Special Education: SPED 372 Diagnosis and Assessment in Special Education

This study investigates barriers to accessing services for children under age 3 presenting with language delays and behavioral difficulties, including language barriers for Spanish-speaking families. Using a telephone script, researchers called 30 agencies in Los Angeles County, including regional centers ( the state network of Part C agencies for children with developmental disabilities), mental health centers, and schools, requesting services for a 2-year-old child. Outcomes of calls were compared by agency and by language of call (Spanish or English). Regional center calls resulted in an appointment 90% of the time, whereas schools and mental health centers were significantly less likely to link callers with services. Calls in Spanish revealed language access barriers, with fewer than half of Spanish-speaking callers to schools and mental health agencies obtaining an appointment. The study indicated barriers including basic access (e.g., reaching a live person; response in the home language), and obtaining appropriate appointment or referral. [PUBLICATION ABSTRACT]

In the last decade, new assistive technology devices have enabled young children with disabilities to play, learn, communicate, and interact with their environment to a greater degree than ever before. Even with the thou- sands of commercially manufactured and homemade as- sistive technology devices currently available, profes- sionals and parents continue to demand more access to technology. Although the benefits of assistive technol- ogy for young children seem clear, the reality of funding shortages, bureaucratic barriers, and accessibility can be frustrating and discouraging for families and profession- als alike. Early childhood education professionals are now responsible for helping young children and families select and acquire assistive technology devices as well as instruct them in their use. Unfortunately, many pro- fessionals have inadequate training and/or experience with technology, its application, family participation in the selection and use of assistive technology, and knowl- edge about accessing funding sources for assistive tech- nology.

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national data sets, the Pre-Elementary Education Longitudinal Study, the Special Education Elementary Longitudinal Study, and the National Longitudinal Transition Study–2, this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary school peers. Disability severity and demographic characteristics were associated with differences in special education service receipt rates.