Balancing Student Mental Health Needs and Discipline: A Case Study of the Implementation of the Individuals with Disabilities Education Act

Palley, Elizabeth

doi:10.1086/382768

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Parents are another driver of placement decisions. Parents of children with disabilities play a significant role in writing and implementing IEPs and their cooperation with teachers is of great importance in the IDEA provision (Palley, 2004). Parents can influence the special education provision process in numerous ways: they can initiate an evaluation of their children's eligibility under the IDEA, influence the IEP eligibility decision, negotiate disability labels, and advocate for more inclusive educational environments for their children, and so forth.…”

Section: The Interpretation Of the Least Restrictive Environment Parmentioning

confidence: 99%

ADHD remission, inclusive special education, and socioeconomic disparities

Kim

King

Jennings

2019

SSM - Population Health

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To understand how institutional environments and socioeconomic backgrounds may influence health outcomes, we examined the relationship among special education environments, socioeconomic status (SES), and likelihood of ADHD remission in children. While the majority of children experience remission by adulthood, the likelihood of remission varies across different SES levels and education environments. We find that for low SES children the likelihood of remission is higher in states that have more inclusive special education regimes. In contrast, for more advantaged children, the odds of remission do not depend on the level of special education inclusivity. Our findings suggest that providing more inclusive education can reduce disparities in behavioral disorders and are particularly important for less advantaged children. In doing so, this study contributes to the fundamental cause and health inequality literature by adding to a growing body of work showing how institutional environments can affect socioeconomic gradients in health treatment and outcomes.

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Section: The Interpretation Of the Least Restrictive Environment Parmentioning

confidence: 99%

ADHD remission, inclusive special education, and socioeconomic disparities

Kim

King

Jennings

2019

SSM - Population Health

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“…Included data collected from administrators whose primary placement was at the school or district level. Inclusion was contingent on an article's participant description or results allowing for the determination that an administrator's primary placement was at the school or district level (e.g., participant referenced as a "principal"; Palley, 2004).…”

Section: Article Selection Proceduresmentioning

confidence: 99%

“…Within these statements the most conspicuous perceived threats pertained to a school's available resources-most prominently, financial resources and time (Junkala & Mooney, 1986). Palley (2004) reported administrators at the district level felt they did not have sufficient financial resources to provide all the needed services for students with disabilities. In Downing et al's (1997) study, 55% of participants identified financial resources as a barrier to their ability to include students with disabilities.…”

Section: Group Realisticmentioning

confidence: 99%

The Enemy Among Us

et al. 2013

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In the United States, students with disabilities are disproportionately exposed to exclusionary discipline. Using Intergroup Threat Theory, literature was analyzed to identify expressed perceptions from school administrators that indicated perceived threat. Analysis revealed perceived threats to administrator beliefs, values, job performance, and available resources for themselves and their school communities. Intervention to alleviate this perception of threat should seek to expand administrators’ knowledge of diversity, specifically for students with disabilities, and provide increased opportunities for personal contact between administrators and students with disabilities.

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“…Families raising CWDs are more likely to live in poverty and experience material hardships such as food insecurity and lack of healthcare access (Parish et al ., ; Shahtahmasebi et al , ). Parents of CWDs evidence some short‐term benefits from social service receipt, such as reduced stress and fewer concerns about the child (Smith et al , ) as well as greater parental engagement (Palley, ).…”

Section: Introductionmentioning

confidence: 99%

Individualized education programmes and parental behaviours for children with disabilities: moderation effects of head start on children's developmental outcomes

Lee

Clinton

Rispoli

et al. 2016

Child & Family Social Work

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This study examined associations among Head Start attendance, individualized education programmes (IEPs), parental behaviours and child outcomes in a sample of five‐hundred and seventy 3‐ to 4‐year‐old children with disabilities. Home language, number of disabilities and Head Start enrollment were associated with having an IEP. Parents of children with IEPs and those who participated in Head Start used more social services, while social support was more prevalent for parents of non‐Head Start children with IEPs. For all children, frequent parental book reading, greater number of books in the home and greater perceived social support among parents were associated with favourable cognitive and social–emotional outcomes. Greater social service use was adversely associated with reading scores only for non‐Head Start children. Findings highlight the need for inclusive IEP policies and Head Start programmes for parents regarding access to special education supports for children who demonstrate developmental concerns. Participation in Head Start may buffer negative effects of social service use on children's reading skill development, although more research is needed to uncover the specific mechanisms responsible for this association.

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Balancing Student Mental Health Needs and Discipline: A Case Study of the Implementation of the Individuals with Disabilities Education Act

Cited by 5 publications

References 16 publications

ADHD remission, inclusive special education, and socioeconomic disparities

ADHD remission, inclusive special education, and socioeconomic disparities

The Enemy Among Us

Individualized education programmes and parental behaviours for children with disabilities: moderation effects of head start on children's developmental outcomes

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