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We used time-varying effect modelling of two very large samples of fourth-grade students (Nreading = 148,240, Nmathematics = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from 2003 to 2017 for Texas students including those from historically marginalized communities. Following the cap's adoption, Texas students who are Black or English Language Learners (ELLs) were gradually less likely to have been identified as having disabilities than students in adjoining statues who are Black or ELLs in analyses adjusting for individual academic achievement, family economic disadvantage, school fixed effects, and other explanatory factors. Findings provide additional evidence of the cap's specific associations with disability identification disparities for demographic populations especially likely to have experienced violations of the Individuals with Disabilities Education Act's Child Find and free and appropriate public education requirements. [ABSTRACT FROM AUTHOR]

Rehabilitation professionals have a major focus on competitive employment, which is a central component of adult life that provides not only economic benefits, but also a social network and enhanced self-esteem. The employment gap for individuals with disabilities has remained consistently high despite concerted efforts to provide access to quality job readiness training and a simultaneous increase in awareness of the value of diversity in the workforce. This study examined the outcomes of Project SEARCH, an employer-based transition program for young adults with disabilities that promotes partnerships among the school and community by utilizing a unique collaborative approach that brings the education system, employers, and rehabilitation services together to provide meaningful individualized employment experiences for students with disabilities. Findings suggest Project SEARCH appears to have the potential to address employment outcomes for young adults with various disabilities. Implications for practice and future research are also discussed. [ABSTRACT FROM AUTHOR]

As the largest ethnic minority in the United States, the attitudes of Hispanic individuals are critical to disability studies. This present study compared differences in attitudes toward persons with disability between Hispanic and non-Hispanic young adults. Using a cross-sectional design, a survey questionnaire was administered in classroom settings to undergraduate students. It focused on perceptions of, and outcomes for, 10 specific disability types from a sample consisting of 746 undergraduate students, ranging in age from 18 to 35 years. Of the participants, 54% (n = 402) were female and 46% (n = 344) were male. The present study was conducted at a mid-sized, Hispanic-serving public university in rural south Texas. For most disability types, Hispanic respondents generally expressed greater social distance toward marital and kin relationships with a person with said disability. Nevertheless, they were more apt to express that a disability type does not lead to incapacity and increased dependence on others. Overall, respondents agreed that persons with disability can lead a happy, fulfilling life. However, Hispanic respondents were more likely to think that treatment or assistance was necessary to do so, with statistically significant differences observed for intellectual disability, learning disability, and ADD/ADHD. [ABSTRACT FROM AUTHOR]

Background/Context: The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level standards. Thus standards-based reform for SWD is often caught between ideals of standardization and principles of differentiation. Purpose and Research Questions: The purpose of this study was to examine the extent to which district administrators, principals, general educators, and special educators differ in their policy perceptions of the newest college- and careerreadiness standards (CCRS) for SWD versus other learners. Our research questions were: To what extent do teachers of SWD report delivering similar or different instructional content compared to general education teachers? What types of instructional supports do teachers provide, what types of professional development do teachers receive, and how do these differ by teacher type? How do policy perceptions differ between teachers of SWD and general education teachers? How do district administrators, principals, and teachers differ in their policy perceptions of the CCRS as they relate to SWD? Research Design: In three states (Texas, Ohio, and Kentucky), we surveyed a stratified sample of teachers, principals, and district administrators on the implementation of their state's standards and directed them to respond for SWD who participate in the regular accountability system. Conclusions/Recommendations: Results indicate an environment where SWD continue to receive less grade-level content and, in Texas and Ohio, are served by personnel who do not believe that the standards are appropriate. Kentucky demonstrated greater consistencies between general education and SWD instruction and policy environments. Findings raise questions about whether CCRS are being implemented for all students. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of two sessions at the 2019 American Foundation for the Blind Leadership Conference on Orientation and Mobility and Transition Services for Students with Visual Impairments. Topics covered include the goal of orientation and mobility (O&M) instruction, the idea behind the standards for defining core knowledge and skills for graduation, and the five Career, College, and Community Readiness Standard domains.

