Criteria for Determining Eligibility for Extended School Year Services

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.

An Investigation of Teacher Evaluation Practice in Indiana: PL 90 Implementation and Issues for Administrators

This study investigated teacher evaluation practices used in Indiana as the state was implementing a mandated teacher evaluation system (Public Law 90) and early reporting of subsequent teacher effectiveness results by the Indiana Department of Education. The study surveyed public school administrators: (a) superintendents, (b) special education directors, and (c) K-12 building principals via e-mail using Qualtrics. A total of 2,444 administrators were invited to participate with a 28% return rate. Summative and formative teacher evaluation methods were used, but emergent methods (as mandated in PL 90) were not widely used. Recommendations for a more unified approach to teacher evaluation are emphasized.

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

K-12 online learning and students with disabilities: Perspectives from state special 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

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.

Providing Related Services to Students with Disabilities in Rural and Remote Areas of Nevada

This study investigates the provision of related services in the rural districts of Nevada. Specifically, special education directors completed a survey regarding the availability of related services, how such services are provided, number of students receiving services, the problems encountered in providing these services, and proposed solutions. The results indicate that the majority of related services are available within the rural and remote areas of Nevada. There are difficulties related to hiring qualified personnel, low numbers of students needing particular services, geographic dispersement of students, and distances from urban areas. However, solutions are also evident: collaboration with other agencies, use of private contractors, and collaboration between occupational and physical therapists.