Title: 30 Years of Providing Services for Children with Disabilities: Implications for Secondary Education Special Issue Introduction
Abstract: Special education is a field of study that has grown exponentially in terms both of importance and influence over the past 50 years (Brantlinger, 2004). At the same time, the number of students who are being served under the umbrella of special education is increasing and the nature of their disabilities is becoming more diverse and complex. Thus, there continues to be a need for significant attention and focus by researchers and K-12 educators on the needs of children with disabilities. This focus on providing educational supports and services to children with disabilities is critical to the future successes of this once neglected group of children in K-12 education. In this special theme issue, American secondary Education recognizes the thirtieth anniversary of the Education for All Handicapped Children Act (EAHCA) by highlighting and critically examining its farreaching impact on secondary students with disabilities and for the schools in which they are enrolled. Since its initial passage, the Education for All Handicapped Children Act (P.L. 94-142) - later renamed the Individuals with Disabilities Education Act (IDEA) and most recently the Individuals with Disabilities Education Improvement Act (IDEIA) - has evoked debate among scholars, professionals, parents, and policy-makers. It has also effected changes in the lives of adolescents with disabilities in both their schools and their communities. More importantly, this law has established a critical framework for special education and has introduced distinct parameters for the provision of special education services and supports to students with disabilities. As this law continues to evolve and to impact the lives of children in schools, it is encumbant upon leaders and scholars in the field of education to engage in focused discussions about special education and the myriad implications for all students, schools, and educators. Furthermore, it has become increasingly obvious that special education is no longer an isolated phenomenon. Rather, special education is intricately woven into the general education environment and is represented by an extensive service and support system. In an era of educational accountability, federal and state oversight of special education has intensified, thereby raising both the stakes and the complexity of serving students with disabilities. The first article in this special issue of American secondary Education highlights a complex issue faced by students, parents and educators in secondary education environments. Eckes and Ochoa carefully outline the legal parameters and obligations that guide the transition for students with disabilities from high school to higher education. Their presentation of key legal guidelines is augmented by several profiles of students with disabilities who share various challenges they faced while enrolled at a university. These student profiles provide valuable lessons for educators, parents, and especially students with disabilities, who are entering the higher education arena. The next two articles highlight the critical role of secondary administrators in supporting, facilitating and leading successful inclusive educational environments for students with disabilities. Boscardin focuses on the role of secondary school administrators, including school principals, guidance counselors, curriculum supervisors, department chairs, and special education directors, in ensuring that evidence-based educational interventions are developed and implemented for secondary level students with disabilities. This article is both timely and informative given the current focus, at the state and federal levels, on educational accountability and standards for all students including those with disabilities. …
Publication Year: 2005
Publication Date: 2005-07-01
Language: en
Type: article
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