Pub Date : 2022-11-16DOI: 10.1177/10442073221130528
Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Stephen M. Kwiatek, Ashley Taconet, Kathryn Buddeke, Jessica L. Monahan, Ryan Harris
Youth with disabilities must be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and community living (IDEIA, 2004). However, not all high schools provide a range of CCR supports for these students. We conducted a systematic mixed studies review to investigate the prevalence of five domains of CCR identified in the literature. Findings revealed the five domains had a range of coverage across the literature with academic engagement and process-oriented skills comprising more citations and transition competencies least likely to be included. In addition, across the CCR literature, data for students with disabilities were rarely disaggregated, which confirms that we know even less about the effectiveness of the five domains for these students. Clear gaps were identified and suggests research often does not inform CCR policy and/or practice decisions.
{"title":"Policy and Practice Considerations to Support College and Career Readiness for Youth With Disabilities: A Systematic Mixed Studies Review","authors":"Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Stephen M. Kwiatek, Ashley Taconet, Kathryn Buddeke, Jessica L. Monahan, Ryan Harris","doi":"10.1177/10442073221130528","DOIUrl":"https://doi.org/10.1177/10442073221130528","url":null,"abstract":"Youth with disabilities must be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and community living (IDEIA, 2004). However, not all high schools provide a range of CCR supports for these students. We conducted a systematic mixed studies review to investigate the prevalence of five domains of CCR identified in the literature. Findings revealed the five domains had a range of coverage across the literature with academic engagement and process-oriented skills comprising more citations and transition competencies least likely to be included. In addition, across the CCR literature, data for students with disabilities were rarely disaggregated, which confirms that we know even less about the effectiveness of the five domains for these students. Clear gaps were identified and suggests research often does not inform CCR policy and/or practice decisions.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46510829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1177/10442073221135811
Michele C. McDonnall, Jennifer L. Cmar, Zhen S. McKnight
The purpose of this study was to evaluate the impact of the Workforce Innovation and Opportunity Act (WIOA) on outcomes (competitive employment rates and median earnings) for adult and youth vocational rehabilitation consumers with blindness or low vision (B/LV) and to determine whether impacts differed by agency type. We utilized RSA-911 data to create two agency-level longitudinal datasets, one for youth and one for adults, with 6-year pre-WIOA and 3-year post-WIOA periods. Data were analyzed using discontinuous growth modeling to assess longitudinal changes in agency-level outcomes through the inclusion of variables representing WIOA and subsequent change in response to WIOA. After WIOA, both youth and adult agency-level competitive employment rates decreased significantly for consumers with B/LV, with a larger impact on youth, and median earnings increased. Results document that the impact of WIOA on agencies varied widely. Separate agencies had a significant decrease in adult competitive employment rates for consumers with B/LV and a significant increase in median earnings compared with combined agencies. Overall, the influence of WIOA on B/LV consumer outcomes appears to be mixed at best, and the effect is surprisingly similar for youth and adults.
