Educational Placement of Children who are Blind or have low Vision in Residential and Public Schools: A National Study of Parents’ Perspectives

Ajuwon, Paul M.; Oyinlade, A. Olu

doi:10.1177/0145482x0810200602

Cited by 21 publications

(12 citation statements)

References 9 publications

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“…Similarly, family preferences concerning placement may play a pivotal role in placement decisions for students with ASDs. In an analysis of why parents of children with visual impairments or blindness placed their child either in a public school or residential setting, Ajuwon and Oyinlade (2008) found that two variables had the greatest predictive value on this decision making: preferred classroom size (smaller size preferred when parents selected a residential setting) and attending school with a sibling (preferred when parents selected a public school). Similar factors related to family priorities may play an important role in ASDs placement decisions.…”

Section: Factors Effecting Placementmentioning

confidence: 99%

Educational Placement of Students With Autism

Kurth

2014

Focus Autism Other Dev Disabl

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Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with ASD in inclusive, mainstreaming, self-contained, and separate schools, suggesting that external to the child factors play a major role in educational placement decisions. Further, states in the Eastern US tend to have more restrictive placement rates than states in the Western US. State special education funding was found to have a minimal impact on placement outcomes.

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Section: Factors Effecting Placementmentioning

confidence: 99%

Educational Placement of Students With Autism

Kurth

2014

Focus Autism Other Dev Disabl

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“…Other factors may play a role, such as teacher training (Moreno, Aguilera, & Saldana, 2008) and availability of service providers (Dymond et al, 2007). It has been suggested that classroom size and ability to attend school with siblings influence parental decisions (Ajuwon & Oyinlade, 2008).…”

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confidence: 99%

Examining National Trends in Educational Placements for Students With Significant Disabilities

Morningstar

Kurth

Johnson

2016

Remedial and Special Education

144

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Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided. Examining National Trends in Educational Settings for Students with Significant Disabilities Trends in where students with disabilities are educated using data associated with the least restrictive environment (LRE) have been tracked for more than three decades. Existing research documents a steady increase in the percentage of time spent in general education classrooms for students with high incidence disabilities, including learning disabilities, other health impairments, and emotional behavioral disorders (Danielson & Bellamy, 1989; McLeskey, Hoppey, Williamson, & Rentz, 2004). Recently, McLeskey and colleagues (2012) examined the 1990-2008 LRE data, finding a 93% increase of students with high-incidence disabilities placed in general education 80% or more of the day. In another study, Williamson, McLeskey, and Rentz (2006) examined LRE data for students with intellectual disability (ID) during the decade from 1990-2000 and found increasing trends, albeit less substantial than for other disability groups. In addition, they noted that increased rates appeared to plateau between 1997-2000, indicating a dropping off of general education placement after initial growth. An interesting finding in their study was the variability across states, which has also been documented in other studies for students with ID (Katsiyannis, Zhang, & Archwmety, 2002), and autism (Kurth, 2014). Further, Brock and Schaefer (2015) identified a single state's differences in educational placement for students with significant disabilities, suggesting urban and urban-fringe districts were least likely to place students in general education 80% or more of the day. Broadly speaking, continued improvements for students with high-incidence disabilities toward greater access to general education have been found. However, the extent to which this holds true for students with significant disabilities (i.e., intellectual disability, autism, multiple disabilities, deaf blindness) has not been thoroughly examined. The IDEA mandates accountability requirements focus on ensuring that students with disabilities participate in the general education curriculum. The LRE regulations stipulate to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that their removal from general education occ...

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“…A análise realizada por Celeste (2006) indicou que algumas dessas crianças recebem poucas respostas positivas pelas ofertas ou tentativas de se engajar em interações sociais com os colegas videntes. Isso pode resultar na diminuição do interesse por seus pares e torna as crianças cegas mais propensas ao isolamento (Ajuwon & Oyinlade, 2008).…”

Section: Introductionunclassified

Interação social de crianças cegas e de crianças videntes na educação infantil

França-Freitas¹,

Gil

2012

Psicol. Esc. Educ.

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As interações de crianças cegas têm sido objeto de crescente interesse nas últimas décadas. Diante disso, os objetivos desse estudo, propostos em classes inclusivas da Educação Infantil, foram: caracterizar a interação social de crianças cegas que receberam ou não estimulação constante e especializada; e caracterizar a interação social de crianças cegas e videntes. Participaram duas crianças cegas com aproximadamente cinco anos e seus colegas de sala regular. Foram organizadas situações em que as crianças pudessem brincar, e seus desempenhos foram videogravados. Foi adotado um sistema de classificação que permitiu a análise comparativa das interações dos participantes e utilizado o SPSS-WIN (13.0) para realizar as análises estatísticas. Foram encontradas semelhanças e diferenças significativas ao comparar as características das interações das crianças cegas com as das videntes. Foi possível verificar que, havendo estimulação constante e especializada, a criança cega apresenta comportamentos semelhantes aos de uma criança vidente no ambiente escolar.

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Educational Placement of Children who are Blind or have low Vision in Residential and Public Schools: A National Study of Parents’ Perspectives

Cited by 21 publications

References 9 publications

Educational Placement of Students With Autism

Educational Placement of Students With Autism

Examining National Trends in Educational Placements for Students With Significant Disabilities

Interação social de crianças cegas e de crianças videntes na educação infantil

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