SAGE Journal Articles
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Delgado, C. E. F., & Scott, K. G. (2006). Comparison of referral rates for preschool children at risk for disabilities using information obtained from birth certificate records. The Journal of Special Education, 40(1), 28-35.
This study demonstrates the utility of integrating birth certificate record data with an existing disability tracking database for the purpose of evaluating early identification efforts. The authors examined referral rates of preschool-age children for several known disability risk factors. Low birth weight, low maternal education, and prematurity were associated with increased odds of referral. The authors also examined referral rates for gender, race, and ethnicity. The odds of referral for boys were nearly twice those for girls. Compared to White children, the odds of referral were greater for Native American children and lower for Black and Asian/Pacific Island children. Odds of referral for non-Hispanic/non-Haitian children were greater than those for Hispanic or Haitian children. Identifying factors that are associated with the likelihood of referral will alert clinicians, parents, teachers, and policy makers to the existence of biasing factors and can be used to further improve Child Find procedures.
Questions to consider:
1. What are some of the risk factors identified for the development of a disability in childhood?
2. Are there differences between gender, race, and ethnicity and the development of disabilities? If so, describe these differences.
3. How can identifying factors that are associated with the development of disabilities assist policymakers in developing or revising legislation?
Printy, S. M., & Williams, S. M. (2015). Principals’ decisions: Implementing response to intervention. Educational Policy, 29(1), 179-205.
The reauthorization of the Individuals With Disabilities Education Act (IDEA) of 2004 spurred sweeping changes for how special education students are identified in the United States. IDEA 2004 encourages schools to use Response to Intervention (RTI) as a new method for identifying special education students. As schools implement RTI, the principal becomes a key figure in determining the success of RTI. This study examines the policy ecology that influences principals’ views, beliefs, and considerations of RTI in determining the school plan for implementation. We find that implementation at the school level is distinguished by two types of implementation communities, what we term integrated or differentiated. Understanding the range of pressures and supports may inform district and school practitioners seeking to implement policy and policy makers as they consider the design of future policies.
Questions to consider:
1. What is the Response to Intervention (RTI)? What do schools need to do in order to effectively implement RTI? How is the 2004 reauthorization of the Individuals With Disabilities Education Improvement Act (IDEIA) involved in RTI?
2. What are the benefits of RTI?
3. Explain the differences between integrated and differentiated implementation.
Ritzema, A. M., Sladeczek, I. E., Ghosh, S., Karagiannakis, A., & Manay-Quian, N. (2014). Improving outcomes for children with developmental disabilities through enhanced communication and collaboration between school psychologists and physicians. Canadian Journal of School Psychology, 29(4), 317-337.
A renewed call for enhanced communication and collaboration between school psychology and medicine is envisioned, in light of a transdisciplinary model, where school psychologists, family physicians, and other health professionals transcend disciplinary boundaries. Recommendations for optimal communication and collaboration are described, as well as challenges inherent in such an endeavor. School psychologist–physician collaboration has the potential to result in significant improvements in outcomes for families and children with developmental disabilities. A case illustration highlights the major points mirrored in the discussion, and conclusions are drawn regarding necessary components for meaningful change to occur.
Questions to consider:
1. Explain the importance of collaboration between individuals working to better support the lives of children with disabilities. What is the difference between multidisciplinary, interdisciplinary, and transdisciplinary approaches?
2. What are the unique needs of children with developmental disabilities?
3. How can a transdisciplinary approach enhance the services provided to children with disabilities?