The Effect of No Child Left behind on Rural Students with Low Incidence Disabilities

Collins, Belva C.; Hawkins, Sarah; Keramidas, Cathy Galyon; McLaren, Elizabeth; Schuster, John W.; Slevin, Barbara; Spoelker, Denise Lacy

doi:10.1177/875687050502400109

Cited by 11 publications

(10 citation statements)

References 11 publications

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“…This is consistent with concerns expressed in the literature about the centrality of the IEP in special education (Karger, 2005) and possible misalignment with IDEA's focus on individual needs (Yell, Katsiyannis, & Shiner, 2006). Some educators have expressed concern that increased focus on learning academic content may compromise the need for teaching more functional skills (Spooner & Browder, 2006) or preparing students for the transition to adulthood (Collins, Hawkins, Keramidas, McLaren, Schuster, Slevin, & Spoelker, 2005). Others have questioned how IEP requirements can be met in the context of school choice when schools fail AYP (National Association of State Directors of Special Education, 2002).…”

Section: Implications Of the Mandate For Adequate Yearly Progresssupporting

confidence: 55%

Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education

Mitchem

Kossar

Ludlow

2006

Rural Special Education Quarterly

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Current legislative mandates for schools to bring all students to the proficient level on state content standards by 2014 have been both commended and criticized by stakeholders across the nation. Schools are expected to meet this challenge by employing only highly qualified teachers who are well versed in content and the use of evidence-based practices. They must document adequate yearly progress toward proficiency for all students, including those with disabilities. Most groups praise the accountability that accompanies these mandates; however, concerns have been voiced by some educators about their impact on rural schools as well as their implications for special education services. Various stakeholders in rural areas across the country were surveyed to examine the perceived impact of the NCLBA mandates for highly qualified teachers and adequate yearly progress. Qualitative research methods were used to analyze responses to open-ended questions asking participants to expand on special education issues related to qualifications of highly qualified teachers, documentation of adequate yearly progress and other general concerns. Some common themes emerged related to the unique circumstances of rural schools as well as the potential impact of NCLBA on rural special educators and special education programs.

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Section: Implications Of the Mandate For Adequate Yearly Progresssupporting

confidence: 55%

Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education

Mitchem

Kossar

Ludlow

2006

Rural Special Education Quarterly

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“…However, with policy‐makers and educators across the USA lamenting the ever‐escalating costs of special education (Colins, Hawkins and Keramidas et al., 2005), it is important to identify programmes that may be effective at both reducing problem behaviours and improving academic achievement simultaneously. This research was a preliminary attempt to examine the impact of PBS interventions on academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Examining the effect of positive behaviour support on academic achievement of students with disabilities

Chitiyo

Makweche-Chitiyo

Park

et al. 2011

Research in Spec Educ Needs

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Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw.

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“…The small percentage of students with MSD are assessed on alternate achievement standards identified by their states that align with the core content taught to all students. This mandate has had a huge impact on the education of students with MSD (Collins, Hawkins, et al, 2005). Although it would seem logical that the need to access core content would further facilitate school inclusion, the opposite can be true.…”

Section: Changes In Curriculum and Assessmentmentioning

confidence: 99%

Best Practices for Students With Moderate and Severe Disabilities: A Rural Retrospective

Collins

Ludlow

2018

Rural Special Education Quarterly

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The field of special education’s focus on moderate and severe disabilities (MSD) has undergone a number of changes in the past five decades. Some have been philosophical, some based on research, some based on mandated practices through U.S. law, and some based on the development of better technologies. While pioneers in the field first established the basic principles on which an appropriate education for students with MSD is based, subsequent scholars and professional organizations have determined how those principles are best implemented. As rural special educators involved in the field since the 1970s, we provide a reflection on the barriers and challenges faced by rural special education teachers as they continue to address the needs of rural students with MSD and make suggestions for current and future practices.

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The Effect of No Child Left behind on Rural Students with Low Incidence Disabilities

Cited by 11 publications

References 11 publications

Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education

Finite Resources, Increasing Demands: Rural Children Left Behind? Educators Speak Out on Issues Facing Rural Special Education

Examining the effect of positive behaviour support on academic achievement of students with disabilities

Best Practices for Students With Moderate and Severe Disabilities: A Rural Retrospective

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