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Criteria for Determining Eligibility for Extended School Year Services
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Barnard-Brak, Lucy; Stevens, Tara – Journal of Special Education, 2021
Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY…
Descriptors: Eligibility, Criteria, Extended School Year, Special Education
Working Conditions in Self-Contained Settings for Students with Emotional Disturbance
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Bettini, Elizabeth A.; Cumming, Michelle M.; Merrill, Kristen L.; Brunsting, Nelson C.; Liaupsin, Carl J. – Journal of Special Education, 2017
Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of…
Descriptors: Emotional Disturbances, Self Contained Classrooms, Evidence Based Practice, Special Education Teachers
Comparison of a Mainstream and Self-Contained Special Education Program
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Macy, Daniel J.; Carter, Jamie L. – Journal of Special Education, 1978
The study sampled 145 elementary school handicapped children in order to compare a mainstreamed and self-contained special education program in a large urban school district. (Author/PHR)
Descriptors: Curriculum Development, Elementary Education, Handicapped Children, Mainstreaming
Hyperactivity in Open and Traditional Classroom Environments
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Flynn, Nona M.; Rapoport, Judith L. – Journal of Special Education, 1976
Descriptors: Drug Therapy, Elementary Education, Exceptional Child Research, Followup Studies