Current Practices in Special Education: Perspectives of Consumers in Middle School.
Legislation has provided parents and, in some cases, the students themselves the right to participate in developing instructional programs suited to their needs and abilities. Students enrolled in special education programs are now being looked at as valuable consumers of these services, as such, th...
| Publicado en: | International Journal of the Humanities Vol. 3; no. 5; pp. 47 - 51 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Common Ground Research Networks
Jan2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=25038852&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 25038852 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15IH jtl: International Journal of the Humanities maglogo: N pubinfo: dt: Jan2006 vid: 3 iid: 5 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 25038852 10.18848/1447-9508/CGP/v03i05/41657 ppf: 47 ppct: 4 formats: fmt: @attributes: type: P size: 309KB tig: atl: Current Practices in Special Education: Perspectives of Consumers in Middle School. aug: au: Dev, Poonam DeJac, Pam Mosher-Vasta, Kim affil: Nazareth College of Rochester, United States of America su: Special education Compensatory education Exceptional children Middle school education Educational law & legislation Middle schools Legislative bills Individualized instruction United States sug: subj: United States Special education Compensatory education Exceptional children Middle school education Educational law & legislation Middle schools Legislative bills Individualized instruction keyword: Middle School Special Education Student Perspectives ab: Legislation has provided parents and, in some cases, the students themselves the right to participate in developing instructional programs suited to their needs and abilities. Students enrolled in special education programs are now being looked at as valuable consumers of these services, as such, their input has been sought by some professionals in the field (Habel, Bloom, Ray, & Bacon, 1999; Kortering & Braziel, 1999; Lovitt, Plavins, & Cushing, 1999). This study surveyed 52 students in special education in four schools. All the students were placed in self-contained classrooms, and less than 25% were mainstreamed for one academic subject. The only time all of them were in the same setting as their peers without disabilities was during art, music, and other ‘specials’. The students were in grades 6, 7 and 8, and were asked to complete questionnaires about their perceptions regarding the quality of special education services they had received and were receiving. More than 40% of the respondents felt comfortable asking questions, but less than 30% felt safe making mistakes in their classrooms. The characteristics most common in teachers they liked the most: he/she was ‘fun’, ‘helpful’ and ‘nice’; and the least: he/she ‘yells too much’ and was ‘mean’. About 25% of the respondents had been in special education at least four years. More than one-third of the respondents felt that special education had helped them. Some of the reasons they gave in support of special education: their reading ability improved, they received individualized instruction, and felt more confident about themselves. About 18% felt that they had not benefited by being in special education. Most of the respondents who were not satisfied with their special education services said that they were being taught material they had already learned earlier, and some felt stigmatized by being in the self-contained room. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Humanities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Humanities holder: Common Ground Research Networks dt: @attributes: year: 2006 holdings: @attributes: islocal: N |
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