The first of the three purposes of this study was to describe and analyze current Saskatchewan and local secondary school Personal Program Plan (PPP) policies. The second purpose was to compare the perceptions of current school and classroom practises to current provincial policy. The third purpose was to explore the perceptions of selected stakeholders in relation to effective and ineffective PPP practises for students with learning disabilities (LD) among Saskatchewan secondary programs. <p>This was an inductive study conducted in a multiple phase case study design. Research was conducted through individual and group interviews in six voluntary secondary programs. The study also included the analysis of 100 survey responses from 19 secondary programs. In addition, this study analysed 25 Saskatchewan school division PPP policies then compared these policies to the provincial PPP policy. The conceptual framework was based on a policy model which included influential factors, stakeholders interpretations, implementation variables, with perceived effective or ineffective practises. The provincial policy was designed for all students with special needs, including those with LD. However, some school division policies delimited PPPs to particular populations (i.e. to only students with designated funding). Additionally, school division polices varied in specificity and detail creating inconsistencies in and across programs. In some cases the PPP content and implementation followed the provincial policy; however, in other cases the PPPs were not aligned to the provincial policy guidelines. Funding was found to be the most influential factor to the design and implementation of PPPs. Other factors included the timing and range of distribution of the PPP, teacher response to added responsibilities, adequacy of communication between stakeholders, and level of implementation training. Where stakeholders evidenced an understanding of the policy, the PPPs were used effectively used and appreciated by those involved in the process. Participants who used PPPs indicated that they felt this increased their ability to teach students with LD and contributed to students success. Perceptions of ineffective practises associated with the policy included inconsistency, insufficient time for planning, development and implementation of PPPs, poorly written PPPs, and the lack of professional development. <p>Implications for theory included the influences at the various stages of policy design and PPP policy implementation. This resulted in the reconceptualization of the framework wherein the implementation of the PPP policy and the influencing factors are highlighted. Among the implications for policy was the attention that needs to be given to policy intention, implementation and experience in order to close the gaps. Implications for practise included considerations related to pre- and in-service training, preparation time for teachers, communication between programs, and a common understanding of funding purposes. Implications for future research included the continuity of services from elementary to middle to secondary programs for students with LD. In addition, the researcher suggests that future research of exemplary inclusive classrooms and the effective use of the PPPs in these settings.

The first of the three purposes of this study was to describe and analyze current Saskatchewan and local secondary school Personal Program Plan (PPP) policies. The second purpose was to compare the perceptions of current school and classroom practises to current provincial policy. The third purpose was to explore the perceptions of selected stakeholders in relation to effective and ineffective PPP practises for students with learning disabilities (LD) among Saskatchewan secondary programs. <p>This was an inductive study conducted in a multiple phase case study design. Research was conducted through individual and group interviews in six voluntary secondary programs. The study also included the analysis of 100 survey responses from 19 secondary programs. In addition, this study analysed 25 Saskatchewan school division PPP policies then compared these policies to the provincial PPP policy. The conceptual framework was based on a policy model which included influential factors, stakeholders interpretations, implementation variables, with perceived effective or ineffective practises. The provincial policy was designed for all students with special needs, including those with LD. However, some school division policies delimited PPPs to particular populations (i.e. to only students with designated funding). Additionally, school division polices varied in specificity and detail creating inconsistencies in and across programs. In some cases the PPP content and implementation followed the provincial policy; however, in other cases the PPPs were not aligned to the provincial policy guidelines. Funding was found to be the most influential factor to the design and implementation of PPPs. Other factors included the timing and range of distribution of the PPP, teacher response to added responsibilities, adequacy of communication between stakeholders, and level of implementation training. Where stakeholders evidenced an understanding of the policy, the PPPs were used effectively used and appreciated by those involved in the process. Participants who used PPPs indicated that they felt this increased their ability to teach students with LD and contributed to students success. Perceptions of ineffective practises associated with the policy included inconsistency, insufficient time for planning, development and implementation of PPPs, poorly written PPPs, and the lack of professional development. <p>Implications for theory included the influences at the various stages of policy design and PPP policy implementation. This resulted in the reconceptualization of the framework wherein the implementation of the PPP policy and the influencing factors are highlighted. Among the implications for policy was the attention that needs to be given to policy intention, implementation and experience in order to close the gaps. Implications for practise included considerations related to pre- and in-service training, preparation time for teachers, communication between programs, and a common understanding of funding purposes. Implications for future research included the continuity of services from elementary to middle to secondary programs for students with LD. In addition, the researcher suggests that future research of exemplary inclusive classrooms and the effective use of the PPPs in these settings.

Thesis advisor: Andy Hargreaves / Most policies and initiatives in education travel the same, well-worn path: they are designed high above the ground by elected leaders or by public officials in departments and ministries of education. These ideas soon become projects for district-level leaders and school-level staff to implement. The process of implementation is often a challenge for local educators. When schools are asked to implement several initiatives concurrently, these difficulties can be compounded. This is especially true when schools try concurrently to include students with special needs and to meet the targets of high-stakes accountability programs (McLaughlin & Thurlow, 2003; Ramanathan, 2008). This study examined two multi-level and multi-district projects that were unique in their objective and designs. Each fostered complementary restructuring and reculturing of school districts. These two projects--Essential for Some, Good for All (ESGA) in Ontario and NH Responds (NHR) in New Hampshire--sought to facilitate greater participation and achievement for students with special needs as well as to cultivate greater collaboration between general and special educators. The dissertation is comprised of four mixed-methods case studies across the two jurisdictions, looking at two districts in each country as the units of analysis. Interviews with participants from all three levels--policy and planning, district, and school--were accompanied by effect-size analysis taken from quantitative achievement data to assess achievement gaps before and after each project. Ultimately, the study proposes a workable theory for the field of policy design and implementation that would facilitate simultaneous engagement with multiple, competing policies, in particular balancing the inclusion of students with special educational needs and mechanisms for standards-based accountability. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Book Summary: The purpose of this book is to assist readers to use better practices when developing educationally meaningful and legally sound Individualized Education Programs (IEPs). Beginning with the history and purpose of IEPs, this book examines the context and reasons IEPs were first created. The core chapters address better practices in conducting assessments, developing present levels of academic achievement and functional performance statements, crafting measurable annual goals, determining special education services, and monitoring and reporting on students’ progress. The authors also discuss placing students with disabilities in the least restrictive environment (LRE) and provide forms and graphics to assist in developing students’ special education programs.

