March 2019 - Special Educator e-Journal


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Special Education Legal Alert

By Perry A. Zirkel

© February 2019

This month’s update concerns two issues that were subject to recent court decisions and are of practical significance: (a) child find and eligibility under Section 504 v. the IDEA; and, as a variation and extension of last month’s legal alert, (b) the district of residence’s obligations to a student with disabilities during the student’s placement at a residential treatment facility, which was via a juvenile court order for mental health.

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Characteristics of Students with Disabilities, Evidence-based Practices, and Resources

Nai-Cheng Kuo, Marion Wilson, Allysa Orr, Connell Reddick,

Mary Ecols, Alvin Holsey, Dakota Wallace

 

Augusta University

Abstract

To reduce teachers’ anxiety and burden in their first year of teaching, this article provides an overview of characteristics of students with disabilities, evidence-based practices, and up-to-date resources. The information is organized based on the prevalence of disabilities categorized by the U.S. Department of Education. First-year teachers can use this article to quickly identify different interventions and classroom management strategies. They can use this article to collaborate with colleagues and increase their understanding and acceptance of students with special needs. This quick reference guide is beneficial for both new and experienced teachers as well as all professionals who work with students who have disabilities.

Keywords: special needs, disabilities, characteristics, evidence-based practices, resources

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Organizational Leadership "Analysis of Gifted Education Policy in Saudi Arabia"

Abdulmajeed Alzahrani

Introduction

Islamic values and principles make up the Kingdom of Saudi Arabia's (KSA) education system. The Ministry of Education (MOE) has the responsibility of managing the country’s school system. The ministry was established in 1954 after the birth of the country in 1932 (Mathis, 2010). It has since undergone many reforms, for instance, from being the preserve of a few to including all Saudi citizens and taking on a more pronounced leadership tangent. The paper will thus explain the history and vision of education in KSA, as well as the school organization and educational leadership in the country. This paper will also explain gifted education policy in KSA. The designing of education in KSA based on Islamic values and principles, including leadership reforms, has ensured it could serve the country’s need for development while preserving its sociocultural values.

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Effective Special Education Practices

Samantha Ashley Forrest

Abstract

Special Education has provided parents and teachers with clarifications on how to get students’ needs met while providing a safe and nurturing learning environment. United States has proven the model for other countries to create laws to better service their struggling learners that have either not been diagnosed or in the process of being diagnosed. Education has been evolving to meet the new generation of students that are coming into our schools. Special Education needs to follow through and provide assistance to educators, parents, and the students they are servicing. Within this literature review, you will find explorations of different ways and methods in which/that Special Education can improve. These approaches address the areas of concern from student perspectives to teacher and parent views. The articles used to create this literature review has been conducted by researchers inside and outside the United States to seeking what is happening outside our bubbles. More insight on how the United States’ example can better itself.

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Parenting Children with Disabilities in Indian Families: A Review of the Literature

Kendra Michelle Hodgson

Abstract

This paper analyzes five studies pertaining to the experiences of children with disabilities and their parents in Indian families. The purpose of this paper is to highlight the need for more research into the lives of families of children with disabilities in developing countries. The focus on Indian families is deliberate as India is on track to become the most populated country in the world. However, most research is centered on families of children with disabilities in Western countries. The studies concentrated mainly on the stressors the parents faced due to caring for a child with a disability and their coping mechanisms. Religion is described as serving a dual purpose in their lives: as a source of anxiety and of comfort. The needs and expectations of families of children with disabilities vary across societies; thus, it is important that education and other services provided to children with disabilities are culturally sensitive.

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Improving Communication Among Teachers and Parents

Maria Ramirez

Over the past 40 years, the field of Special Education has experienced significant changes. Students with disabilities and their families are experiencing drastic changes when it comes to the frequency, quality, and intensity of supports coming from the schools. As documented in research, in order to establish and maintain quality partnerships with families, the parents must make decisions together with educators in order to help their children. However, from personal experiences as an educator, creating successful relationships with parents is essential for the success of students with special needs. According to Collier, Keefe, and Hirrel (2015), teachers play a significant role in parents’ decisions to become involved in their children’s education.

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Buzz from the Hub

All articles below can be accessed through the following link:

  • Video | One Family’s Story
  • You Are Not Alone: Toolkit for Parents of Teens with Epilepsy
  • The Public Health Image Library | Photos, Illustrations, and Videos
  • Who’s New in Your Community? Statistics on Immigrants and Immigration in the U.S
  • The OSEP English to Spanish Translation Glossary is Back!
  • Paving the Way: Parent Tips for Supporting Success in High School and Beyond
  • Youth in Action! – Serving on Decision-Making Boards
  • YES! Youth Employment Solutions Center
  • Benefits for Children with Disabilities
  • How Data Empowers Parents

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Acknowledgements

Portions of this or previous month’s NASET’s Special Educator e-Journal were excerpted from:

  • Center for Parent Information and Resources
  • Committee on Education and the Workforce
  • FirstGov.gov-The Official U.S. Government Web Portal
  • Journal of the American Academy of Special Education Professionals (JAASEP)
  • National Collaborative on Workforce and Disability for Youth
  • National Institute of Health
  • National Organization on Disability
  • Substance Abuse and Mental Health Services Administration
  • U.S. Department of Education
  • U.S. Department of Education-The Achiever
  • U.S. Department of Education-The Education Innovator
  • U.S. Department of Health and Human Services
  • U.S. Department of Labor
  • U.S. Food and Drug Administration
  • U.S. Office of Special Education

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this or prior editions of the Special Educator e-Journal


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