. Data collection will include in-depth interviews of eight to ten foster parents. By extending educational advocacy research to foster parents, this study will highlight the need for foster youth to have educational advocates and the ways in which that need is, or is not, being met. This study will provide a research foundation for additional research, with the hope of helping to ensure an educational advocate, foster parent or otherwise, is engaged in advocacy behaviors for every foster child in Missouri.

Evidence-Based Practices in Special Schooling

2020 ◽  
Author(s):  
David Mitchell
Keyword(s):  
The United States ◽  
Educational Needs ◽  
School Level ◽  
Evidence Based ◽  
Special Educational Needs ◽  
Education Policies ◽  
Effective Strategies ◽  
Step Model ◽  
Every Student Succeeds Act ◽  
Policies And Practices

Increasingly, around the world, educators are being expected to draw upon research-based evidence in planning, implementing, and evaluating their activities. Evidence-based strategies comprise clearly specified teaching methods and school-level factors that have been shown in controlled research to be effective in bringing about desired outcomes in a specified population of learners and under what conditions, in this case those with special educational needs/disabilities taught in special schooling, whether it be in separate schools or classrooms or in inclusive classrooms. Educators could, and should, be drawing upon the best available evidence as they plan, implement, and evaluate their teaching of such learners. Since around 2010 there has been a growing commitment to evidence-based education. This has been reflected in: 1. legislation: for example, the 2015 Every Student Succeeds Act in the United States, which encourages the use of specific programs and practices that have been rigorously evaluated and defines strong, moderate, and promising levels of evidence for programs and practices; 2. the creation of centers specializing in gathering and disseminating evidence-based education policies and practices, brokering connections between policy-makers, practitioners, and researchers; and 3. a growing body of research into effective strategies, both in general and with respect to learners with special educational needs. Even so, in most countries there is a significant gap between what researchers have found and the educational policies and practices implemented by professionals. Moreover, some scholars criticize the emphasis on evidence-based education, particularly what they perceive to be the prominence given to quantitative or positivist research in general and to randomized controlled trials in particular. In putting evidence-based strategies into action, a five-step model could be employed. This involves identifying local needs, selecting relevant interventions, planning for implementation, implementing, and examining and reflecting on the interventions.

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