{"title":"The Impact of the Workforce Innovation and Opportunity Act on Agency-Level Vocational Rehabilitation Outcomes for Adults and Youth With Blindness and Low Vision","authors":"Michele C. McDonnall, Jennifer L. Cmar, Zhen S. McKnight","doi":"10.1177/10442073221135811","DOIUrl":"https://doi.org/10.1177/10442073221135811","url":null,"abstract":"The purpose of this study was to evaluate the impact of the Workforce Innovation and Opportunity Act (WIOA) on outcomes (competitive employment rates and median earnings) for adult and youth vocational rehabilitation consumers with blindness or low vision (B/LV) and to determine whether impacts differed by agency type. We utilized RSA-911 data to create two agency-level longitudinal datasets, one for youth and one for adults, with 6-year pre-WIOA and 3-year post-WIOA periods. Data were analyzed using discontinuous growth modeling to assess longitudinal changes in agency-level outcomes through the inclusion of variables representing WIOA and subsequent change in response to WIOA. After WIOA, both youth and adult agency-level competitive employment rates decreased significantly for consumers with B/LV, with a larger impact on youth, and median earnings increased. Results document that the impact of WIOA on agencies varied widely. Separate agencies had a significant decrease in adult competitive employment rates for consumers with B/LV and a significant increase in median earnings compared with combined agencies. Overall, the influence of WIOA on B/LV consumer outcomes appears to be mixed at best, and the effect is surprisingly similar for youth and adults.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" 105","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41255160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-09DOI: 10.1177/10442073221131284
A. Plotner, Charles B. Walters, Shelby Gonzalez
The importance of interagency collaboration to support the postschool outcomes of youth with disabilities is underscored in many ways. Perhaps one of the most important among them is the place of interagency collaboration as an evidenced-based predictor of postschool success. Although Centers for Independent Living (CILs) receive federal funding to serve people with disabilities across the lifespan, little research exists to map the nature of their collaboration with local education agencies (LEAs) to this end. The current survey-based study examined perceptions of professionals in both settings (i.e., LEAs and CILs) on their current level of collaboration with one another and the value-based principles they believe influence their work as they support transition-age youth with disabilities ( n = 581). Findings indicate a widespread belief in the importance of CILs in youth transition service delivery, a stark contrast between CIL and school-based transition professional perceptions of current collaboration, and a dynamic landscape of shared and divergent ratings of importance across value-based principles of transition practice. Practical implications are outlined to inform CIL and LEA collaboration to support youth with disabilities alongside directions for future research.
{"title":"Exploring Special Education and Center for Independent Living Professional Beliefs on Collaboration and the Value-Based Principles That Drive Secondary Transition Service Delivery","authors":"A. Plotner, Charles B. Walters, Shelby Gonzalez","doi":"10.1177/10442073221131284","DOIUrl":"https://doi.org/10.1177/10442073221131284","url":null,"abstract":"The importance of interagency collaboration to support the postschool outcomes of youth with disabilities is underscored in many ways. Perhaps one of the most important among them is the place of interagency collaboration as an evidenced-based predictor of postschool success. Although Centers for Independent Living (CILs) receive federal funding to serve people with disabilities across the lifespan, little research exists to map the nature of their collaboration with local education agencies (LEAs) to this end. The current survey-based study examined perceptions of professionals in both settings (i.e., LEAs and CILs) on their current level of collaboration with one another and the value-based principles they believe influence their work as they support transition-age youth with disabilities ( n = 581). Findings indicate a widespread belief in the importance of CILs in youth transition service delivery, a stark contrast between CIL and school-based transition professional perceptions of current collaboration, and a dynamic landscape of shared and divergent ratings of importance across value-based principles of transition practice. Practical implications are outlined to inform CIL and LEA collaboration to support youth with disabilities alongside directions for future research.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43885768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1177/10442073221128910
J. Kauffman, D. Hallahan, Paige C. Pullen
Many alternative opinions about how best to respond educationally to the reality of human diversity in abilities are possible. Opinions and rhetoric now dominant seem to us inimical to a thriving, vibrant, effective special education. We see trends in concepts or ideas, policies, and publications that we believe could lead slowly but inevitably to special education’s diminishment and eventual demise. We describe what could become the “new normal” through the process of “creeping normalization” and suggest seven alternative propositions that we wish to see affirmed by professional associations and policy-making organizations.