No Brasil, o ministério da educação vem adotando como plano de ação a política nacional de educação especial na perspectiva da educação inclusiva, pautada em princípios éticos e fundamentada nos direitos humanos. De modo a propor a valorização de todos os alunos que integram a rede de ensino, pública e privada, respeitando as diferenças de cada um durante o processo educacional. Com o intuito de discutir a importância da educação especial na perspectiva da educação inclusiva, a partir de um olhar multiprofissional, a presente dissertação realiza uma análise das ações e o processo de implementação do Centro de Atendimento Educacional Especializado (CAEE) Luiz Carlos da Costa Araújo, localizado no munícipio de Maracanã no Estado do Pará. Retratando as atividades desenvolvidas como: acolhimento, educação permanente, visita domiciliar, estudo de caso, encontros com a comunidade, grupos terapêuticos, participação em eventos culturais e ações com as secretarias municipais (saúde, assistência, cultura, agricultura e meio ambiente) que foram realizadas e as que ainda estão em processo de desenvolvimento. A pesquisa foi realizada através de um estudo bibliográfico e análise documental com enfoque qualitativo onde a obtenção de dados foi analisada de acordo com as informações adquiridas no Centro. Chegou-se a conclusão que o CAEE contribui significativamente com as políticas de educação, saúde, e assistência social assumindo um papel fundamental na implementação de políticas públicas voltadas para a educação especial e inclusiva, assim como para formação dos profissionais que estão envolvidos direta e indiretamente com a educação no município de Maracanã PA. / In Brazil, the Ministry of Education has adopted as an action plan at national policy special education from the perspective of inclusive education, based on ethical principles and grounded in human rights. In order to propose the recovery of all students that are part of the school system, public and private, respecting the differences of each during the educational process. In order to discuss the importance of special education in the perspective of inclusive education, from a multidisciplinary look, this thesis performs an analysis of the actions and the implementation process of the Educational Service Center Specializing (CAEE) "Luiz Carlos da Costa Araújo", located in the municipality of Maracanã in the state of Pará. Portraying the activities as host, continuing education, home visits, case study, meetings with the community, therapeutic groups, participation in cultural events and actions with the municipal departments (health, welfare, culture, agriculture and environment) that have been accomplished and which are still under development. The survey was conducted through a literature study and document analysis with qualitative approach where getting data was analyzed according to the information acquired at the Centre. Came to the conclusion that the CAEE contributes significantly with education policies, health, and welfare assuming a key role in the implementation of public policies for special and inclusive education as well as training of professionals who are involved directly and indirectly with the education, in the municipality of Maracanã PA.

This phenomenological study investigated the nature and extent of the support parents received during IEP development. The study was informed by Bronfenbrenner's ecological systems theory. Participants, located in a Northeastern state, were 10 hearing parents of children who had been diagnosed with hearing loss at birth and were between ages 5 and 12. Data were in-depth interviews that were analyzed, coded, and organized into themes using an inductive approach to analysis informed by Hatch. Results indicated that parents believed they needed more guidance on what to expect during the first IEP meeting, that advocating for appropriate accommodations for their child was important, and that education professionals communicate in a more compassionate and less business-like manner when speaking with parents. Parents also indicated increased anxiety due to their perceptions that education professionals have inadequate knowledge about issues relating to hearing loss and hearing amplification technology. Based on these results, special education professionals and policy makers can focus on increased understanding of hearing loss and amplification use in order to help children with hearing loss achieve more positive educational outcomes effecting positive social change.

The study is a two-part study that utilized the comparative method of content analysis and Policy Analysis of legal documents. Part one of the study compared special education policy documents of two systems; the Lagos State Special People’s Law and its Inclusive Education Policy to the United States’ Individuals with Disabilities Education Act (IDEA, 2004) to figure out how they compare for the sole purpose of mutual improvement and global competitiveness. Part two of the study is the policy analysis of the Lagos State policies that utilized the results and recommendations from the comparative document analysis (part one). This section of the study focused mainly on how the Lagos State special education documents could be improved using the IDEA of the United States as a model. It also offered alternatives that could be explored as well as recommendations that policymakers in Lagos State could use in order to improve the life outcomes of all children with disabilities in the State. The study addressed explicitly how the United States special education policies could inform the Lagos state policies and vice versa. The overarching purpose of the study was for mutual improvement that could influence special education policy revisions of both systems by respective stakeholders. The study concluded that there is a need for a special education-specific law in Lagos state that will be comparable to the IDEA of the United States so that children with disabilities in the state could become fully integrated into the system and be able to achieve their highest potentials. The study also offers directions for future research. / Special Education