ethanporcaro/eric-fulltext-meta huggingface dataset:
Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability
Author: Thomas, M. Kathleen
Date: 2013-11-04
Type: Journal Articles
Subjects: Student Participation,High School Students,Art Education,Creativity,Access to Education,Indexes,Educational Policy,Disproportionate Representation,Factor Analysis,Music Education,Theater Arts,Graphic Arts,Public Schools,Visual Arts,Course Selection (Students),African American Students,Hispanic American Students,Racial Differences,Rural Schools,Economically Disadvantaged,Enrollment,Dance Education

There is renewed interest in the role of arts education in the curriculum of U.S. public schools not only because of the intrinsic value of the arts and its believed impact on achievement, but because cultivating creativity is thought to promote innovation and fuel economic growth. Still, we know little about basic access to arts education. Using individual-level administrative data from The University of Texas at Dallas Education Research Center (UTD-ERC), we develop several distinct indices of access to identify high schools rich in the arts. We find that high schools offering an extensive number of courses in the arts do not necessarily enjoy high rates of student participation. Policymakers who examine access based only on course counts in the arts will identify predominately large, non-rural high schools as having arts-rich environments. Evaluating arts programs along a single dimension, as is common in federal reports and other studies, fails to provide an accurate representation of access to arts education. Any examination of access to arts education should jointly consider course availability and student engagement in the arts. Policymakers can follow our approach and develop similar indices to assess the current state of arts education in their states.
It's the Law! A Review of the Laws that Provide Americans with Access for All
Author: Raimondo, Barbara
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Screening Tests,Individualized Education Programs,Individualized Family Service Plans,Early Intervention,Federal Legislation,Educational Legislation,State Programs,Telecommunications,Television,Hearing Impairments,Partial Hearing,Public Schools,Private Schools

The United States is more accessible to deaf and hard of hearing individuals and people with disabilities today than it was 50, 20, or even 10 years ago. A variety of laws ensures equality in the treatment of deaf and hard of hearing people. Communication barriers have been addressed, and wider opportunities are available in education, employment, and community. The legislation that ensures accessibility is presented in this article.
The Growth of Single-Sex Schools: Federal Policy Meets Local Needs and Interests
Author: Mansfield, Katherine Cumings
Date: 2013-12-02
Type: Journal Articles
Subjects: Single Sex Schools,Partnerships in Education,School Districts,Females,College Preparation,Magnet Schools,Public Policy,Federal Legislation,Educational Legislation,Equal Education,Social Justice,School Choice,Urban Schools,Educational History,Ethnography,At Risk Students,Participant Observation,Interviews,Oral History,Racial Bias,Program Development,Parent Participation,Minority Group Students,Qualitative Research

Changes to Title IX allowing the growth of single-sex schools have garnered media attention promoting the benefits of separating boys and girls. Alternately, civil rights groups such as the ACLU continue to oppose any type of school segregation. Within this context, a private philanthropy, the Foundation for the Education of Young Women (FEYW) has established public-private partnerships with six Texas school districts to open all-girls' public college prep magnet schools with plans to expand. This multi-year ethno-historical case study explores the meaning making of one community in the FEYW network as it attempts to make sense of federal policy at the local level. The topic is important to the field of education because it is timely: changes to Title IX and the growth in single-sex arrangements pose interesting legal and sociological questions about equity and justice since it links Title IX (an equity-driven policy) with the choice provisions in NCLB (a market-driven policy). The significance of this study lies in the unique use of ethnography as interpretive policy analysis to show how local communities (re)interpret federal policy to better align with their personal values and more adequately address contextual complexities in their attempts to do what they believe is best for students.
Equality of Educational Opportunities at Public Primary Schools in Argentina
Author: Adrogue, Cecilia
Date: 2013-12-16
Type: Journal Articles
Subjects: Equal Education,Socioeconomic Status,Foreign Countries,Elementary Education,Educational Opportunities,Educational Quality,Educational Finance,Public Schools,Social Indicators,Databases,Social Capital,Human Capital,School Districts,Regression (Statistics)

This paper assesses the degree of equality of educational opportunities across Argentina's public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student's socio-economic status even among schools financed by the same governmental unit.
Generation to Generation: The Fight for Language Access Continues
Author: Zellner, Travis
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,American Sign Language,Early Intervention,Assistive Technology,Communication Skills