{"title":"Creeping Normality: Special Education’s Problem of a New Normal","authors":"J. Kauffman, D. Hallahan, Paige C. Pullen","doi":"10.1177/10442073221128910","DOIUrl":"https://doi.org/10.1177/10442073221128910","url":null,"abstract":"Many alternative opinions about how best to respond educationally to the reality of human diversity in abilities are possible. Opinions and rhetoric now dominant seem to us inimical to a thriving, vibrant, effective special education. We see trends in concepts or ideas, policies, and publications that we believe could lead slowly but inevitably to special education’s diminishment and eventual demise. We describe what could become the “new normal” through the process of “creeping normalization” and suggest seven alternative propositions that we wish to see affirmed by professional associations and policy-making organizations.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45800551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.1177/10442073221130529
L. O'Brien, Ivana Randjelovic
A systematic review was conducted to describe, and evaluate the effectiveness and cost-effectiveness of, intermediary services to support people with a disability to implement individualized funding plans. We included six records, including one subanalysis of randomized trial data, three qualitative studies, and two systematic reviews (reporting on 73 and 18 studies, respectively). No studies directly compared “consumer-directed plan plus intermediary services” to “consumer-directed plan with no/alternative intermediary,” so effectiveness of these interventions is uncertain. There is qualitative evidence from the perspective of disability planners and workers that intermediary interventions are important enablers of successful plan implementation. There is also qualitative evidence from consumer and family perspectives that external support is required to successfully navigate self-directed systems and that strong, trusting, and collaborative relationships with both paid and unpaid individuals in the person’s support network were facilitators of successful plan implementation. There was evidence of disabling practices and attitudes among some support agencies, resulting in coordinators being very risk averse in order to safeguard their clients. Suggestions for future research include carefully planned and ethically robust comparative trial designs, clear description and consistent delivery of interventions, and long-term evaluation of impact. The protocol was published on PROSPERO (CRD42020177607).
{"title":"Intermediary Services to Assist People With Disabilities to Implement Individualized Funding Plans: A Rapid Systematic Review","authors":"L. O'Brien, Ivana Randjelovic","doi":"10.1177/10442073221130529","DOIUrl":"https://doi.org/10.1177/10442073221130529","url":null,"abstract":"A systematic review was conducted to describe, and evaluate the effectiveness and cost-effectiveness of, intermediary services to support people with a disability to implement individualized funding plans. We included six records, including one subanalysis of randomized trial data, three qualitative studies, and two systematic reviews (reporting on 73 and 18 studies, respectively). No studies directly compared “consumer-directed plan plus intermediary services” to “consumer-directed plan with no/alternative intermediary,” so effectiveness of these interventions is uncertain. There is qualitative evidence from the perspective of disability planners and workers that intermediary interventions are important enablers of successful plan implementation. There is also qualitative evidence from consumer and family perspectives that external support is required to successfully navigate self-directed systems and that strong, trusting, and collaborative relationships with both paid and unpaid individuals in the person’s support network were facilitators of successful plan implementation. There was evidence of disabling practices and attitudes among some support agencies, resulting in coordinators being very risk averse in order to safeguard their clients. Suggestions for future research include carefully planned and ethically robust comparative trial designs, clear description and consistent delivery of interventions, and long-term evaluation of impact. The protocol was published on PROSPERO (CRD42020177607).","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43024991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.1177/10442073221130748
Wen Zeng, Song Ju, Dalun Zhang
In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students’ participation in postsecondary education.
{"title":"The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities","authors":"Wen Zeng, Song Ju, Dalun Zhang","doi":"10.1177/10442073221130748","DOIUrl":"https://doi.org/10.1177/10442073221130748","url":null,"abstract":"In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students’ participation in postsecondary education.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43745620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/10442073221128917
S. von Schrader, Lester H. Shaw, A. Colella
The U.S. federal government strives to be a model employer of people with disabilities. Although it has been successful in recent years in increasing disability hiring, retention of this workforce remains a concern. The researchers of this mixed-methods study sought to understand the perceptions of workplace attributes by employees with disabilities in federal agencies through analysis of the Federal Employee Viewpoint Survey (FEVS) and focus groups. The study results indicate that people with disabilities, in general, have lower perceptions of workplace attributes than their peers without disabilities; however, looking at groups differentiated by disability, military experience, and sex tells a richer story. This article incorporates the voices of agency representatives and employees with disabilities to provide additional context to the survey findings. Based on the results, the authors offer practice and policy recommendations to support improved workplace experiences and retention of employees with disabilities.
