Readability of Special Education Procedural Safeguards

Mandic, Carmen Gómez; Rudd, Rima E.; Hehir, Thomas; Acevedo‐García, Dolores

doi:10.1177/0022466910362774

Cited by 58 publications

(36 citation statements)

References 29 publications

(32 reference statements)

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“…Language differences can impact the readability of education documents and school correspondence, which can be challenging for CLD parents, especially those with limited English proficiency, placing a burden on parents that has implications for due process (Geenen et al, 2001;Mandic et al, 2012). In one study, Torres-Burgo, Reyes-Watson, and Brusca-Vega (2010) report how Hispanic parents had difficulty understanding the IEP and its procedures, which resulted in Hispanic parents communicating with the special education teacher less often than the non-Hispanic parents in the study and, consequently, being offered less advice about how to help their child.…”

Section: Barriers To Parental Involvementmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

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In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

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Section: Barriers To Parental Involvementmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

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“…This can be explained by the fact that students in an integrated class compared their scholastic achievements with the regular students, whose achievement level was seemingly higherand therefore the level of achievements of the special needs students was perceived as lower. In comparison, the achievement level amongst students who learned in a special class was compared to those who were similar to them and this could lead to a more objective judgment of their achievement level (Mandic et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Special Needs Children within Regular Classes and in Separate Classes

Bishara¹

2016

THEIJSSHI

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This research has dealt in investigating the differences between children with special needs whoare integrated into regular classes with children with special needs learning in closed special educationclasses, regarding the extent of improvement in their achievements in reading comprehension andmathematics, as well as social involvement. Twenty-nine students from the 2 nd and 3 rd grades participatedin the research (average age: 8.4 years and deviation from the norm: 0.6), all defined as students ofspecial education, 14 of whom were in the 2 nd grade (48%) and 15 of whom were in the third grade (52%).Some of the students were integrated into a parent class and others learned the basic subjects of readingcomprehension and mathematics in a special closed class, though the division was not uniformthroughout the entire research. Ten teachers also participated in the study -6 regular teachers and 4teachers of special education, 1 of whom teaches the special education class and 3 of whom teach theintegrated students. Data were collected using three types of tools: a questionnaire open to teachers of regular education toexamine their attitudes and perceptions about the differences between the educational frameworks ofthese terms of meeting the needs of children with special needs and in terms of achievement in readingcomprehension and arithmetic and the integration of social, questionnaire open to teachers of specialeducation to examine their attitudes and perceptions about differences between educational frameworksof these terms of addressing the needs of children with special needs and in terms of achievement inreading comprehension and arithmetic and their integration into the social and interviews are open tostudents in grades 2 and 3 students in two frames above questions dealt with preference learningframework, variance and degree of satisfaction of the student teaching framework where he is now.Research findings pointed to the fact that the presence of students in an integrated class helps themadvance in their own capabilities, in their social involvement and in their scholastic achievements. Theassistance and support that the students received in the integrated classes from the staff of teachersbothof regular education and of special educationimproves their scholastic achievements. It should be noted that the students expressed their desire to be integrated and continue learning in theclass with other students, and not to leave the classin order to avoid the negative stigma associated withleaving the class to learn with teachers of special education.The study shows that there is great importance to the extent of cooperation between teachers of specialeducation. and teachers of regular education. The greater the cooperation, the greater the students'achievements and social involvement. We recommend integrating more subjects for the students andorganizing advanced courses in schools on the topic of staff work, in order to discuss importantpedagogical issues to solve problems and make decisions. It is suggested tha...

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“…Next, documents should be provided in simple and plain language that is easily understood by parents (Mandic et al, 2012) at an average reading level of sixth grade, rather than that of a ninth grade reading level. Additionally, the use of twelve point font, as opposed to seven to eight point font will make the documents easier to review (Fitzgerald, 2006).…”

Section: Recommendationsmentioning

confidence: 99%

Experiences of Culturally and Linguistically Diverse Parents with Deaf Children during the Individualized Educational Plan Process

Trahan¹,

Wolsey²,

Clark³

2018

PSYCH

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For effective educational and language planning for a deaf child, it is important that parents and the child, if they are old enough, understand their rights and the processes involved in developing an Individualized Education Plan (IEP). The IEP provides an important "road map" for deaf children to receive appropriate services for effective educational outcomes. This qualitative study focused on understanding the experiences, both positive and negative, faced by parents of deaf children going through the IEP process. To better understand parents' experiences and perspectives, a grounded theory-based approach was used with a three-step systematic procedural analysis to identify themes, axial codes, and the core category. Based on the data analysis from the interviews, eight themes and three axial codes were identified, leading to the overarching theme of "giving parents a voice". This study provides insights and recommendations to support parents, deaf children, and school personnel in regards to their understanding of an efficient IEP process.

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Readability of Special Education Procedural Safeguards

Cited by 58 publications

References 29 publications

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Special Needs Children within Regular Classes and in Separate Classes

Experiences of Culturally and Linguistically Diverse Parents with Deaf Children during the Individualized Educational Plan Process

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