Obtaining appropriate special education and related services to establish the best educational environment--academically and socially--has not only been challenging but also downright daunting. The decisions the author has made supporting his children, 6-year-old James who is deaf and 12-year-old Miia who is hard of hearing, are, in part, derived from his own experiences growing up, and the experiences of his wife. In this article the author shares his own education experiences, along with what his wife experienced, in order to explain the decisions they have made for their own children when it comes to education and communication.
Toward Educational Testing Reform: Inside Reading Achievement Tests
Author: Schutz, Dick
Date: 2013-12-20
Type: Journal Articles
Subjects: Educational Testing,Educational Change,Achievement Tests,Reading Achievement,Educational Assessment,Standardized Tests,Foreign Countries,Difficulty Level,Readability,Achievement Gap,Racial Differences,Alternative Assessment,Evaluation Methods,Grade 4,Grade 8,Grade 12

The commentary (1) uses the U. S. National Assessment of Educational  Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.
Connecting Schoolwork to Life Work: Students Practice Setting Their Own Educational Goals
Author: Johnson, Theresa
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Special Schools,Self Advocacy,Individualized Education Programs,Workshops,Academic Advising

As educators working with high school students, the author's  face questions such as: (1)&quot; How can students become better self-advocates?&quot; (2) &quot;Are students sufficiently prepared for life after graduation?&quot; (3) &quot;How can students become more motivated in planning their future?&quot; (4) &quot;What can be done to encourage students to actively participate in their Individualized Education Program (IEP) meetings?&quot; At the Texas School for the Deaf (TSD), a committee faced the task of exploring these questions. The goal was to increase student participation in transition planning and foster student involvement during meetings in which their IEPs were discussed, updated, and written. Hawbaker (2007), who studied what happened when high school students led their IEP meetings, showed that these students demonstrated more involvement in their academic work and transition planning than those who participated in staff-led IEP meetings. Through leading IEP meetings, students develop a firmer understanding of their need for services and supports and grasp more clearly how accommodations help them to access the curriculum. This understanding might prepare them not only for their coming years in high school but for their years in university or postsecondary school--and for the world of work beyond.
Beyond the Clinic: Providing Services, Supports, and Connections to Help Children and Their Families Thrive
Author: Nolan, Kevin J., Jr.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Deafness,Hearing Impairments,Outreach Programs,Access to Health Care,Hospitals,Interdisciplinary Approach,Allied Health Personnel,Personal Narratives,Urban Areas,Teamwork,Community Resources,Family Programs

As one of the premier pediatric hospitals in the United States, Boston Children's Hospital serves a wide range of children and provides top quality medical care, including a program for deaf and hard of hearing children that extends services beyond the medical scope. Within this program is a unique and particularly critical position--that of outreach and support services coordinator for the Deaf and Hard of Hearing Program. While doctors and clinical personnel on the team focus on specialty care appointments, the outreach and support services coordinator provides essential information and connections to services that reach beyond what otolaryngologists and audiologists traditionally provide. The essence of the work done by the individual in this position is to offer reassurance and understanding to deaf and hard of hearing children and their families. In this article, the author describes the most important roles he fulfills as the outreach and support services coordinator for the Deaf and Hard of Hearing Program of Boston Children's Hospital.
Essential in Ensuring Access to Services: A Teacher of the Deaf
Author: Stinson, Heather
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Screening Tests,Hearing Impairments,Hearing (Physiology),Access to Education,Preschool Children,Student Needs,Deafness,Inclusion,Early Intervention,Teacher Role,Teacher Collaboration,Regular and Special Education Relationship,Parent Participation

With the onset of universal newborn hearing screenings and early identification and amplification, children with hearing loss are able to receive education in mainstream classrooms as early as preschool. According to a 2011 report from the U. S. Government Accountability Office (GAO), 52.6 percent of preschool-age children with hearing loss in the United States are educated at least part of the school day in their local preschool classrooms; this increases to 86.3 percent for school-age children (GAO, 2011). The teacher of the deaf and hard of hearing is critical to effective inclusion. Only this teacher is in a position to build relationships with classroom teachers and service providers and to provide ongoing support for parents and their children. Successful inclusion, of course, also includes the willingness of the Individualized Education Program (IEP) team members to actively promote inclusion through a team approach and a willingness to understand, monitor, and use assistive technology (Eriks-Brophy et al., 2006). In this article, the author describes one 4-year-old boy&apos;s life with multiple developmental delays and the services he receives from the occupational therapist, physical therapist, and speech-language pathologist employed by his school district as well as his work with a vision specialist and a teacher of the deaf and hard of hearing, both contracted through local agencies outside of the school. In addition to working with the young boy individually, the teacher of the deaf and hard of hearing works with his family and other service providers to develop communication goals and coordinate the activities of the other professionals. In this way, his language goals are incorporated into his occupational, physical, and vision therapies, and into the instructional practices in his general education classroom.
Child First: A Belief, an Attitude, and a Path to Change
Author: Mulholland, Jane
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Special Schools,American Sign Language,Individualized Education Programs,Federal Legislation,Educational Legislation,Residential Schools,Partial Hearing