OBJECTIVE: The purpose of this study was to examine the long-term advocacy involvement and adult outcomes of the Texas Statewide Youth Leadership Forum (TXYLF) participants. METHODS: The relationships between advocacy involvement and adult outcomes of former TXYLF participants at one to six years after participation were examined. RESULTS: Participants with low incidence disabilities were involved in inclusive employment more often than what was reported in the literature. Minority status increased the likelihood of involvement in advocacy, having a high incident disability increased the likelihood of post-training employment, and being under 21 years old increased the likelihood of living independently and participating in postsecondary education advocacy and employment advocacy. Exposure to the TXYLF for one full year, participation in the nine-month support phase, attending a regional YLF, and involvement as a mentor increased the likelihood of post-training employment, postsecondary education, and independent living. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general. [ABSTRACT FROM AUTHOR]

Responding to calls for increased accountability regarding performance of students in public schools and concerns over the capacity of public schools to improve outcomes, school choice has become a mainstream and often controversial issue in public education; it is also a priority of the current federal government administration. Given the mixed evidence of effects on academic performance of charter school enrollment, along with the common perception that charter schools fail to meet the needs of special populations of students—including students with disabilities and English language learners (ELLs)—this study examined the performance of these subgroups across traditional public schools and charter schools. Specifically, we reviewed five recent large-scale studies that assess the impact of charter schools on academic performance paying particular attention to how students with disabilities and students identified as ELLs fare in charter schools relative to their peers served in traditional district schools. [ABSTRACT FROM AUTHOR]

Contact theory was examined by comparing total and subscale attitude scores of children toward peers with disabilities (physical, learning, behavioral) in integrated (contact) and segregated (noncontact) physical education settings. Subjects were 455 children ages 9 to 12 years; class size was 40 to 45. Data were collected using the Peer Attitudes Toward the Handicapped Scale (PATHS). ANOVA on total attitude scores indicated gender differences, with girls having more positive attitudes, but no difference between settings. MANOVA on subscale attitude scores revealed gender differences, favoring girls, only on the physical disability subscale. Setting significantly affected attitudes toward physical and behavioral disabilities but not learning disabilities. Children in the integrated setting had significantly more positive attitudes toward peers with behavioral disabilities than those in the segregated setting, but the reverse was true toward peers with physical disabilities. Contact theory was supported by this research for only behavioral disability. [ABSTRACT FROM AUTHOR]

Introduction: Because of the preponderance of visual images, many mathematics texts are wholly or largely inaccessible to students who are blind. This study investigated how much description is sufficient to communicate math content in different types of images. Methods: Representative math textbooks from grades five, eight, and 11, aligned to the Common Core, were selected. Mutually exclusive and exhaustive image categories were identified. Clear examples of each image category were chosen, and digital files were created containing the examples and surrounding textual material. Files replicated the printed page as closely as possible, and all elements (words, math expressions, and descriptions of images) were readable by JAWS. Forty-four students who are visually impaired (that is, those who are blind or had low vision) listened to the math pages and answered questions related to the content contained in the images. Results: Students answered content-related questions better with more description, but across four description conditions with varying amounts of description the highest correct rate was low (29%). In looking at individual image categories, students had the most correct answers for number lines (41.0%). Rates of 20% to 33% correct were demonstrated for image categories of shapes, tables, line graphs, bar graphs, and ray diagrams. Correct rates for equations, pie charts, and maps were inconsistent or lower than 15%. Students were positive about math and did not indicate many problems with math texts. Discussion: Descriptions of visual images can communicate important math information, but there are images for which no level of description is sufficient. Many students in the study were not aware of how much visual math content to which they were not provided access. Implications for practitioners: Math texts need to be more accessible for students who are visually impaired. Although describing visual images can improve access to content, that may not be sufficient. Materials should be provided in several formats simultaneously so students can approach material in the mode that fits their needs in a variety of contexts. [ABSTRACT FROM AUTHOR]

The article discusses the results of qualitative data from studies on assistive technology utilization and competency, one on only teachers from Texas, and the other sampled teachers from 50 U.S. states and contiguous territories. Findings discussed include need for innovative models for service delivery and actual format for assistive technology instruction to be developed, factors affecting learners to be considered by model of service, and recommendations for effective assistive technology.

