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Perceptions Of Stakeholders That Influence Decision Making Involved In Special Education Placements In The Public School System
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Book Synopsis Perceptions of Stakeholders that Influence Decision Making Involved in Special Education Placements in the Public School System by : Mary R. Green
Download or read book Perceptions of Stakeholders that Influence Decision Making Involved in Special Education Placements in the Public School System written by Mary R. Green and published by . This book was released on 1996 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Factors that Influence Decision Making for First-time Special Education Placements in Multidisciplinary Teams as Perceived by Principals and Regular and Special Education Teachers in Chicago Public Elementary Schools by : Patricia A. Zemba
Download or read book A Study of Factors that Influence Decision Making for First-time Special Education Placements in Multidisciplinary Teams as Perceived by Principals and Regular and Special Education Teachers in Chicago Public Elementary Schools written by Patricia A. Zemba and published by . This book was released on 1985 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handicapping the Handicapped by : Hugh Mehan
Download or read book Handicapping the Handicapped written by Hugh Mehan and published by Stanford University Press. This book was released on 1986 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses "labeling" and catagorizing those children who have learning problems.
Book Synopsis An Examination of the Perceptions of Decision Makers Regarding Challenging Behaviors Which May Lead to Special Education Placements by : Michael Joseph Byrne
Download or read book An Examination of the Perceptions of Decision Makers Regarding Challenging Behaviors Which May Lead to Special Education Placements written by Michael Joseph Byrne and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Importance of Collaboration Between Parents and School in Special Education by : Heather R. Griffin
Download or read book The Importance of Collaboration Between Parents and School in Special Education written by Heather R. Griffin and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Special Education Eligibility by : Erin K. B. Kirkland
Download or read book Special Education Eligibility written by Erin K. B. Kirkland and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Parental Perception of Participation in Special Education by : Shelley Kathleen Krach
Download or read book Parental Perception of Participation in Special Education written by Shelley Kathleen Krach and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Cases on Leadership Dilemmas in Special Education by : DeSimone, Janet R.
Download or read book Cases on Leadership Dilemmas in Special Education written by DeSimone, Janet R. and published by IGI Global. This book was released on 2023-09-28 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis DisCrit—Disability Studies and Critical Race Theory in Education by : David J. Connor
Download or read book DisCrit—Disability Studies and Critical Race Theory in Education written by David J. Connor and published by Teachers College Press. This book was released on 2016 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Book Synopsis Examining Teachers' Sense of Efficacy and Their Decisions in Regard to Referral and Placement by : Ayse Dilsad Yakut
Download or read book Examining Teachers' Sense of Efficacy and Their Decisions in Regard to Referral and Placement written by Ayse Dilsad Yakut and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One factor that can influence identification of students with disabilities is teachers' decisions to refer a student for special education services. Both teacher and student characteristics can influence teachers' decision making. As evidenced in research and theory, teacher characteristics of efficacy influences teachers' classroom practices, student outcome, and teachers' perceptions about working with students with disabilities, which might also influence teachers' decisions to refer students for special education evaluation. As a primary purpose, I examined whether elementary education teachers' sense of efficacy predicts their decisions to refer a student for special education evaluation and their decisions to place a student in a special education classroom in Turkey. As a secondary purpose, I examined teacher demographic characteristics (i.e. teachers' educational degree, teachers' gender, years of teaching experience, and in-service training), student characteristics (i.e. students' gender and problem type), and teachers' decisions in regard to referral and placement. This study included data analysis from 264 elementary school teachers with a response rate of 85.2% from one town of a metropolitan city in the East Marmara region of Turkey. I used the Teachers' Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) to examine teachers' sense of efficacy. I also developed the Teachers' Decisions in Regard to Referral Measure (TDRRM) to examine teachers' decisions in regard to referral and placement. Results indicated: (a) there was evidence that some factors of teacher efficacy and some demographic characteristics predicted respondents' decisions, (b) there was a difference in the ways teachers responded to the cases based on the problem type. Limitations and implications for future research were discussed.
Book Synopsis Effects of School-based Management Practices on Decision Making for Special Education by : Kim Marie Wogensen Riesgraf
Download or read book Effects of School-based Management Practices on Decision Making for Special Education written by Kim Marie Wogensen Riesgraf and published by . This book was released on 2002 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors which Influence Special Education Eligibility Decision Making as Perceived by Decision Makers in the State of Virginia by : Martha von Heimburg McElroy
Download or read book Factors which Influence Special Education Eligibility Decision Making as Perceived by Decision Makers in the State of Virginia written by Martha von Heimburg McElroy and published by . This book was released on 1988 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis IJER Vol 4-N4 by : International Journal of Educational Reform
Download or read book IJER Vol 4-N4 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 1995-10-01 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
Book Synopsis Education, A-E by : University Microfilms, Incorporated
Download or read book Education, A-E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Leaders and Exclusionary Practices by : Tiffany Laine Weiss
Download or read book School Leaders and Exclusionary Practices written by Tiffany Laine Weiss and published by . This book was released on 2021 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the perceptions of assistant principals, counselors, and school district-level administrators about the overrepresentation of minority special education students in district alternative education placements. The purpose of this study was to examine the discipline practices at three middle school campuses in one 6A urban school district to understand minority special education students' overrepresentation in discretionary district alternative education placements. The researcher conducted one-on-one interviews with assistant principals, counselors, one dean of students, one assistant superintendent, and one special education director. A document analysis and a data review were conducted to triangulate the results. The findings indicated that years of experience, training, parent involvement, and understanding the function of behavior all impacted discipline decisions for minority special education students. Additional findings uncovered that school documents and training offered by the school district affected how administrators and counselors responded to behavior. I concluded that the counselors, assistant principals, and district-level personnel who participated in the study understood the need to engage minority special education students and their parents in the school. Building an inclusive school environment that engages all stakeholders takes an intentional plan of action.