{"title":"Perceptions of Federal Workplace Attributes: Interactions Among Disability, Sex, and Military Experience","authors":"S. von Schrader, Lester H. Shaw, A. Colella","doi":"10.1177/10442073221128917","DOIUrl":"https://doi.org/10.1177/10442073221128917","url":null,"abstract":"The U.S. federal government strives to be a model employer of people with disabilities. Although it has been successful in recent years in increasing disability hiring, retention of this workforce remains a concern. The researchers of this mixed-methods study sought to understand the perceptions of workplace attributes by employees with disabilities in federal agencies through analysis of the Federal Employee Viewpoint Survey (FEVS) and focus groups. The study results indicate that people with disabilities, in general, have lower perceptions of workplace attributes than their peers without disabilities; however, looking at groups differentiated by disability, military experience, and sex tells a richer story. This article incorporates the voices of agency representatives and employees with disabilities to provide additional context to the survey findings. Based on the results, the authors offer practice and policy recommendations to support improved workplace experiences and retention of employees with disabilities.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-04DOI: 10.1177/10442073221118863
J. West, M. Yell
Dr. Jane West was involved in the passage of the Americans with Disabilities Act. This law, which has been called the emancipation proclamation for persons with disabilities, was signed into law by President George H.W. Bush over 30 years ago. Dr. West sat down for an interview in which she addressed the origins, importance, and future of this remarkable law.
{"title":"The 30th Anniversary of the Americans With Disabilities Act: An Interview With Dr. Jane West","authors":"J. West, M. Yell","doi":"10.1177/10442073221118863","DOIUrl":"https://doi.org/10.1177/10442073221118863","url":null,"abstract":"Dr. Jane West was involved in the passage of the Americans with Disabilities Act. This law, which has been called the emancipation proclamation for persons with disabilities, was signed into law by President George H.W. Bush over 30 years ago. Dr. West sat down for an interview in which she addressed the origins, importance, and future of this remarkable law.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42746633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-04DOI: 10.1177/10442073221118124
Xiaobei Dong, N. Miller
More than 27% of individuals in the United States experience a disability. We conducted a scoping review of the literature to examine what is known about the impact of the 2010 Affordable Care Act Medicaid expansion on individuals with disabilities’ health care insurance coverage, health care access, and health care use. We followed the approach of Arskey and O’Malley in conducting our review. Electronic journal databases, hand searching of key health and disability journals, and reference checking were used to identify potential articles for the review. Individuals with disabilities or with conditions that could be disabling were included. The intervention used was the 2010 Affordable Care Act Medicaid expansion. Study eligibility criteria were peer-reviewed studies published in 2014 or later that conducted multivariate analyses of the effect of the Medicaid expansion on people with disabilities’ health insurance coverage, health care access, and health care use. The most consistent finding across studies was that the Medicaid expansion had a positive effect on health insurance coverage. It was generally found to have increased Medicaid coverage and decreased the uninsured rate. Its effect on private or employer-sponsored insurance coverage was a mix of no and negative effects. Findings related to health care access and use of care were more mixed. On a scale of 0 to 8 (highest quality), the quality of individual studies ranged from 2 to 6, with an average across studies of 4.2, the low end of adequate quality. Future studies should develop a more consistent approach to measuring disability and develop a core set of health care access and use measures to facilitate comparisons across studies so as to systematically evaluate the evidence related to the Medicaid expansion.
