The Importance of Collaboration Between Parents and School in Special Education
The Importance of Collaboration Between Parents and School in Special Education

Author: Heather R. Griffin

Publisher:

Published: 2014

Total Pages:

ISBN-13:

DOWNLOAD EBOOK

Each student receiving special education services in the public school system, roughly 6.4 million students, has an Individualized Education Program (IEP) that is mandated by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). IDEA dictates that a team of people familiar with the student, including the parents, should create the IEP. Unfortunately, research indicates that many parents believe their participation is not welcome. While only a small percentage of parents may actually be dissatisfied with the IEP process, the cost of dissatisfaction is high, further stretching already limited resources that could be better used in the classroom. The purpose of this study was to investigate parents' and school personnel's beliefs about and experiences with collaborative activities that took place prior to the annual IEP or 504 plan meeting. Participant perceptions and suggestions about improving the special education process were also explored. In-depth interviews were conducted with an assistant principal, a self-contained ESE teacher, a resource ESE teacher, a regular education inclusion teacher, and three parents whose children were receiving special education services. All participants were involved in the special education process at the elementary school level. The study's findings indicated that while school personnel perceive that they are providing opportunities for parents to be involved in a collaborative manner, parents do not perceive that a fully open and transparent collaboration exists. The school made an effort to generate a comfortable environment inviting collaboration during formal meetings; however, parents expressed frustration with the more informal aspects of the special education process including initiation of services. Teachers and parents identified similar concerns and frustrations with the IEP process and suggested similar ideas for improvement. Both school personnel and parents identified scarcity of resources within the school, which seemed to create a barrier to open communication and collaboration. Suggestions for improvement included access to outside support and advocacy groups to increase parent understanding of the special education process and facilitate its process. It is concluded that, ultimately, policy makers should become more involved at the classroom level in order to understand the implications of policy change.

DisCrit—Disability Studies and Critical Race Theory in Education
DisCrit—Disability Studies and Critical Race Theory in Education

Author: David J. Connor

Publisher: Teachers College Press

Published: 2016

Total Pages: 289

ISBN-13: 0807773867

DOWNLOAD EBOOK

This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

Special Education Eligibility
Special Education Eligibility

Author: Erin K. B. Kirkland

Publisher:

Published: 2012

Total Pages: 0

ISBN-13:

DOWNLOAD EBOOK

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on school-based administrators' decision-making thought processes when making a recommendation for special education eligibility. Special education eligibility is a school-based team decision that involves multiple stakeholders. Using Multiple Stakeholder Theory and Social Network Theory, supporting research shows that an individual may attempt to align with a stakeholder external to the decision-making group in an attempt to alter the power differential in an effort to sway the decision in his or her favor. School-based administrators are faced with this situation when parents employ private practitioners or educational advocates to add their "expert power" to the special education eligibility decision-making context. As instructional leaders for their schools, administrators must maintain political neutrality so students are not erroneously over- or underidentified as educationally disabled. Research has shown that leaders with greater efficacy beliefs are less influenced external agencies. School-based administrators (N = 56) with varying years of experience as special education administrators participated in this mixed methods study. Data were collected from a demographic survey, case vignettes, the School Administrators Efficacy Scale, and individual interviews. Private practitioner evaluations and educational advocate opinions had no significant influence on participating school-based administrators' recommendations for special education eligibility. When both are included among the data considered, a statistically significant relationship emerges but to a modest degree. Self-efficacy and years of experience as a special education administrator failed to be significant mediating variables in the relationship between the external factors (i.e. private practitioner evaluations and educational advocate opinions) and the school-based administrators' recommendations for special education eligibility. The majority of administrators reported that considering a combination of data, including school-based evaluations and teacher-provided classroom data, was most important information when considering a student's eligibility for special education services, and they cited other factors such as collegial support and relationships, team member communication, and their own focus on student advocacy to be the most influential factors on their decision-making processes.

Parental Perception of Participation in Special Education
Parental Perception of Participation in Special Education

Author: Shelley Kathleen Krach

Publisher:

Published: 2003

Total Pages:

ISBN-13:

DOWNLOAD EBOOK

This study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child's educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children's education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.

Cases on Leadership Dilemmas in Special Education
Cases on Leadership Dilemmas in Special Education

Author: DeSimone, Janet R.

Publisher: IGI Global

Published: 2023-09-28

Total Pages: 247

ISBN-13: 1668485001

DOWNLOAD EBOOK

Children and young adults with disabilities possess unique differences and individual needs, making special education programming a complex and sometimes challenging process. Leaders in special education are tasked with overseeing the administration and management of these programs and must often rely on problem-solving and decision-making skills to be effective. While many educational leaders may possess leadership training and experience, they still are unfamiliar with the intricacies of special education and the best practices for services for students with disabilities. Cases on Leadership Dilemmas in Special Education is designed to challenge the problem-solving skills of special education leaders by presenting them with multifaceted, thought-provoking, and practical dilemmas related to special education. This collection of case studies presents contemporary scenarios that address the complex issues and dilemmas leaders encounter when developing, managing, and supporting special education programs and the students who rely on these services. Covering topics such as decolonization, parent advocates, and STEM education, this casebook is a valuable resource for school and district leaders, teacher leaders and educational coaches, consultants, pre-service educational leaders, pre-service and in-service school counselors, pre-service and in-service special educators, librarians, researchers, and academicians.