Physical disabilities : education and related services最新文献

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DPHMD Board Members 博士董事会成员

Physical disabilities : education and related services

Pub Date : 2019-11-19 DOI: 10.14434/pders.v38i1.28686

Journal Editor

引用次数: 0

Students with Acquired Brain Injury 后天性脑损伤学生

Physical disabilities : education and related services

Pub Date : 2019-11-13 DOI: 10.14434/pders.v38i1.27477

P. Zirkel

Representing a sequel to a similar snapshot in mid-2010, this article provides an updated overview of the judicial and administrative case law concerning students with traumatic and nontraumatic brain injury from pre-K to grade 12. The scope is limited to cases under the Individuals with Disabilities Education Act and the pair of disability-based civil rights statutes, Section 504 and the Americans with Disabilities Act. The cases include not only hearing/review officer and court decisions but also state education agency and Office for Civil Rights complaint investigation reports available in the only national database, LRP’s SpecialEdConnection®. The analysis focuses on the frequency and outcomes these published rulings, with the discussion extending to the empirical limitations and professional implications of the findings.

作为2010年中期类似快照的续集，本文提供了关于从学前班到12年级的创伤性和非创伤性脑损伤学生的司法和行政判例法的最新概述。适用范围仅限于《残疾人教育法》和《残疾人民权法》第504条和《美国残疾人法》。这些案例不仅包括听证/审查官员和法院判决，还包括国家教育机构和民权办公室的投诉调查报告，这些报告可以在唯一的国家数据库LRP的SpecialEdConnection®中找到。分析的重点是这些已发表裁决的频率和结果，讨论扩展到实证局限性和研究结果的专业含义。

引用次数: 0

Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom 将严重/多重残疾学生纳入通识教育课堂的策略

Physical disabilities : education and related services

Pub Date : 2018-12-30 DOI: 10.14434/PDERS.V37I2.24881

W. Rogers, Nicole M Johnson

Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

诸如IDEA(1997年)和NCLB(2001年)等联邦立法导致在通识教育课堂上接受指导的严重残疾学生人数增加。这种包容性运动建立了一个更加多样化的学生群体，普通教育和特殊教育教师负责提供满足所有学生需求的教学。尽管大多数研究关注的是对高发残疾学生(如学习障碍)的有效包容性实践，但文献显示，在普通教育环境中接受支持的严重/多重残疾学生数量急剧增加。因此，教育工作者必须掌握有效的包容性实践，以满足严重/多重残疾学生的独特需求。对文献进行了回顾，以确定在通识教育课堂中纳入和支持严重/多重残疾学生的有效方法。

引用次数: 8

Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability 为有智力发育障碍的年轻人建立包容性的中学后教育计划

Physical disabilities : education and related services

Pub Date : 2018-12-30 DOI: 10.14434/PDERS.V37I2.25738

Joshua N. Baker, K. A. Lowrey, K. R. Wennerlind

Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.

自2008年《高等教育机会法案》(HEOA)重新授权以来，包括智力发育障碍个体在内的高等教育项目出现了显著增长。2015年，美国教育部高等教育办公室成立了一个国家协调中心，为智障学生提供52个过渡和高等教育项目(TPSID)。目前，国家协调中心的网站上列出了267个项目。与2008年相比，这一数字增长了500%。随着越来越多的项目被创建，其中许多是基层倡议，一个开始和支持这些努力的基本框架已经确定。本文的目的是提供一个框架，帮助那些有兴趣在高等教育机构为智力发育障碍学生开设自己的包容性课程的人。

引用次数: 5

Training and Preparedness to Meet the Needs of Students with a Chronic Health Condition in the School Setting 培训和准备，以满足学生的需要，在学校设置的慢性健康状况

Physical disabilities : education and related services

Pub Date : 2018-12-30 DOI: 10.14434/pders.v37i2.26254

M. K. Irwin, Megan P. Elam, A. Merianos, L. Nabors, C. Murphy

Despite the increasing prevalence of chronic health conditions among youth in schools, teachers report little exposure to specific coursework focusing on how to best support students with these conditions in the classroom. This study examined how teacher preparation programs prepare educators to meet the needs of this growing student population; findings also include survey results describing level of preparation to support students with a chronic health condition from the perspective of preservice and practicing educators enrolled in the nation’s leading colleges of education. Results suggest that dedicated curriculum to prepare teachers to work with students with chronic health conditions is largely absent from teacher preparation programming, and that teachers feel they lack knowledge to adequately support students with a chronic health condition in the classroom setting. Recommendations and implications are discussed.

尽管慢性健康状况在学校青少年中越来越普遍，但教师报告说，他们很少接触到关于如何在课堂上最好地支持患有这些疾病的学生的具体课程。本研究考察了教师培训计划如何培养教育工作者以满足不断增长的学生群体的需求;调查结果还包括调查结果，描述了从国家一流教育学院的职前和在职教育工作者的角度为患有慢性健康状况的学生提供支持的准备水平。结果表明，在教师培训规划中，基本没有专门的课程来帮助教师与患有慢性健康状况的学生一起工作，教师认为他们缺乏在课堂环境中充分支持患有慢性健康状况的学生的知识。讨论了建议和影响。

引用次数: 5

School Performance and Disease Interference in Adolescents with Sickle Cell Disease. 青少年镰状细胞病的学校表现与疾病干预

Physical disabilities : education and related services

Pub Date : 2015-01-01 DOI: 10.14434/pders.v34i1.13918

Lori E Crosby, Naomi E Joffe, Mary Kay Irwin, Heather Strong, James Peugh, Lisa Shook, Karen A Kalinyak, Monica J Mitchell

Sickle cell disease (SCD) results in neuropsychological complications that place adolescents at higher risk for limited educational achievement. A first step to developing effective educational interventions is to understand the impact of SCD on school performance. The current study assessed perceptions of school performance, SCD interference and acceptability of educational support strategies in adolescents with SCD. To identify potential risk factors, the relationship between school performance, SCD interference and demographics were also examined. Thirty adolescents aged 12 to 20 completed demographics and SCD school performance questionnaires. Approximately 37% of participants reported receiving special education services, but more than 60% reported that SCD interfered with their school performance. Females reported that SCD impacted their schooling more than males (X² (1, N = 30) = 5.00, p < .05). Study findings provide important insights into demographic risk factors and support the need for individualized health and educational plans for adolescents with SCD.

镰状细胞病(SCD)导致神经心理并发症，使青少年在有限的教育成就方面面临更高的风险。制定有效的教育干预措施的第一步是了解可持续发展对学校表现的影响。本研究评估了SCD青少年对学校表现、SCD干扰和教育支持策略可接受性的认知。为了确定潜在的危险因素，我们还研究了学校表现、SCD干扰和人口统计学之间的关系。30名年龄介乎12至20岁的青少年填写了统计资料及学校表现问卷。约37%的受访者表示曾接受过特殊教育服务，但超过60%的受访者表示，特殊教育影响了他们的学业表现。女生报告SCD对学业的影响大于男生(X2 (1, N = 30) = 5.00, p < 0.05)。研究结果对人口风险因素提供了重要见解，并支持为患有SCD的青少年制定个性化健康和教育计划的必要性。

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