Structured abstract: Introduction: The purpose of this study was to begin validation of a scale that will be used by teachers of students with visual impairments to determine appropriate recommended type and frequency of services for their students based on identified student need. Methods: Validity and reliability of the Visual Impairment Scale of Service Intensity of Texas (VISSIT) were evaluated using a mixed-methods survey research design. Participants used the VISSIT to determine services for at least one student and then completed an electronic survey regarding the use of the tool. Results: Twenty-five participants completed at least one VISSIT and completed the electronic survey. Social validity was supported by 92% of the participants stating that the tool was easy to use as a way to determine service time and was also supported by 96% of the participants stating that they would use the VISSIT for determining the type and amount of service recommended for their students. Consequential validity was supported by 71% of the participants stating that the tool's results matched their professional judgment regarding student need and recommended service time and was also supported by 75% of the participants stating that the tool's results directly translated into type and amount of service they would recommend. Internal consistency reliability was demonstrated by the result of a factor analysis of Cronbach's Alpha statistic of .747 for the entire set of VISSIT items. Discussion: The results demonstrate that the VISSIT is a moderately valid and reliable tool for helping teachers of students with visual impairments determine the type and amount of visual impairment services based on individual student need. Implications for practitioners: The VISSIT is a tool that itinerant teachers of students with visual impairments can use to determine the appropriate amount of service for all students on their caseloads and offers a more objective way to recommend service intensity based on student need. [ABSTRACT FROM AUTHOR]

The disproportionate representation of minority students in special education has been a concern for decades. The Individuals with Disabilities Education Act mandates states to have policies and procedures in place to prevent inappropriate over identification or disproportionate representation by race and ethnicity of students with disabilities. The purpose of this study was to investigate the current status of minority representation in special education given the mandate and related efforts to reduce overrepresentation and to identify trends for the 5-year period from 2004 to 2008. Growth models were used to analyze trends in national data collected from the 50 states and the District of Columbia for these 5 years. Findings indicate some improvements from 10 years ago, especially noteworthy are a significant decrease in the number of African American students and a moderate decrease in the number of Hispanic students categorized as having intellectual disabilities. However, during the same period, the number of Hispanic students in learning disabilities increased. Otherwise, the trend of racial/ethnic representation in special education remains the same as it was a decade ago. [ABSTRACT FROM AUTHOR]

This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented. [ABSTRACT FROM PUBLISHER]

This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70 sessions). All three students increased the number of words read from baseline (ranging from 5 to 20 words correct) to the final intervention session (ranging from 40 to 75 words correct), though one student’s data were less conclusive due to growth during the baseline phase. Regression discontinuity revealed the intervention caused statistically significant growth. The intervention is promising given that students with ID who initially did not respond to systematic instruction improved their ability to sound out and unitize (i.e., read with automaticity) words. [ABSTRACT FROM AUTHOR]

STUDENTS WHO are d/Deaf or hard of hearing often receive accommodations that are intended to increase access to the educational environment. The authors provide the results of a large national study of accommodations use in secondary and postsecondary settings. The article focuses on three aspects of accommodations use: access, quality, and consistency. The participants were 1,350 professionals working with a diverse group of students who were d/Deaf or hard of hearing in a variety of roles, including educators, administrators, interpreters, vocational rehabilitation agency staff, and allied service providers. Data were collected from both a national survey and a series of focus groups conducted over a 1-year period. The authors discuss the results in light of the crucial nature of accommodations during the transition into a variety of educational, training, and employment options. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading disabilities. Using cross-classified hierarchical linear modeling, variance in students’ posttest scores could adequately be explained by students’ initial encoding and decoding abilities, classroom and intervention encoding instruction time, and the number of supplemental integrated encoding and decoding intervention lessons received. Results indicated that integrating encoding and decoding instruction in first-grade classrooms, as well as supplemental intervention programs, may be the missing link to decreasing and possibly preventing future reading failure for students previously at risk for reading disabilities. [ABSTRACT FROM PUBLISHER]