{"title":"The Effects of Medicaid Expansion Under the Affordable Care Act on Health Insurance Coverage, Health Care Access, and Health Care Use for People with Disabilities: A Scoping Review","authors":"Xiaobei Dong, N. Miller","doi":"10.1177/10442073221118124","DOIUrl":"https://doi.org/10.1177/10442073221118124","url":null,"abstract":"More than 27% of individuals in the United States experience a disability. We conducted a scoping review of the literature to examine what is known about the impact of the 2010 Affordable Care Act Medicaid expansion on individuals with disabilities’ health care insurance coverage, health care access, and health care use. We followed the approach of Arskey and O’Malley in conducting our review. Electronic journal databases, hand searching of key health and disability journals, and reference checking were used to identify potential articles for the review. Individuals with disabilities or with conditions that could be disabling were included. The intervention used was the 2010 Affordable Care Act Medicaid expansion. Study eligibility criteria were peer-reviewed studies published in 2014 or later that conducted multivariate analyses of the effect of the Medicaid expansion on people with disabilities’ health insurance coverage, health care access, and health care use. The most consistent finding across studies was that the Medicaid expansion had a positive effect on health insurance coverage. It was generally found to have increased Medicaid coverage and decreased the uninsured rate. Its effect on private or employer-sponsored insurance coverage was a mix of no and negative effects. Findings related to health care access and use of care were more mixed. On a scale of 0 to 8 (highest quality), the quality of individual studies ranged from 2 to 6, with an average across studies of 4.2, the low end of adequate quality. Future studies should develop a more consistent approach to measuring disability and develop a core set of health care access and use measures to facilitate comparisons across studies so as to systematically evaluate the evidence related to the Medicaid expansion.","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"34 1","pages":"86 - 96"},"PeriodicalIF":1.6,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45732813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.1177/10442073221113074
J. Kauffman, Mack D. Burke, D. Anastasiou
Rights of students are often misunderstood. Civil rights of minorities granted by the U.S. Supreme Court are confused with human rights of individuals with disabilities granted by the U.S. Congress. Federal law applying to the education of individuals with disabilities requires that difficult decisions be made by families and schools regarding how to address four different and interrelated provisions of Public Law 94-142 of 1975 (now the Individuals with Disabilities Education Improvement Act of 2004 or IDEA): (a) a free, appropriate public education (FAPE), (b) an Individualized Education Program (IEP), (c) placement in the least restrictive environment (LRE), and (d) a full continuum of alternative placements (CAP). Special attention is given to LRE because the full inclusion movement and other influences related to a portion of disability studies have made it the central issue in special education. Under the law, three hard-to-answer questions must be asked in all cases involving special education: (a) What is an appropriate special education for a particular student with a disability? (b) What is the LRE in which that most appropriate education can occur for that individual student? (c) What is the CAP related to that individualized appropriate education?
{"title":"Hard LRE Choices in the Era of Inclusion: Rights and Their Implications","authors":"J. Kauffman, Mack D. Burke, D. Anastasiou","doi":"10.1177/10442073221113074","DOIUrl":"https://doi.org/10.1177/10442073221113074","url":null,"abstract":"Rights of students are often misunderstood. Civil rights of minorities granted by the U.S. Supreme Court are confused with human rights of individuals with disabilities granted by the U.S. Congress. Federal law applying to the education of individuals with disabilities requires that difficult decisions be made by families and schools regarding how to address four different and interrelated provisions of Public Law 94-142 of 1975 (now the Individuals with Disabilities Education Improvement Act of 2004 or IDEA): (a) a free, appropriate public education (FAPE), (b) an Individualized Education Program (IEP), (c) placement in the least restrictive environment (LRE), and (d) a full continuum of alternative placements (CAP). Special attention is given to LRE because the full inclusion movement and other influences related to a portion of disability studies have made it the central issue in special education. Under the law, three hard-to-answer questions must be asked in all cases involving special education: (a) What is an appropriate special education for a particular student with a disability? (b) What is the LRE in which that most appropriate education can occur for that individual student? (c) What is the CAP related to that individualized appropriate education?","PeriodicalId":46868,"journal":{"name":"Journal of Disability Policy Studies","volume":"34 1","pages":"61 - 72"},"PeriodicalIF":1.6,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42679534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：