David L. Lovett

A Follow-up Study of Recent Special Education Graduates of Learning Disabilities Programs

This study investigated the postschool vocational and community adjustment of recent special education graduates from a southwestern metropolitan school district, Sixty-four students with learning disabilities (LD) who had attended self-contained classes at 12 high schools were randomly selected. A questionnaire, administered either via the telephone or in person, was the source of data. Thirty-eight of the LD sample were in competitive employment. In general, the LD students received very few community services. For the most part, they received no agency support after graduation. Most of the LD subjects lived with parents or other relatives and most had a drivers license and car. Implications for postsecondary services and future research are discussed.

A Follow-Up Study Of Special Education Graduates

This study investigated the vocational and community adjustment of 129 special education high school graduates. A questionnaire was administered via the telephone to verbal subjects, their parents, and adult service providers. All subjects had received a minimum of 3 years of self-contained (5 to 6 hours daily) special education on regular school campuses and some had received community-based instruction. The sample comprised graduates between the years 1983 and 1985; 64% were male. The employment picture was not optimistic for these individuals. When work-related placements such as day activity centers and sheltered vocational placements were counted as employment, 48% of women and 75% of men were employed. Only 33% of the sample were employed competitively; a majority of these subjects were severely learning disabled. Subjects who were mentally retarded were employed largely in subsidized work; 4 were employed competitively. Most subjects (70%) were living with their families, 15% were in group homes, 12% were living independently, and 3% lived in institutions. For the most part, respondents were mobile in the community.

The Supply and Demand of Special Education Faculty Members: Will the Supply Meet the Demand?.

Faculty must be available to prepare sufficient numbers of new special educators. The supply of special education, doctoral-level faculty members who can prepare personnel to serve the nations handicapped may, however, be insufficient to meet future needs. Surveys completed by special education department chairpersons and their faculties indicate that a considerable number of retirements will occur in the near future. The resulting openings, added to potential new positions created because of high demand for special education coursework, could result in many faculty vacancies, affecting in turn the preparation of personnel needed to provide quality services to the nations handicapped children and youth and their families. The data collected in this pilot project justify efforts to amass a comprehensive data base on special education faculties and the personnel they train. In particular, data about special education doctoral level personnel, their numbers, and what roles they fill must be collected to determine whether the supply will meet future demands.

Culture and Special Education in Taiwan

ties of special education services in Taiwan? In this article, we provide summaries of two recent surveys conducted in Taiwan (Kang, 2001; Kang, Haring, & Lovett, 2001): • The first survey was a needs assessment completed by 134 directors of early childhood programs. • The second survey was completed by 109 parents of young children (birth to 7 years old) in early intervention or early childhood programs who were receiving special educational services. We have presented the survey results within a historical context, with particular attention to the way traditional culture affects special education services.

Early Intervention and Early Childhood Services for Families in Rural Settings.

This paper presents findings from an eight-year longitudinal qualitative research project involving 23 families. In-depth interviews were designed to gather information on the perceptions and experiences of parents (and other family members) of infants identified neonatally in birth crisis, or shortly thereafter, as having developmental disabilities. Case studies describing families residing in rural and small town settings are presented. Due to the isolated nature of these settings, 74% (17 out of 23) of these babies were medically evacuated by helicopter to one of the two urban public hospitals in the state. Four additional infants underwent transport by ambulance from the birth hospital to an urban hospital. This experience dramatically impacted the parents who were not transported with their babies. The unique difficulties faced by rural families, including limited availability of specialized medical and developmental services, are identified as important factors to consider when providing special services. Recommendations for improving rural service delivery are presented based on the perceptions and experiences of these families.

Labeling Preschoolers as Learning Disabled: A Cautionary Position:

The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.

Parent Perceptions of Their Adult Offspring with Disabilities.

6 TEACHING EXCEPTIONAL CHILDREN The perceptions of parents can be influential in determining the educational opportunities provided for students with disabilities. Although P.L. 94-142 mandates the involvement of parents in special education programs, their involvement in secondary school programs for exceptional students has been underemphasized (Alexander, Kroth, Simpson, & Poppelreiter 1982; Gorham, 1975; Hamilton & Koorland, 1988). Parents can be instrumental in ensuring educational services that foster the independence of their offspring by insisting on programs that are integrated, functional, and community based. At the same time, parents have a fundamental obligation to protect their children from harm. Some parents perceive their offspring as too vulnerable and are fearful of the risk of injury or exploitation of their children in the community. These parents may withhold their consent for participation, thereby denying their sons or daughters access to community-based programs (Moon & Beale, 1984). Special educators can help parents address some of their fears by becoming aware of these concerns and identifying methods to alleviate them. The relationship between parent perceptions and the adult adjustment of students with disabilities remains largely unexplored. However, a recent follow-up study conducted by the authors (Haring &Lovett, 1990; Haring, Lovett, & Smith, 1990) surveyed parent involvement and perception. Their findings shed light on how parents perceive their involvement in the education and adult adjustment of their offspring and suggest ways in which special education staff can be more sensitive to parental concerns and encourage parent involvement in program decisions.

Future Trends in Integrated Lifecycle Services

The closing chapter of this book is an appropriate avenue for discussing the development of special services and how that development has set the stage for future expansion of those services. It is pertinent to remember that the field of special education in North America is developmentally a toddler when compared to the long history of general education. The passage of Public Law 94–142 was an attainment of a developmental milestone for special education, the beginning of efforts to serve people of all ability levels in the public schools. In the years since public law has mandated a free and appropriate education for all children, the field has moved forward rapidly. However, as this book has repeatedly illustrated, there is a long way to go. This final chapter is concerned with developing a vision of the future of special services.

Perspectives on Continuous Integrated Services

Effective service systems are dynamic. They change and develop to meet the needs of society. The purpose and the implementation of effective systems must undergo frequent evaluation to ensure that they adequately address societal concerns. Systems serving people with disabilities are no exception. Recent changes in philosophy, demographics, and the economic structure of society necessitate a reexamination of the theoretical foundations and framework of service systems for people with disabilities. The work presented in this volume is designed to assist in that reexamination. This chapter presents material on the perceived goals of serving people with disabilities; it discusses how one goal, integration, is addressed by existing systems and how that goal may more adequately be addressed in the future.