THE AUTHORS conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing. [ABSTRACT FROM AUTHOR]

This study examined the extent to which transition components of students’ Individualized Education Programs (IEPs) were compliant with IDEIA 2004; the extent to which transition components provided evidence of best practices; the association among disability, ethnicity, compliance, and practices; and the relationship between compliance and best practices. The sample included African American, European American, and Hispanic students with developmental, emotional, and learning disabilities. Low levels of full compliance were found in these IEPs. Approximately half of the substantiated transition practices were found in the IEPs. Disability and ethnicity were associated with the probability of an IEP being compliant and/or having evidence of best practices. A statistically significant positive correlation was found between compliance and practices. [ABSTRACT FROM PUBLISHER]

The investigators measured 7 literacy skills in a group of 21 school- age children with mild to moderate sensorineural hearing loss (MSNH group), and compared the scores to those of 2 age-matched groups: children with dyslexia (DYS group) and, as a control, typically developing hearing children (CA group). The MSNH group performed consistently below the CA group but better than the DYS group, an indication that differences in the groups' phonological processing profiles might be an important discriminating feature. Interestingly, the MSNH group showed a selective impairment in word reading accuracy only, whereas their reading rate was relatively unaffected. Children with MSNH who show weak phonological awareness skills seem to compensate by relying on orthographic recognition associated with rapid naming ability. To determine which children with MSNH are at high risk for depressed reading achievement, testing across a wide range of literacy skills should be considered. [ABSTRACT FROM AUTHOR]

The participation and performance of students in statewide accountability and assessment systems are measures of student and school success. These accountability systems theoretically reflect performance for all students, including students receiving special education. Yet few examine the participation and performance of students in special education by disability category, instead reporting on “special education” as a homogeneous population, when in fact it is not. Students with emotional disturbance (ED) demonstrate some of the most challenging academic and behavior problems and present low performances in school. The participation and performance of students with ED on a statewide accountability assessment in math were investigated in this article. Only 34% of students with ED participated and met at least minimum proficiency standards. Factors predictive of student participation and performance were identified through logistic regression. One primary finding is that instructional setting predicted participation, though not performance, and intuitively intelligence predicted both participation and performance. [ABSTRACT FROM PUBLISHER]

This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of educational experts are presented and discussed. [ABSTRACT FROM AUTHOR]

Abstract: This study found that between 2000 and 2002, the percentage of students with visual impairments in the general student population of Texas was close to a previously quoted figure of 0.15%. In addition, the percentage of students with visual impairments who were identified as totally blind was found to be 4%-5% higher than the previous estimate of 20%. There was some indication that the prevalence or reporting of visual impairment in school-age children was different across different ethnic groups. [ABSTRACT FROM AUTHOR]

Amidst the call for school choice and the popularity of charter schools lie the realities of students with disabilities, and federal disability laws designed to ensure those students an appropriate education. Despite state deregulation, charter schools are subject to all of the mandates of federal disability law, including the Individuals with Disabilities Education Act (IDEA). Yet, are these schools enrolling students with disabilities, and if so, are they fulfilling the mandates of law and providing students the education they deserve? This article presents results of a 2001 study of Texas' charter schools that addresses these questions. [ABSTRACT FROM AUTHOR]

The feature concludes with Part VI, a brief overview of how professional preparation should train students to fulfill the roles needed to help implement these extracurricular programs in a direct or consultative manner. [ABSTRACT FROM PUBLISHER]

Examines the benefits of a career guidance program in the career development of disabled college students in Texas. Factors contributing to career development; Investments of state agency for the program; Objectives of the program.

The article provides information about the summer scholarships offered by the Delta Gamma Foundation for the training of orthoptists, teachers and consultants to work with children with visual disabilities in Houston, Texas.