Graduation Disparities Loom Large for Students With Special Needs - Education Week

Graduation Disparities Loom Large for Students With Special Needs - Education Week

Published Online: January 28, 2014

Published in Print: January 29, 2014, as Graduation Disparities Loom Large

Audience: Educators, Parents, Lawmakers

Key Points: 

The wide graduation-rate gaps in many states between students with disabilities and those in regular education raise the stakes for next year's first-ever federal evaluation of how well states are serving their special education students. By 2015, the Education Department aims to take a closer look at graduation-rate disparities when it evaluates states on their special education performance.  

Relevance:
The results of the evaluation could affect what states can do with their federal aid for special education.  The director of the federal office of special education programs said that "We know there are students with disabilities who can be achieving much more."  The office of special education programs, which is charged with evaluating states on their adherence to the Individuals With Disabilities Education Act, plans by next year to take into account graduation rates, dropout rates, and other so-called "performance" indicators as it shifts from a focus on compliance to what it calls "results-driven accountability."

Graduation Rates for Students with Disabilities on the Rise

Graduation Rates for Students with Disabilities on the Rise

By Christina Samuels on March 23, 2015 5:11 PM

Audience: Educators, Parents

Key Points:

Graduation Rates for Students with Disabilities on the Rise. The Individuals with Disabilities Education Act allows students with disabilities to stay in school at least until age 21, or longer if state laws allow making it difficult to compare one state's graduation rate to another.  States have different definitions for what a "regular high school diploma" is for a students with a disability.

Relevance:
The U.S. Department of Education broke out four-year graduation rates for different student subgroups as of the 2012-13 school year. Even within standardization, there is variability, different definitions in diplomas and student with a disability are just two factors.  

Data Overview: Students With Disabilities, In School and Work - Education Week

Data Overview: Students With Disabilities, In School and Work - Education Week

Published Online: May 29, 2015

Published in Print: June 5, 2015, as Students With Disabilities, In School and Work
Audience: Educators, Parents, policy makers

Key Points:

Nearly 6 million students with disabilities attend public schools in the United States. The Education Week Research Center compiled data from the U.S. Department of Education in order to shed light on the high school achievement and post-high-school outcomes of students with special needs. 

Relevance:

Compiled data from the US Dept. of Education shows the results and highlights key patterns regarding the educational status of students with disabilities. There has been gains on math and reading tests but the gap still remains.  Data on High School outcomes, graduation rates and type of diploma are shown as are the rates that young adults with disabilities have been employed, participated in job training, or attended a postsecondary school following high school.

For Students With Disabilities, Transition From High School Requires Self-Advocacy - Education Week

For Students With Disabilities, Transition From High School Requires Self-Advocacy - Education Week
Education Week
June 5, 2015
By Sarah D. Sparks
Audience:
Educators, Students, Parents

Key Points:
Post High School Transition is a challenging time for students, especially those with disabilities.
Students need assistance to help them start to find their own voices.
Federal Law requires transition planning no later than age 16 this includes self advocacy but there is no  specific reporting on it.

Relevance:

 Transition is a time when many students fumble through the process of learning to be independent.  Students with disabilities, who are now graduating from high school are  entering higher education at greater numbers than ever before. Students with disabilities are no longer provided accommodations and services through the IEP.  There are are 2 other federal laws that provide services but not at the same level. 

‘Education Suspended’ | Teaching Tolerance

‘Education Suspended’ | Teaching Tolerance

Submitted by Maya Lindberg on June 3, 2015

• Blogs and Articles:
 
• Discipline and Behavior
• Audience: Educators, Parents, University Admission Committees and School boards
   
  Key Points:
  Zero-tolerance disciplinary policies continue to have negative consequences for students in K-12 public schools.  High school disciplinary records have no place in post-secondary admissions.
  Relevance:
  School discipline records should not be part of higher education admissions. There are adverse consequences, two such consequences are school push-out, which often funnels students into the  juvenile and criminal justice system, and the disproportionate rates of discipline for students of color, students with disabilities and LGBT students
  
  

Students Face Uncertain Paths After Special Education

From Education Week
Published online May 29, 2015
Written by Christina A. Samuels
Audience: Teachers, Special Education Specialists, Transition Teachers and Families

Students have experienced a structured and somewhat predictable path while receiving special education services in public school settings since IDEA has been enacted. What has not been historically smooth is the transition from education to vocational or post education life. The Workforce Innovation and Opportunity Act hopes to add structure and substance to transition

New Autism Research Outlines Gender Differences in Social Interactions

By Christina Samuels on May 15, 2015 4:49 PM

Boys and girls with Autism Spectrum Disorder  demonstrate their difficulties in  communicating  in different ways. New research presented at the International Meeting for Autism Research recently held in Salt Lake City found that in general education classrooms, girls remain more connected to peers when they are in classroom of 21 students or more.  Boys, however, tend to have better social connections in classrooms with 20 or fewer students.

While much of Autism research is male oriented, this study focused on both boys and girls .

This article is geared towards parents, educators and researchers

link to full article