Child First is a national campaign to ensure that deaf children have their right to language recognized and fulfilled regardless of which educational method is specified in the Individualized Education Program (IEP). Whether the child's family embraces American Sign Language (ASL), speech reading, a system of signs that encodes English, or a combination of approaches, Child First supports the child and his or her family. At Child First, the child's human right to language is primary, but the chosen method of learning and exploring that language is based on the child's needs, the decision of the parents and the IEP team. Developed initially to help federal lawmakers understand the unique educational needs of deaf and hard of hearing children and to inform the reauthorization of the Individuals with Disabilities Education Act, Child First recognizes the following principles: (1) Language is a human right; (2) There are multiple pathways to learning language; (3) One size--or one system--does not fit all learners; (4) The IEP should determine educational placement for each child; (5) Monitoring each child's progress is critical to appropriate educational outcomes; and (6) Family involvement is critical to a child's success. This article chronicles Jane Mulholland's, journey from the time she first became aware of Child First through its ever growing stature. Her original goal was simply to see her own school, Washington School for the Deaf (WSD), become a Child First school, but once she began focusing on that, the goal expanded to include having Washington State Center for Childhood Deafness and Hearing Loss (CDHL) become a Child First agency. She writes that now she will not be satisfied until the entire state of Washington becomes a Child First State. Her vision for the future includes Washington providing deaf and hard of hearing children with IEPs based on the needs identified in their evaluations, rather than the services a particular program offers. As a Child First State, Mulholland envisions Washington's deaf and hard of hearing children's educational progress being continually monitored with appropriate interventions, supports, and changes in placement being provided so the children are not allowed to fail. She hopes to see deaf and hard of hearing children throughout the entire state having the same opportunities, entitlements, and basic human rights society takes for granted for hearing children.
A Rural School Educator Builds Student Learners through Access to Curriculum, Self-Advocacy, and Connections to the Deaf Community
Author: Mathisen, Megan
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Deafness,Hearing Impairments,Elementary School Students,Males,Reading Difficulties,Language Impairments,Social Development,American Sign Language,Internet,Interaction,Core Curriculum,Academic Standards,Special Needs Students,Teaching Methods,Deaf Interpreting,Inclusion

In this article Megan Mathisen, a teacher of deaf and hard of hearing children at St. Anne Grade School in St. Anne, Illinois, describes her work with two boys in second grade and one boy in fifth grade who at the beginning of the school year had reading and language delays. After working with them, her second grade boys are now on grade level and her fifth grader is using the third grade curriculum, but they all focus on the fifth grade Common Core Standards. They have made social improvements as well. All have been exposed to other deaf individuals and to ASL literature through video relay services (VRS) and the Internet, and, of course, through direct interaction with each other. While learning these new concepts and strategies in Mathisen's reading and language class, her students learn to question what they read, apply their own thoughts, evaluate, and summarize. Through differentiated instruction that allows a hands-on approach, they are taught the value of taking responsibility for their learning--a skill that Mathisen hopes will be instilled in them for the rest of their individual educational journeys and the knowledge that will last each of them a lifetime.
Section 504--The 1973 Law Still Makes a Difference
Author: Dobson, Beth Ann
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Feedback (Response),Individualized Education Programs,Special Education,Inclusion,Planning,Hearing Impairments,Academic Accommodations (Disabilities)

The process of developing and implementing a 504 plan is different from that of implementing an Individualized Education Plan (IEP). This author has been a teacher of deaf and hard of hearing students under the Special Education Department in Prince William County Schools for 11 years. She had never had a student referred to the team that handles evaluations under Section 504 of the Rehabilitation Act of 1973--until Mary. Mary had received special education services for her profound hearing loss under the Individuals with Disabilities Education Act (IDEA) until the end of her freshman year, when it was determined that she was no longer eligible. This article discusses Mary's eligibility for services under a 504 plan and how it was implemented to serve in Mary's education.
Educational Interpreters: Meeting the Communication Needs of Children with Cochlear Implants
Author: Melton, Julie
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Assistive Technology,Individualized Education Programs,Parents,Parent Role,American Sign Language,Deaf Interpreting,Hearing Impairments,Student Needs

