Kathryn A. Haring

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.

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.

From Early Intervention to Early Childhood Programs Timeline for Early Successful Transitions (TEST)

More than one million transitions between early intervention services and early childhood programs are facilitated annually for youngsters with special needs. To be successful, these transitions require planning and ongoing communication between all parties. This article substantiates the need for a timeline/checklist and provides a model of sequential steps from onset to completion of the transition process. The Timeline for Early Successful Transition (TEST) facilitates an effective and well-planned transition that supports the child, family, and service personnel.

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.

Factors Associated with the Integrated Educational Placement of Students with Severe Disabilities

A study, using survey methodology, was conducted to identify factors associated with the integrated educational placement of students with severe disabilities. Questionnaires were completed by the families and teachers of 1,009 students from five participating states. The questionnaires were designed to measure 19 variables that integration literature suggests are predictive of integrated placement. Logistical regression procedures were utilized to determine the probability of integrated placement as a function of the identified variables, which included characteristics of the student, family, school program, and community. A stepwise procedure was employed to examine three theoretical models of variables associated with integrated placement, representing integration advocacy, socioeconomic status, and program/facilities characteristics. Additionally, a combined model was estimated using the strongest predictors from the three theoretical models. Factors identified within each of the models are discussed in terms of their implications for increasing the integrated placement of students with severe disabilities.

Student and Parent IEP Collaboration: A Comparison across School Settings:

The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log linear analyses to show possible differences in groups. Special education teachers in rural environments reported significantly higher rates of parent and student involvement and participation in IEP meetings than their counterparts in urban and suburban environments. Results are discussed and suggestions and implications for practitioners are provided.

LRE and the Placement of Students with Severe Disabilities

This study addresses the issue of state variability in the placement of students with disabilities in integrated or segregated (students with disabilities only) settings. The study examines actual placement patterns of students with severe disabilities (“severely handicapped”) in a small sample of states in order to more closely identify and analyze factors that might influence national monitoring and reporting of LRE issues. Three states representing different geographical areas and including rural, suburban, and urban population bases participated in a direct survey. The survey asked respondents to identify the number of students with severe disabilities (as defined by the U.S. Department of Education) in the state and the educational placement of these students. A survey validity check was also carried out on a sample of 139 students across the three states. Students were observed and rated using a scale that reports degree of disability (moderate to profound) across nine characteristics; in addition, the placement of these students was recorded. The results of the study suggest that the means by which states collect child count data to report to the federal government under Section 618 of the Education for All Handicapped Children Act are inadequate to meet present informational needs. The collection of data by disability category, for example, rather than by estimates of the extent of disability, may make it difficult to evaluate the effects of present educational reform efforts.

Development of the Indicators of Successful Inclusion Scale (ISIS): Addressing Ecological Concerns.

The Indicators of Successful Inclusion Scale (ISIS) was developed to measure pre-service and practicing educators’ beliefs regarding factors that contribute to educating students with disabilities in general education classrooms. The measure was designed to assess teachers’ beliefs and attitudes related to inclusive education and to consider their possible utility for understanding teachers’ inclusion-related intentions and behaviors. Specifically, the ISIS targets personal and ecological factors thought to influence intentional inclusive practice: beliefs related to the perceived benefits of inclusion, beliefs regarding administrative school support for the practice of inclusion. ISIS scale development, and exploratory and confirmatory factor analyses yielded discrete subscales addressing teachers’ ecological beliefs. Analyses of internal consistency and test-retest reliability data suggest the ISIS functions in a reliable fashion. Our construct validation procedures yielded evidence supporting the ISIS as a measure of pre-service and practicing teacher beliefs pertaining to inclusive education. Implications for the use of ISIS toward encouraging inclusive practices and enhancing a culture of inclusion are discussed.