Download or read book Secondary School Programs and Performance of Students with Disabilities written by and published by . This book was released on 2011 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Since 1982, the U.S. Department of Education's National Center for Education Statistics (NCES) has periodically surveyed the status of curricula being implemented in America's high schools and the course-taking patterns of high school students, as identified from their transcripts. Data from the High School Transcript Study (HSTS), conducted in conjunction with the National Assessment of Educational Progress (NAEP), serve a valuable accountability function in that they can capture course-taking patterns at a time when major curriculum changes or educational policy initiatives are being implemented. Although for many years this important data source did not provide information on students with disabilities, the most recent report from 2009 (Nord et al. 2011) takes a cursory look at this important population, providing information on credits earned overall and in core academic, other academic, or nonacademic courses; and average GPA. However, many questions remain unanswered about the school programs and performance of students with disabilities. For example, the extent to which students took their courses in general education or special education settings is unaddressed, as are the wide-ranging differences in the school programs of students who differ in the nature of the disability that qualifies them for special education services. The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information on these and other important questions for students with disabilities. The study addresses questions about youth with disabilities by providing information over a 10-year period about a nationally representative sample of secondary school students with disabilities, including information that details for policymakers, educators, parents, and students a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned. This report describes course-taking primarily through the lens of course credits earned. To progress toward graduation, students need not only to take a particular distribution of courses but also to meet the performance standards for those courses, resulting in earned credits. Specifically, this report addresses the following questions for students with disabilities who attended typical high schools: (1) How many credits did students with disabilities earn during high school and in what types of courses?; (2) What proportion of credits did students with disabilities earn in general and special education settings?; (3) What grades did they receive in their classes?; (4) How did the high school credit-earning and grade-performance experiences of students with disabilities compare with those of their peers in the general population?; and (5) How did the high school credit-earning and grade-performance experiences differ for students who differed in disability category, demographic characteristics, grade levels, and school completion status? This report is organized to provide information collected from high school transcripts on the credit-earning and grade-performance experiences of students with disabilities as a group in typical high schools. Overall, students with disabilities spent various lengths of time in high school. The majority completed their high school programs, and their transcripts usually included 4 or more years of course taking. Others (approximately 22 percent) did not complete high school (i.e., they had dropped out or had been permanently expelled), which frequently resulted in their having fewer than 4 years of course taking. Because the overall intent of NLTS2 is to describe the experiences of the population of students with disabilities as a whole, including both those who eventually completed their high school programs and those who did not, each chapter of this report begins by presenting the experiences of students with disabilities as a group, independent of their high school completion status. The final portion of each section in the chapters then distinguishes the credit-earning experiences of students with disabilities by high school completion status, presenting data separately for those who did and did not complete high school. NLTS2 Sampling, Data Collection, and Analysis Procedures are appended. (Contains 36 tables, 2 figures and 57 footnotes.)"--ERIC abstract, gleaned in part from Executive summary, p. ix-xii.

Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.

Download or read book Transition to Postsecondary Education for Students With Disabilities written by Carol Kochhar-Bryant and published by Corwin Press. This book was released on 2009 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.

Download or read book 7 Steps for Success written by Elizabeth C. Hamblet and published by Council For Exceptional Children. This book was released on 2011-01-01 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition from high school is challenging for any student, but for young adults with disabilities, it can be even more difficult. In addition to adjusting to increased academic demands in an environment where there is less structure and support, students have to navigate a disability services system that is very different from the one they knew in high school. But with the proper preparation, students can enjoy success! This practical guide explains how the system for accommodations works, describes students' rights and responsibilities within that system, and employs the voices of seasoned professionals and college students to explain the skills and strategies students should develop while they are in high school to ensure success when they reach college. As a bonus, it also offers answers to questions students with disabilities frequently ask about disclosing their disability in the admissions process.

Download or read book Facts from NLTS2 written by Lynn Newman and published by . This book was released on 2006 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with learning disabilities comprise almost two-thirds of those receiving special education services in secondary schools. The majority of these students spend at least part of their day in a general education classroom. National Longitudinal Transition Study-2 (NLTS2) analyses reveal that the percentage of courses students with learning disabilities take in general education classrooms is related to both their academic performance and their social adjustment at school, independent of other differences between students. Including students with disabilities in general education classrooms has been found to be related to beneficial outcomes for both students with disabilities and their general education peers. However, having access to the general education curriculum means more than simply being present in a general education classroom; it means that students' "educational programs are based on high expectations that acknowledge each student's potential and ultimate contribution to society" and that "students with disabilities be provided with the supports necessary to allow them to benefit from instruction". What are the general education classroom experiences of students with learning disabilities? To what extent do they enroll in general education academic courses? What are the characteristics of general education classroom instruction provided to students with learning disabilities? How well do students with learning disabilities perform in their general education classes and on academic assessments? These questions are addressed in this document, with a focus on secondary school students with learning disabilities. Data from NLTS2 provide a national picture of the general education participation of these students, including their enrollment and experiences in general education classrooms, how their experiences compare with those of their classmates, and their academic performance. Further, comparisons of findings from NLTS2 and the original NLTS reveal changes in general education participation rates for students with learning disabilities from 1987 through 2002. (Contains 5 figures and 10 footnotes.).

