Opportunities for Improving Programs and Services for Children with Disabilities (2018) / Chapter Skim
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5 Social and Human Capital Development: School-Based Programs and Services
5 Social and Human Capital Development: School-Based Programs and Services
Pages 157-196
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From page 157... ...
In Chapter 3, these outcomes were identified as including education, daily living skills, communication and social skills, employment and earnings, community participation, self-determination, and independent living. As discussed in Chapter 2, a child's needs for programs and services change over the life cycle.
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From page 158... ...
Next, the chapter presents the committee's review of special education services as guaranteed by IDEA: inclusive education, specially designed instruction, supplementary aids and services, and related services and supports. Then, the chapter explores school-based transition services, also guaranteed under IDEA, which help prepare the child for transitioning to adulthood and support long-term goals including employment, community participation, and independent living.
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From page 159... ...
In the education sector, Section 504 mandates that federally funded programs include elementary and secondary public school programs as well as postsecondary education (e.g., colleges, universities, and vocational and employment programs) (Lipkin and Okamoto, 2015)
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From page 160... ...
possible, and they continue to guide the provision of special education services across the United States. IDEA guarantees access to education-related services for all children with a qualifying disability.
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From page 161... ...
Commonly, a child's annual IEP goals tend to focus on near-term outcomes related to the child's development and educational progress, aligned with completing the lessons and learning appropriate school and social behaviors for a particular grade level. It is important to note that students with disabilities may not be eligible for special education services under IDEA if their disabilities are determined not to create a need for specially designed instruction.
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From page 162... ...
(2012) , however, "in most states, charter schools enrolled a lower percentage of students with disabilities when compared to traditional public schools." In school year 2009–2010, approximately 11 percent of students enrolled in traditional public schools were students with disabilities, compared with about 8 percent of students enrolled in charter schools.
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Currently, there are 27 voucher programs in place across 16 states and Washington, DC (NCLD, 2017)
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From page 164... ...
. In the majority of school voucher programs, when students use vouchers to attend a private school, they relinquish their rights under IDEA, including the right to an IEP and FAPE in the least restrictive environment, as well as their rights under Section 504 of the Rehabilitation Act and the ADA.
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, when they received specially designed instruction in the general education curriculum. 8 See https://ies.ed.gov/ncee/wwc (accessed December 13, 2017)
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. In single-subject design research, certain specially designed instruction practices have been identified that are highly effective with specific disability groups, such as children who have autism spectrum disorder or severe developmental disabilities (Wong et al., 2015)
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This principle emphasizes that specially designed instruction should be delivered in environments best suited to access the general education curriculum and meet the student's unique learning needs, with the presumption of placement in the general education classroom with appropriate supplementary aids and services (discussed below)
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From page 168... ...
MTSS is premised on providing high-quality, specially designed instruction for all students, with increasingly specialized and individualized supports for students that continue to experience a mismatch between the demands of the environment and their support needs. Such models recognize that the reference environment for all students is based on how to succeed in the general education classroom, but that certain students will require individualized supports to maintain access to the general education curriculum and thrive in an inclusive environment through steps taken to maximize opportunities for social and emotional learning in the classroom.
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From page 169... ...
NOTE: PBIS = Positive Behavioral Interventions and Supports. SOURCE: From Lane, K.L., Kalberg, J.R., and Menzies, H.M.
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. Unified Champion Schools Beyond the Special Olympics Unified Sports athletic training program high lighted in Chapter 4 (see Box 4-4)
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From page 171... ...
. Seventy percent of teachers and staff surveyed reported that implementing the Unified Strategy fostered more opportunities for social engagement between general and special education students, while 75 percent stated that Unified Champion Schools pro vided more opportunities for students with intellectual disabilities to get involved in mainstream school activities (Special Olympics, 2014)
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From page 172... ...
Each student will have differing needs for supplementary aids and services based on her or his individualized learning needs. Researchers have linked the provision of supplementary aids and services to increased student goal attainment, academic achievement, and access to the general education curriculum (Lee et al., 2009; Soukup et al., 2007)
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From page 173... ...
For example, Fairfax County Public Schools in Virginia assigns one assistive technology resource teacher to provide assistive technology training and support to 8–10 public schools within the school district and engages staff in professional development training by hosting teacher programs such as Technology Outreach and Program Support (FCPS, n.d.)
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From page 174... ...