Since the early 1990s, when the U.S. Food and Drug Administration approved cochlear implants for deaf and hard of hearing children, the number of children who have cochlear implants has increased in mainstream settings. Recent research suggests that these students, like their deaf and hard of hearing peers without implants who use sign language, may benefit from the use of a sign language interpreter. As of December 2010, approximately 26,000 children in the educational system had received implants (NIDCD, 2011), and today the number continues to increase. This makes it important for parents, teachers, and audiologists to understand that some of these children have more success in understanding their teachers, classmates, and curriculum by combining their auditory and speechreading skills with sign language than in approaching their education through auditory/speechreading skills alone. This article discusses how the use of interpreters could benefit students with cochlear implants.
Role of High Schools in Undocumented Students' College Choice
Author: Nienhusser, H. Kenny
Date: 2013-11-18
Type: Journal Articles
Subjects: Undocumented Immigrants,High School Students,Counseling,Outreach Programs,Secondary School Curriculum,Scholarships,School Demography,Information Dissemination,Educational Attainment,Educational Policy,State Policy,Case Studies,High Schools,Interviews,College Choice,School Role,Federal Legislation

In recent years, some states in the United States have enacted policies that grant some higher education benefits--primarily in-state resident tuition eligibility--to certain undocumented students. While in existence since 2001, little is known of the role of high school institutional agents in implementing such policies. This study describes the efforts of seven New York City high schools to educate their undocumented students about such educational benefits within their college choice process. It details five categories of activities that institutional agents developed to address undocumented students' college choice needs. These college choice activities included: one-on-one counseling, presentations, outreach, scholarship, and curriculum. This study also examined the effects of institutional demographics on the process of educating undocumented students about their college choice. It discovered that those high schools that had higher percentages of undocumented students had a greater number of college choice activities and had organized their implementation in such a way as to make information more available to this student population. This article concludes with a section that is devoted to implications for research and practice.
To Save a Son
Author: Zummo, Sherri
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Blindness,Visual Impairments,Pervasive Developmental Disorders,Autism,Developmental Delays,Comorbidity,Behavior Disorders,Access to Health Care,Access to Education,Parent Rights,Parent Role,Advocacy,Quality of Life,Aggression,Deaf Blind

Sherri Zummo knew she somehow needed to find a way for her son to live in the world as a person who was profoundly deaf in both ears. He was also diagnosed as legally blind, on the autistic spectrum, and intellectually delayed with other medical and physical issues. As he grew, his special needs increased, behaviors became worse, and the struggle for services became harder. After her son attacked a police officer, Zummo huddled with him in the Emergency Department of their local hospital and refused to leave until the state guaranteed her the services she knew he needed. Motivated by the conviction that she had to hold strong and fight for the life and future of her son, Zummo shares the story of her struggle as her son&apos;s advocate, her successes, failures and conviction that she was called upon to be the voice of her son in the wider world in order to make sure he was able to access the necessary tools required for a good quality of life.
Individualizing Deaf Education Services: More Important than Ever Before
Author: DesGeorges, Janet
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Federal Legislation,Educational Legislation,Special Needs Students,Individualized Education Programs,Technological Advancement,Disability Identification,Parent School Relationship,Parents,Advocacy,Deaf Interpreting,Auditory Tests,Sign Language

The Individuals with Disabilities Education Act (IDEA) has always had &quot;individual&quot; as part of its spirit and its letter. However, as a parent and an advocate who has attended many Individualized Education Program (IEP) meetings, Janet DesGeorges has discovered that getting to &quot;individual&quot; can sometimes be a challenge, particularly with the low incidence of deaf and hard of hearing students in the special education system. In this article she writes that this generation of children who are deaf and hard of hearing are emerging with different needs than in the past. Due to advances in technology, early identification of hearing loss, and societal shifts, the old labels have blurred. Yet the differences of today's generation have not negated the truisms of old. It remains true that children today share the same heritage of those who have come before them--that high expectations and access to a solid education for individuals who are deaf and hard of hearing should be pursued relentlessly, developed individually, and enhanced through partnerships. She says that parents, must partner with educators and support personnel to approach children as individuals, and IEP decisions should not be guided by a child's labels. Strategies for convincing the IEP team that additional support to access classroom communication are provided.