Fluent Essays

please do an article review on one of the two uploaded articles, choose whichever is easiest for you. instructions 3 pages not including title and reference(should only be one reference).  please also include the 2 following subjects alongside any other subject you find to add   Primary problems and or issue addressed  and  Educational relevanceExperiences of parents of children with special needs at school entry: a mixed method approach A. Siddiqua*† and M. Janus*† *Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Canada, and †Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada Accepted for publication 4 December 2016 Keywords children with special needs, family-centred services, linkages, quality of services, transition to school Correspondence: Ayesha Siddiqua, Department of Clinical Epidemiology and Biostatistics, McMaster Uni- versity, 1280 Main Street West, Hamilton ON L8S 4L8, Canada. E-mail: [email protected] com Abstract Background The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with ‘special needs’). We used a convergent mixed method approach to explore parents’ experiences with service provision as their children transitioned to school. Methods Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Results Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. Conclusions While the quantitative results suggested that parents’ experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents’ experiences and components of service provision that require improvements to facilitate a successful school entry. Introduction Facilitating successful transition to school is crucial for establishing the foundation of children’s future development (Bowes et al. 2009). Positive transition is associated with favourable academic and social outcomes (Berlin et al. 2011). Children who experience social and behavioural problems early in their school careers are more likely to continue facing these problems as they progress through their schooling (Margetts 2002). Negative academic and social trajectories are more difficult to alter by mid-elementary school years, highlighting the importance of supporting successful transition to kindergarten (Wildenger & McIntyre 2012). Transition to kindergarten can be particularly challenging for children who need assistance with developmental or physical disabilities (children with ‘special needs’; Janus & SRunning head: ACCOMMODATION RECEIPT 1 Reported Accommodations and Supports Provided to Secondary and Postsecondary Students with Disabilities Lynn A. Newman, Ed.D. SRI International Joseph W. Madaus, Ph.D. University of Connecticut Citation: Newman, L., & Madaus, J. (2015). Reported accommodations and supports provided to secondary and postsecondary students with disabilities: National perspective. Career Development and Transition for Exceptional Individuals, 30, 173-181. doi: 10.1177/2165143413518235. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, though grant R305A120300 to SRI International. The Running head: ACCOMMODATION RECEIPT 2 opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Running head: ACCOMMODATION RECEIPT 3 Abstract There is a dearth of information on specific accommodations used by students with disabilities at the secondary and postsecondary levels. Using data from the National Longitudinal Transition Study-2, researchers examined a nationally-representative cohort of 3,190 students with disabilities who reported that they had ever enrolled in a postsecondary program since leaving high school. Analysis of differences in rates of self- disclosure indicated that only 35\% of youth with disabilities informed their college of their disability. Whereas 98\% received disability-based accommodations at the secondary level, only 24\% did so at the postsecondary level. Likewise, 59\% received at least one modification at the secondary level, but only 4\% did in college. Implications for practice and future research are discussed. These data have important implications for those assisting students with disabilities in the transition to postsecondary education. High school transition –planning teams, including students and students, need to be aware that students will be required to self-disclose their disability to the proper postsecondary contact to receive accommodations and services. In addition, secondary planning teams and parents must understand that although accommodations and modifications are available, their use is far more limited at the college level. Thus, the use of accommodations and modifications at the secondary level should be carefully examined and the student should be involved in discussions related to why each is needed, how it is used, and what benefits it provides. At the postsecondary level, it is essential that schools be aware of the almost two thirds of students with disabilities on their campuses who have chosen not to disclose their disability. It highlights the importance of colleges considering universal design principals in developing curriculum. (Contains 1 table) Running head: ACCOMMODATION RECEIPT 4 Reported Accommodations and Supports P