Medical futility has been a controversial issue for the last several years. Although anencephalic infants and patients in the persistent vegetative state (PVS) have often been suggested as paradigmatic cases for discussing the issue of medical futility, there is no consensus among physicians or ethicists that treatment of such patients is futile and courts have not supported the futility argument. Focusing on the issue of medical futility will not resolve the management issues surrounding the care of patients in PVS or anencephalic infants. Instead, an analysis of the benefits and burdens of treatments offers a potential solution by demonstrating that the real problem is the dissociation of the benefits and burdens of treatment for such patients. We propose the idea that anencephalic infants and patients in PVS provide an appropriate paradigm for discussing the issue of rationing of health-care resources.
Nearly every secondary-age student must complete homework for their classes, and for many students with disabilities, completing homework at home is a struggle. Students with disabilities often require substantial support to execute homework assignments, and this responsibility frequently falls to their families. This dynamic can create a stressful environment for working at home. Although supports may be in place at school to ensure a student’s success, at home, families often wonder how to reduce stress and improve their child’s success during homework time. This article provides middle and high school special education teachers and case managers with a step-by-step plan for supporting families and their students as they plan for and implement a structured homework routine with built-in supports.
Credit recovery programs are a form of alternative learning in which students have an additional opportunity to gain credit, or pass, a previously failed class by retaking the course, either in full or with key standards. Although little scientific research exists regarding the effectiveness of credit recovery, in addition to the short- and long-term impacts that it has on students, research has determined that students of color and students with disabilities are disproportionally represented within credit recovery programs. As a result, some of a school's most vulnerable students end up in credit recovery programs and directly experience the inequitable implications of the programming. This chapter examines the history of credit recovery, the studies that have sought to address its effectiveness as an intervention, the inequalities that the system has inadvertently created, and future recommendations for consideration.
Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers’ and 64 instructional coaches’ experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed.
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