Herein, the committee discusses three additional related services that are critical to the success of young people with disabilities: speech-language pathology and audiology services, school nurse services, and school social work services. The committee also recognizes that although the public school system is not formally identified as a medical center for mental health services or as a point of entry into the mental health system, schools often serve as the primary source for mental, emotional, and behavioral supports and services for many children with disabilities; therefore, school-based mental health services and interventions are also briefly discussed.
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From page 175... ...
Middle school and high school services are often focused on the interface between language and literacy and the vocabulary and language skills needed for employment and for community participation. School Nurse Services School nurses provide services to all children, and have been shown to serve an important role in providing health care services to children in poverty, who have been found to seek school nursing services more than their peers (Fleming, 2011)
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. School social workers also serve as advocates for children to have 15 Seesocialwork.org (accessed December 13, 2017)
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Under these circumstances, school social workers are indispensable, as they have been trained to understand the language used by child welfare caseworkers and the language of education legislation (Altshuler and Kopels, 2003)
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From page 178... ...
. The three-part model emphasizes both a continuum and six content areas that should be considered when creating school-based intervention programs: enabling learning, transition services, crisis prevention, home engagement, community outreach, and individualized assis tance where appropriate (Adelman and Taylor, 2012)
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. social workers.
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From page 180... ...
Future research needs to determine the relative effectiveness of the strategies, experiences, and student behavior predictors by disability category, severity of disability, or environmental context. In addition to the educational and other school-based services described above, IDEA guarantees the right to transition services -- defined as a coordinated set of activities for students with disabilities that are based on the student's individual strengths, preferences, and interests -- to all eligible 18 Funded by the U.S.
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Inclusion in General Education (access to X X X general education curriculum and engagement in classes with peers without disabilities) Interagency Collaboration (clear, purposeful, X X and carefully designed process promoting crossagency, program, and -disciplinary collaborative efforts leading to tangible transition outcomes)
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From page 182... ...
Social Skills (behaviors and attitudes that X X facilitate communication and cooperation, e.g., social conventions, social problem solving, body language, speaking, listening, responding, verbal and written communication) Student Support (network of people who X X X provide services and resources in multiple environments to prepare students to attain their annual transition and postsecondary goals)
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. The goal of activities undertaken as part of transition services is to facilitate the child's movement from school to postschool activities, including postsecondary education, vocational education, integrated employment (including supported employment)
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(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
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The hope is that the summary will strengthen the likelihood that when the child leaves high school, she or he will have the relevant information about her or his academic achievement and functional performance, which could help improve postschool outcomes. The summary may include the accommodations, modifications, and supports that were effective in high school and may have utility in postsecondary settings.
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From page 186... ...
Student Involvement in Transition Planning and Increasing Self-Determination It is important that the transition process include a discussion of the activities and services necessary for students to attain their postsecondary goals. IDEA requires the child's involvement in IEP meetings "if the purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals."24 Burnes and colleagues (2017)
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examined the impact of the SDLMI on access to the general education curriculum for students with disabilities using a group-randomized controlled trial design, and found that students in the SDLMI treatment group had greater access to the general education curriculum in inclusive classes after 1 year of instruction, as well as greater academic (for students with learning disabilities) and transition related (for students with intellectual disability)
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From page 188... ...
One such model is described in Box 5-6. CHAPTER CONCLUSIONS IDEA requires that state and local education agencies actively seek out all children with a disability that might impact their ability to receive FAPE in an inclusive environment, and provide specially designed instruction, supplementary aides and services, and related services to all children determined to be eligible.
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From page 189... ...
By virtue of the IDEA requirement that state and local education agencies identify, locate, and evaluate all children in need of edu cational support services because of a disability, the school system is often the first point of entry for children and families to connect with local disability services. Schools play an important role as a centralized location for the delivery of a variety of disability related services (e.g., education; transition; and, when needed, to ensure access to FAPE in the least restrictive environment, health care services)
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2017. Predicting postsecondary education and employment outcomes using results from the Transition Assessment and Goal Generator.
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2015. School social workers' role in supporting parents of a child with autism.
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2010. Examining the evidence base for School Wide Positive Behavior Support.
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2009. Student and teacher vari ables contributing to access to the general education curriculum for students with intel lectual and developmental disabilities.
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2007. Successful transitions for young children with disabilities and their families: Roles of school social workers.
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2014. Special Olympics Unified Champion Schools research.
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n.d. School social worker's role.
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