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Book part
Publication date: 26 September 2022

Jason C. Travers

Special education for students with severe disabilities depends on advocacy, but for what issues we should advocate is arguable. Prioritizing issues for advocacy also may subject…

Abstract

Special education for students with severe disabilities depends on advocacy, but for what issues we should advocate is arguable. Prioritizing issues for advocacy also may subject to debate. Some may argue for full inclusion, which is the idea that all children irrespective of impairments or needs should receive all services in general education settings. Full inclusion implies that all decisions about what, how, and where special education is provided must conform to general education contexts. Full inclusion is an absolute imposition and, accordingly, is diametrically opposed to an individualized approach articulated in US special education law. This chapter briefly addresses the incompatibility of inclusion (based on individualization) and full inclusion (based on absolute conformity) for students with severe disabilities, and suggests that special education professionals and leaders should champion meaningful curriculum delivered with effective instruction and behavioral supports. The foundations for this advocacy with and on behalf of students with severe disabilities should be scientific evidence, evidence-based practice, and the continued rights and protections associated with an individualized approach.

Book part
Publication date: 7 January 2019

Eva Horn, Stephanie Parks and Zhe (Gigi) An

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life…

Abstract

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.

Book part
Publication date: 5 June 2018

Emily C. Bouck and Erin Bone

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and…

Abstract

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Abstract

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Modelling Our Future: Population Ageing, Health and Aged Care
Type: Book
ISBN: 978-1-84950-808-7

Book part
Publication date: 14 July 2004

Kalman Rupp and Paul S Davies

Using data from the Survey of Income and Program Participation (SIPP) matched to administrative records, we examine mortality risk and participation in the Disability Insurance…

Abstract

Using data from the Survey of Income and Program Participation (SIPP) matched to administrative records, we examine mortality risk and participation in the Disability Insurance (DI) and Supplemental Security Income (SSI) disability programs from a long-term perspective. Over a period of 14 years, we analyze the effect of self-reported health and disability on the probability of death and disability program entry among individuals aged 18–48 in 1984. We also assess DI and SSI programs from a life-cycle perspective. Self-reported poor health and severe disability at baseline are strongly correlated with death over the 14-year follow-up period. These variables also are strong predictors of disability program participation over the follow-up period among non-participants at baseline or before, with increasing marginal probabilities in the out-years. Our cross-sectional models are consistent with recent studies that find that the work-prevented measure is useful in modeling DI entry. However, once self-reported health and functional limitations are accounted for, the longitudinal entry models provide conflicting DI results for the work-prevented measure, suggesting that, contrary to claims based on cross-sectional or short-time horizon application models, the work-prevented measure is an unreliable indicator of severity. The risk of SSI and DI participation is significantly greater for individuals who die, suggesting that future mortality captures the effect of case severity and deterioration of health during the follow-up period. From a life-cycle perspective, a substantially greater proportion of individuals participate in SSI or DI at some point in their lives compared to typical cross-sectional estimates of participation, especially among minorities, people with less than a high school education, and those with early onset of poor health and/or disabilities. Cross-sectional estimates for the Social Security area population indicate SSI and DI participation rates of no more than 5% combined in 2000. In contrast, for individuals aged 43–48 in 1984, we observe a cumulative lifetime SSI and/or DI participation rate of 14%. The corresponding figure is 32% for individuals in that age group who did not graduate from high school, suggesting the need for human capital investments and/or improved work incentives.

Details

Accounting for Worker Well-Being
Type: Book
ISBN: 978-1-84950-273-3

Book part
Publication date: 4 February 2015

Kyungsook Kang and Young Hyuk Hong

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical…

Abstract

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical background, legal development, and current trend. Four main areas related to special education in South Korea are highlighted: the historical background and legal development of special education; current laws relating to special education; inclusive education and LID; and the future of LID support in South Korea. This chapter will provide valuable information for those who want to become more knowledgeable about the current status of special education and inclusive education for learners with LID in South Korea.

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Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Keywords

Book part
Publication date: 16 September 2014

Umesh Sharma

This chapter reports the development of special education in Australia. The chapter begins with a discussion of general information about the country. This discussion is important…

Abstract

This chapter reports the development of special education in Australia. The chapter begins with a discussion of general information about the country. This discussion is important to understand the overall development of special education considering Australia is a young country with a number of events directly influencing educational activities. It then presents some of the key historical milestones in special education in Australia. Information about the relevant legislation and policy reforms that are relevant to people with disabilities is also discussed. Some of the recent national initiatives that have had significant influence for students with disabilities are also discussed. The last part of the chapter delineates challenges that Australia faces related to the education of children with special needs.

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Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 1 January 2014

Sagit Mor

This article examines the dialectics of wrongful life and wrongful birth claims in Israel from 1986 until 2012. In May 2012 Israeli Supreme Court declared that while wrongful…

Abstract

This article examines the dialectics of wrongful life and wrongful birth claims in Israel from 1986 until 2012. In May 2012 Israeli Supreme Court declared that while wrongful birth claims were still permitted, wrongful life claims were no longer accepted in a court of law. The article examines the conditions that allowed for and supported the expansion of wrongful life/birth claims until 2012. The article identifies two parallel dynamics of expansion: a broadening of the scope of negligent conduct and a view of milder forms of disabilities as damage that merits compensation. The article further suggests four explanations for such doctrinal evolution, two of which emanate from doctrinal ambiguities and the other two are rooted in social factors that have shaped the meaning of disability as a tragedy and state of inferiority. While recent developments seem promising, the article concludes with a word of caution. Such changes may reproduce past injustices mainly because the compensation mechanism has remained an individual-torts based one, which may run counter to the broader struggle for social change for disabled people.

Details

Studies in Law, Politics, and Society
Type: Book
ISBN: 978-1-78350-785-6

Keywords

Book part
Publication date: 5 June 2018

Sunday O. Obi

Students with physical and health impairments represent a small but growing group of individuals with diverse educational needs. They are those students whose physical limitations…

Abstract

Students with physical and health impairments represent a small but growing group of individuals with diverse educational needs. They are those students whose physical limitations or health problems interfere with school attendance or learning to such an extent that special services, training, equipment, materials, or facilities are required. Therefore, the purpose of this chapter is to discuss some of these impairments and acquaint both general and special educators with interventions for helping students with physical and health impairments succeed.

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Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Book part
Publication date: 16 September 2014

Mian Wang and Yajing Feng

Special education in China has lagged behind regular education for many years, however, the past few decades, the government has made considerable efforts to develop and improve…

Abstract

Special education in China has lagged behind regular education for many years, however, the past few decades, the government has made considerable efforts to develop and improve the special education system. While the citizens of China have had a generic moral interest in disability since ancient times, the development of special education schools did not occur until American and European missionaries started schools for the visually and hearing impaired in the 19th century. The next major influence in the development of the special education system occurred with China’s Cultural Revolution in 1978. Interestingly, there is not any exclusive legislation on special education but in the 1980s, the government started Learning in Regular Classrooms (LRC), which is China’s version of inclusion. LRC has progressed rapidly the past two decades; however, the quality of instruction is low due to a lack of specialists, a shortage of personnel, inadequate funding, and limited technology as well as other barriers that are delineated in the chapter. The chapter emphasizes the government’s recent efforts in in-service teacher training, the preparation of preservice teachers, working with families, developing community rehabilitation training programs, and implementing evidence-based practices. Special education in China today is at a good place but it has quite a way from the ideal situation.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

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