scholarly journals Bullying and Victimization among Students in Special Education and General Education Curricula

2011 ◽  
Vol 21 (3) ◽  
Author(s):  
Chad A Rose ◽  
Dorthy L Espelage ◽  
Steven R Aragon ◽  
John Elliott
Keyword(s):  
Special Education ◽  
Middle School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Studies ◽  
Special Education Services ◽  
Education Programs ◽  
School Students ◽  
Education Services ◽  
Univer Sity

International research established over a decade ago that students who are en-rolled in special education curricula are victimized and perpetrate more bullying than their general education peers. However, few empirical studies have exam-ined bullying rates among American schoolchildren who receive special education services. In the current study, a sample of middle school students (n = 1009) enrolled in general and special education programs completed the Univer-sity of Illinois bullying, fighting, and victimization scales. As hypothesized, students with disabilities reported higher rates of victimization and fighting be-haviours than students without disabilities. Conversely, students with disabilities and their general education peers reported similar rates of bully perpetration.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies

2022 ◽  
pp. 67-92
Author(s):  
Randa Keeley
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teacher ◽  
Special Education Services ◽  
Education Services ◽  
Education Teacher ◽  
General Education Curriculum ◽  
School Day ◽  
Inclusion Classroom

Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.

Legal Considerations in Providing Special Education Services in Parochial Schools

1998 ◽  
Vol 64 (3) ◽  
pp. 385-394 ◽  
Author(s):  
Allan G. Osborne ◽  
Philip DiMattia ◽  
Charles J. Russo
Keyword(s):  
Special Education ◽  
School Districts ◽  
Students With Disabilities ◽  
Private School ◽  
Parochial Schools ◽  
Parochial School ◽  
Special Education Services ◽  
School Students ◽  
Related Services ◽  
Education Services

The Individuals with Disabilities Education Act (IDEA) requires public school districts to provide special education and related services to students with disabilities enrolled in private schools. When the private school is a parochial school this issue may be complicated because of the First Amendment's separation of church and state doctrine. Until recently, providing most on-site special education services was prohibited. A recent U.S. Supreme Court decision lifted the ban, and the 1997 amendments to IDEA have helped to clarify a school district's obligation for providing services to parochial school students. In this article the authors summarize and analyze the major court decisions concerned with the provision of special education and related services to parochial school students and discuss their implications for providing on-site special education services at parochial schools. In particular, two questions are addressed: Must private school students with disabilities be provided with the same level of services as their public school peers? Are school districts required to provide parochial school students with on-site special education services?

Lack of Focus on Special Education in Literature on Educational Reform

1987 ◽  
Vol 53 (4) ◽  
pp. 325-326 ◽  
Author(s):  
M. Stephen Lilly
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Educators ◽  
Compensatory Education ◽  
Special Education Services ◽  
Education Services ◽  
Nation At Risk ◽  
Current State ◽  
Education Community ◽  
Effective Integration

The lack of focus on special education in the Sizer, Boyer, and Goodlad reports, as well as Nation at Risk, is analyzed. It is posited that mere neglect might not account for this lack of attention and that current shortcomings of special education services might lead the authors of the reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. In its current state, special education for the “mildly handicapped” might well be seen by these authors as part of the problem, rather than part of the solution. To remedy this situation, special educators must increasingly see themselves as members of the general education community and work toward more effective integration of special and general education.

Supporting the needs of students with undiagnosed disabilities

2018 ◽  
Vol 100 (3) ◽  
pp. 45-50 ◽  
Author(s):  
Julia Silverman Schechter
Keyword(s):  
High School ◽  
Special Education ◽  
Students With Disabilities ◽  
Public University ◽  
School Experience ◽  
Recent Survey ◽  
Special Education Services ◽  
Education Services ◽  
Underserved Students ◽  
Postsecondary Success

Students with disabilities, especially those with non-apparent conditions, are entering universities in growing numbers. Yet more and more students are going off to college unprepared to manage their disabilities, in part because their high schools are overburdened, understaffed, and uninformed to identify and support them. A recent survey of students receiving disability supports at one public university revealed that the majority of these undergraduates with disabilities did not receive special education services in high school, instead waiting until college to seek help. Respondents reflected on what could have been improved about their high school experience, and they offered advice to school practitioners as to how to support these underserved students for postsecondary success.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

Helping Teachers Understand and Mitigate Trauma in Their Classrooms

2021 ◽  
pp. 004005992110618
Author(s):  
Lynn S. Burdick ◽  
Catherine Corr
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Emotional Responses ◽  
Classroom Environments ◽  
Special Education Services ◽  
Education Services ◽  
Working Together ◽  
Trauma Informed

Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating to incorporate trauma-informed practices into their classrooms in an attempt to address the absence of secure attachments and feelings of safety in Eliza’s life, as well as her inability to control her emotional responses. Creating a trauma-informed classroom benefits everyone but especially students with disabilities who have experienced trauma. In this paper we discuss the need for trauma-informed practices and strategies for making classroom environments more trauma-informed.

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