Criteria for Determining Eligibility for Extended School Year Services

Autor/inn/en	Barnard-Brak, Lucy; Stevens, Tara
Titel	Criteria for Determining Eligibility for Extended School Year Services
Quelle	In: Journal of Special Education, 55 (2021) 1, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920911468
Schlagwörter	Eligibility; Criteria; Extended School Year; Special Education; School Districts; Administrator Attitudes; Individualized Education Programs; Self Contained Classrooms + Suchen Sie Ihr Suchwort? Eignung; Special needs education; Sonderpädagogik; Sonderschulwesen; School district; Schulbezirk; Individualized education program; Individualisierendes Lernen
Abstract	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 practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01