Download or read book Handbook of Leadership and Administration for Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2012-05-31 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together for the first time research informing leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of 1) disability policy 2) leadership knowledge, 3) school reform, and 4) effective educational leadership practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education leadership. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support the administration of special education. Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact school improvement and the performance of students with disabilities. Chapter Structure – Chapters provide a review of the knowledge base as well as recommendations for special education leadership and future research. Multicultural Focus – Addressing special education leadership within the context of a multicultural society, chapters incorporate content related to the diversity of families, teachers, and students. Expertise – Chapter authors have made significant contributions to the knowledge base in their specific areas of study such as educational policy, special education law and finance, school reform,, organizational management, and instructional leadership. This book is a reference volume for scholars, leaders, and policy makers and a textbook for graduate courses in special education, educational administration, and policy studies.

Download or read book Secondary Schools and Beyond written by Anna Gajar and published by Prentice Hall. This book was released on 1993 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive book presents a thorough study of transition for individuals with mild disabilities, and the issues involved in its successful completion.

Download or read book Successful Transition Programs written by John McDonnell and published by SAGE Publications. This book was released on 2009-02-27 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is available to instructors and students in an electronic version! Addressing the full range of curricular and instructional issues that face professionals working in middle school, high school, and post-high school programs, Successful Transition Programs: Pathways for Students With Intellectual and Developmental Disabilities, Second Edition is the most relevant text available for teachers and administrators. Authors John McDonnell and Michael L. Hardman take the position that the most effective transition programs are those that cumulatively build on the capacity of students for employment, community living, and citizenship. Key Features and Benefits Covers systematic transition planning, employment preparation, participation in the general education curriculum, instruction in community settings, and preparing students to live as independently as possible Aligns with recommended practice in the field and with federal legislation governing educational and community service programs Contains ecological curriculum models for students with intellectual and developmental disabilities Includes focus review questions, real-life example windows, and point/counterpoint boxes from key researchers on controversial issues to help readers connect the book′s concepts with the typical needs of students

Download or read book Teaching Adolescents With Disabilities written by Donald D. Deshler and published by Corwin Press. This book was released on 2005-11-02 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get the blueprint for building bridges that leave no learner behind! Aligned with the Individuals with Disabilities Education Act and No Child Left Behind Act requirements, this comprehensive guide empowers teachers and administrators with research-validated practices and interventions that can close the general-curriculum performance gap and break down the barriers to academic success for middle and high school students with disabilities. This insightful resource features: Practical planning advice, teaching practices, and learning strategies for inclusive classrooms Methods for designing instructional materials Tips for effectively leveraging technology Strategies for transition beyond high school Real-life examples and illustrations

Download or read book The School Programs and School Performance of Secondary Students Classified as Learning Disabled written by Mary Wagner and published by . This book was released on 1990 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Principal s Guide to Special Education 3rd Edition written by David F. Bateman and published by Council For Exceptional Children. This book was released on 2014-01-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.

Download or read book Improving Test Performance of Students With Disabilities On District and State Assessments written by Judy L. Elliott and published by Corwin Press. This book was released on 2005-08-04 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Students with disabilities must overcome unique obstacles in order to learn, and the pressure of testing often exacerbates existing challenges. With increased focus on accountability for all, how can educators properly prepare students for tests without sacrificing meaningful learning? In Improving Test Performance of Students With Disabilities ... On District and State Assessments, Second Edition, authors Elliott and Thurlow offer numerous strategies for improving instruction, student accommodations, and test preparation, all with the goal of improving the test performance of students with disabilities. Emphasizing practical application, this comprehensive resource delineates the key elements district, school, and state professionals must consider in order to maximize the academic performance of students with disabilities. The second edition of this insightful text addresses the impact of the No Child Left Behind Act on instruction and assessment practices for students with disabilities, including those who are also English Language Learners. Featuring inserts and easy-to-follow worksheets, tables, and appendices, this indispensable resource will enable all educators to help students with disabilities learn more effectively and show what they know on the day of the test."--Publisher's website.

Download or read book Exploring the Evolution of Special Education Practices a Systems Approach written by Joseph Ifeanyi Monye and published by Xlibris Corporation. This book was released on 2013-04-05 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring the history of disability and special education practices from the seventeenth to the twenty-first century indicates similar ideas and similar human approaches that have developed independently over time. People who survived the eugenics movement were placed in asylums and segregated special schools. In Europe and America, the general systems theory has been applied as a logico-mathematical discipline to include students of all special needs categories in their placements and education. The systems approach to special education practices has evolved from a historical model of diagnoses and cures to the biological and ecological models, integrating technology as the driving force in implementing curriculum, instruction, and assessment.

Download or read book To Assure the Free Appropriate Public Education of All Children with Disabilities written by and published by . This book was released on 1994 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learning Disabilities in the Secondary School written by Libby Goodman and published by . This book was released on 1976 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Students with Mild Disabilities in the Secondary School written by Paul Retish and published by Longman Publishing Group. This book was released on 1991 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Postsecondary Educational Opportunities for Students with Special Education Needs written by Mary Ruth Coleman and published by Routledge. This book was released on 2019-12-18 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.