Special Education From the Standpoint Term Paper

Pages: 14 (4060 words)  ·  Bibliography Sources: 0  ·  File: .docx  ·  Level: College Senior  ·  Topic: Children

It is the hopes of the research team that sending out this many surveys in a variety of areas will be able to reach many racial groups. In addition there will be a section on the survey asking about racial background. This will allow the study to further conclude by race how satisfied the parents are with the accessibility and quality of the special education services their children receive. In addition this may provide some questions as to the type of services that different races receive which may pave the way for further research in the future regarding special education for minorities.

The way the research question will be answered through this survey question is through the use of multiple choice questions. The survey will address several quality issues as well as accessibility issues through the use of many questions that allow for some flexibility in answers. This will allow the parent answering the questionnaire to provide more in depth answers when they feel it is necessary to further qualify those answers for the purpose of research.

The attrition and non-response factor will also be considered in this research. It is

Method Section: What is your overall plan? How will you answer your research question? Adress the following issues:

Sample: what/who is your intended sample? How many will be sampled? what will be the sampling procedure? What about non-response or attrition? Justify why you intended to utilize this strategy.

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Design: What is your research design? Include: Conceptual definition of your variables.(Please note that my research is qualitative and there are no variables. However, I need definition of quality and accesibility of special education)

(right a revised draft of part one)

Part 2

-Validity and reability: comments on the validity and reability of instruments

-Ethical considerations: Includea paraghraph on ethicaland political issues that you may encounter and how you plan to handle them. How will you protect your participants? Are there any risk to participation in your research?

Term Paper on Special Education From the Standpoint Assignment

-Proposed data analysis: How will you analyze your data?

Findings / research recommendations: How will your findings help/improve your agency/organizations/society etc...

-Your assesment: What are the strengths and weaknesses of your research design?

This is an important part of the proposal-student should carefully reflect on the strength and weaknesses of the entire research desing (e.g, sampling, method, threats to internal and external validity etc...)

Include a referance page for all references cited. (Please for each part1 and part2 separete)

SPECIAL ED ON LI / States, and a U.S. Law, Aim for Better Ways to Aid Disabled Kids

By Jerry Markon. STAFF WRITER

In Massachusetts, children don't have to be disabled to be in special education.

The state has the highest proportion of children in special education in the country - one in seven students - some of whom are identified as having unspecified "special needs."

But in the wake of a new national law governing the education of children with disabilities, officials in Massachusetts and other states across the country are finding themselves forced to grapple with rising special education rolls and diluted academics for disabled students.

It's a debate that centers on the goals and philosophy of special education, and it's been occurring in classrooms, statehouses and the pages of national magazines. But the latest impetus has become the Individuals with Disabilities Education Act amended by Congress this past summer, which calls for changes that - if strictly enforced could fundamentally change the way the special education process works.

The revisions focus on academic achievement, calling for states to hold disabled students to higher standards and expose them, to every extent possible, to the general curriculum - to make sure that special education services are a supplement to regular educational opportunities, not a substitute.

To help accomplish that goal, states will have to write measurable education objectives in each student's Individualized Education Program, the plan that governs each special education student's studies.

By next year, states will be required for the first time to include special education students in the standardized tests they use to measure progress in regular education. They must explain why any student cannot take these tests, and by the year 2000 must provide an alternative testing system for those they exempt.

The new law also tries to address concerns that too many children are being classified: It directs states to document that they have considered other factors before labeling a student wth a disability.

That's intended to keep children from being classified by school districts that don't offer sufficient remedial reading or math instruction.

In addition to requiring more integration of disabled students in mainstream classes - an area where New York lags the other 49 states the new law attempts to bring the two systems closer together by placing regular classroom teachers on every school district's Committee on Special Education. That committee not only decides placements of students, but draws up the individual learning plans, and the intent is to have teachers strengthen the academic component of those plans.

And states will be required to keep data on the percentage of minorities in special education classes, in order to examine whether they are overrepresented.

Some states have already been making changes in efforts to raise standards for disabled children. In California, the state board of education on Friday adopted new language arts standards that will require most special education students, as well as all regular education students, to take new statewide tests. That followed last month's change in California's special education funding formula, basing it on numbers of overall children in school districts instead of numbers of students identified as disabled.

Just as in New York, the previous formula in California "encouraged classification. You identified kids, they'd be plunked into your special ed program, and you'd get more funding for it," said J. Vincent Madden, manager of special education assessment, evaluation and support for the California Department of Education.

He said special education enrollments have been growing about percent a year since 1990, four times the growth of general enrollment.

Part of that can be attributed to overidentifying children. Part is parents pushing to get their kids into special ed," Madden said.

States that don't change their funding formulas can expect to get an inspection visit from federal officials to direct them to comply with the law. In a recent trip to Michigan, federal educators warned the state that its funding formula, by encouraging placement of students in more restrictive settings, may be a violation.

We have developed an agreement with them on how we can come into compliance," said David Brock, acting supervisor of special education for the Michigan Department of Education.

New York officials, who expect federal inspectors to visit next month, think the new law may force changes. "Clearly there is no doubt that the federal law now creates a greater sense of urgency for the state of New York to do something," said assistant education commissioner Brian McLane.

In Vermont, considered a model for the nation, officials reduced the number of students in special education by changing the aid formula in the late 1980s. The revisions allowed districts to spend special education money on the regular education side of the ledger for programs to help keep children in regular classrooms - an idea adopted in the new federal law as well.

The result: Vermont keeps about 85% of its disabled children in regular classes for at least 40% of the day, far above the national average of about 70%. "You start from the regular classroom, and only when that fails do you consider alternatives," said

Dennis Kane, director of a state team that oversees special education.

Former Vermont Education Commissioner Richard Mills, who now runs

New York's Education Department, is trying to move New York in the same direction.

Change has taken longer in Massachusetts, but is coming: A plan to restrict eligibility to children with disabilities has won wide support from political leaders.

We think some of these children could get their needs met in regular education," said Lida Harkins, a Massachusetts state legislator.

Diagnosing learning problems can be difficult for parents and teachers

CAMBRIDGE, Mass. -- Carola Suarez-Orozco suspected a problem with her son's ability to learn when he was 4 years old, but it took her a year to convince the schools that Lucas needed diagnostic tests to confirm a learning disability.

Lucas "consistently didn't recognize a lot of the letters" of the alphabet, Suarez-Orozco explains. "We would spend a whole week working on the difference between the letters M. And N. And the letters B. And D. He wasn't getting it."

Suarez-Orozco notes both she and her husband have doctorates. Each night since Lucas was 1-year-old, they've read 15 to 30 minutes to him before bed. And, "there are books falling out of every corner of the house."

When Suarez-Orozco approached her son's kindergarten teacher and a team of educators at the school, the response was, "You know, he's young and it's… [END OF PREVIEW] . . . READ MORE

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