Free Appropriate Public Education for Handicapped Children

Yanok, James

doi:10.1177/074193258600700209

Cited by 5 publications

(1 citation statement)

References 1 publication

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“…Twenty–two excerpts (30%) across 11 documents provided other or multiple purposes for SDI. Two of those documents (three excerpts) referred to SDI providing educational benefit (James, 1983; Yanok, 1986). Knutson et al (2004) provided inadequate progress as the purpose for SDI, writing that SDI is for students who are nonresponsive to interventions.…”

Section: Resultsmentioning

confidence: 99%

Defining Specially Designed Instruction: A Systematic Literature Review

Rodgers

Weiss

Ismail

2021

Learn Disabil Res Pract

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Specially designed instruction (SDI) is at the heart of special education. The broad legal definition of SDI allows special educators to customize it for students, but could lead to role ambiguity, particularly in inclusive classes where most students with learning disabilities receive services. To examine interpretations of SDI, we conducted a systematic literature review. We identified 73 relevant documents and conducted a content analysis to determine how authors defined what SDI is, who provides it, where it is provided, and why it is offered. We found that conceptualizations of SDI varied widely across documents, and even contradicted each other at times. We present our findings and discuss implications of them for implementation of SDI in practice.

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Section: Resultsmentioning

confidence: 99%

Defining Specially Designed Instruction: A Systematic Literature Review

Rodgers

Weiss

Ismail

2021

Learn Disabil Res Pract

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Comparative Study of Parental Participation in Regular and Special Education Programs

Yanok¹,

Derubertis²

1989

Exceptional Children

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The purpose of this study was to determine if significantly different opinions existed between parents of regular education students and parents of special education students concerning (a) school involvement, (b) quality of instruction, and (c) equality of educational opportunity. Data were gathered from a telephone survey of 1,702 randomly selected parents. Results showed a comparable pattern of responses between parents of handicapped and nonhandicapped students. Apparently, whether a child was enrolled in regular or special education had only a negligible effect on either parent involvement or satisfaction with the schools.

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The Schools, The Courts, And The Integration Of Students With Severe Handicaps

1989

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porting both integrated and nonintegrated placements as the LRE are investigated. Specifically, the extent to which recent court decisions have influenced educational concepts of the LRE for severely handicapped students is examined. The rationale for these decisions is presented and implications for special educators are discussed.Societal treatment of people with severe handicaps has improved dramatically over the past several decades. The normalization principle has emerged as a guiding philosophy for the human services and has become a catalyst for the improvement of these services. In education, the "steady trend [toward] progressive inclusion" (Reynolds & Birch, 1982, p. 27) of handicapped learners into public schools has been guided by the least restrictive environment (LRE) mandates of Congress in P.L. 94-142 and its reauthorization, P.L. 99-457. Various educators have advocated guidelines for identifying the LRE. Reynolds and Birch (1982) equated LRE with integration and define mainstreaming, its special case, by three characteristics: (a) physical space integration, (b) social integration, and (c) instructional integration. Turnbull and Turnbull (1978) provide specific criteria for determining the LRE, including (a) physical accessibility, (b) the physical presence of handicapped and nonhandicapped learners in age appropriate settings, (c) opportunities for these students to interact with one another, and (d) the dispersal of these classes throughout a school system. Perhaps the most far-reaching LRE guideline, however, was described by Gaylord-Ross and Peck (1985). In defining LRE applications for students with severe handicaps, the authors advocated an active enhancement of school settings such that environments become least restrictive. Thus Gaylor-Ross and Peck shifted the focus from "Is the student too handicapped?" to benefit from any particular setting to "Is this environment sufficiently supportive?" to achieve positive outcomes (p. 201).As educators operationalize the LRE in different ways, these efforts must be consistent with the original preference of Congress when it passed P.L. 94-142

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Free Appropriate Public Education for Handicapped Children

Cited by 5 publications

References 1 publication

Defining Specially Designed Instruction: A Systematic Literature Review

Defining Specially Designed Instruction: A Systematic Literature Review

Comparative Study of Parental Participation in Regular and Special Education Programs

The Schools, The Courts, And The Integration Of Students With Severe Handicaps

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