NEPC Resources on Special Education
NEPC Review: Fairness in Facilities: Why Idaho Public Charter Schools Need More Facilities Funding (Bellwether Education Partners, January 2019)
NEPC Review: Differences by Design? Student Composition in Charter Schools with Different Academic Models
A recent report investigates the enrollment and achievement of students with disabilities and students with English language learning (ELL) needs in oversubscribed charter schools in Boston. The report concludes that Boston charters and Boston Public Schools enroll similar numbers of both special populations and that charter attendance has a positive statistically significant effect for those who enter Boston’s charter school lottery and then enroll after being offered a seat.
NEPC Review: ESEA Reauthorization: How We Can Build Upon No Child Left Behind's Progress for Students with Disabilities in a Reauthorized ESEA
This report asserts that more stringent accountability measures for schools (i.e., high academic standards for public school students) along with benchmarks for inclusion in state testing have improved the quality of education for students with disabilities. It compares 2000 to 2013 NAEP and NCES national-level data and finds increased test scores, decreased dropout rates, and increased graduation rates for students with disabilities, as well as improved outcomes for Black and Hispanic students with disabilities.
This second annual report in a series on virtual education is organized in three major sections. Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from the 2013 recommendations.
This report attempts to shed light on the lower enrollment rates of children with disabilities in charter schools in New York City. It concludes that distinct differences in enrollment patterns can be largely attributed to lower application rates and not active measures by charter school officials to push out or “counsel out” students with special needs. While the report raises interesting issues about application and transfer patterns, it ultimately fails to provide useful results to inform policymakers.
This report asserts that differences in charter and district school special education rates are far smaller than claimed in recent reports. While the report does show that under-enrollment patterns vary by grade level and to some extent by location, it downplays the fact that the largest subset of charter schools in its sample—elementary and K-8 schools, most of which are in New York City—do systematically under-enroll such children.
Blanchett, W. J., Klingner, J. K., & Harry, B. (2009). The intersection of race, culture, language, and disability: Implications for urban education. Urban Education, 44, 389-409. Available online at http://uex.sagepub.com/cgi/content/abstract/44/4/389 To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education.
Fifteen educational scholars have produced a collection of letters to President-elect Obama. Each letter briefly sets forth an idea or proposal to help create a more productive and equitable educational system. The letters cover the gamut of key policy issues facing the next administration, including reading instruction, No Child Left Behind, the expansion of preschool availability, charter schools, special education, the effects of poverty, and the teaching of English learners.
NEPC Review: The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program
Harry, B., Arnaiz, P., Klingner, J., & Sturges, K. (2008). Schooling and the construction of identity among minority students in Spain and the United States. Journal of Special Education, 42, 15-25.
Harry, B., & Klingner, J. K. (2007). Discarding the deficit model. Educational Leadership, 64(5), 16-21. Available online at http://www.ascd.org/publications/educational-leadership/feb07/vol64/num05/Discarding-the-Deficit-Model.aspx
The Special Education Referral and Decision-Making Process for English Language Learners: Child Study Team Meetings and Staffing
Klingner, J. K., & Harry, B. (2006). The special education referral and decision-making process for English Language Learners: Child study team meetings and staffings. Teachers College Record 108, 2247-2281.
Klingner, J. K., Artiles, A. J., & Méndez Barletta, L. (2006). English language learners who struggle with reading: Language acquisition or learning disabilities? Journal of Learning Disabilities, 39, 108-128.
Publisher Reading Research Quarterly
Page Numbers 108-117
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through
Publisher Education Policy Analysis Archives, 13(38)
Source: The Arizona Republic
Special Education students have skills other than those measured by AIMS, which resembles a college entrance exam. These skills should be recognized with a certificate of high school completion, and the students not labeled as failures.
Publisher National Center for Culturally Responsive Educational Systems
Summary The laws governing special education, and overrepresentation issues in particular, can be intimidating. Lost in the mishmash of federal and state laws and regulations, however, are some fairly basic rules. This practitioner brief, from the National Center for Culturally Responsive Educational Systems (NCCRESt), explains and outlines those rules.
Publisher Educational Leadership, 61(2)
Page Numbers 66-71
Publisher Learning Disability Quarterly, 26(3)
Page Numbers 215-224
Publisher Journal of Remedial and Special Education (RASE), 23(4)
Page Numbers 212-221
Publisher Learning Disability Quarterly, 25(1)
Page Numbers 19-31
Publisher The CEIC Review, 10(9)
Page Numbers 12-13
Disabling Discrimination in Our Public Schools: Comprehensive Legal Challenges to Inappropriate and Inadequate Special Education
Publisher Harvard Civil Rights-Civil Liberties Law Review, 36(2).
Summary The authors examine the present state of special education services provided to children of color, focusing on areas of past and present discrimination. They then present a framework for legal challenges designed for broad-scale promotion of more equitable policies.
Publisher Remedial and Special Education, 20
Page Numbers 263-274
Publisher Intervention in School and Clinic, 34(5)
Page Numbers 284-292
Publisher Journal of Learning Disabilities, 31
Page Numbers 148-158
Publisher Learning Disabilities Research & Practice, 13(3)
Page Numbers 153-161
Publisher Learning Disability Quarterly, 21(1)
Page Numbers 57-74
Publisher Elementary School Journal, 99(1)
Page Numbers 3-21
Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second La
Publisher Elementary School Journal, 96(3)
Page Numbers 275-293
Publisher Learning Disability Quarterly, 18(3)
Page Numbers 236-248
Publisher Exceptional Children, 53
Page Numbers 327-329