https://scholarworks.iu.edu/journals/index.php/pders/issue/feed Physical Disabilities: Education and Related Services 2019-12-06T20:28:43-05:00 Dusty Columbia-Embury, Ed.D. rapcceditor@gmail.com Open Journal Systems <p><em>Physical Disabilities: Education and Related Services</em>&nbsp;(PDERS) is the official journal of the Divison for Physical, Health and Multiple Disabilities (DPHMD) of the Council for Exceptional Children (CEC). This peer-reviewed journal is published two times per year. PDERS is a multidisciplinary journal that focuses on research, issues, and program innovations that relate to educational and related services needs of individuals with physical, health, and/or multiple disabilities. ISSN&nbsp;2372-451X.</p> https://scholarworks.iu.edu/journals/index.php/pders/article/view/27970 KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES 2019-12-06T20:28:36-05:00 Dusty Columbia dusty.columbia@wright.edu Laura S Clarke laura.clarke@eku.edu Kimberly Weber kim.weber@live.com <p><em>As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.</em></p> 2019-11-19T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/pders/article/view/27477 Students with Acquired Brain Injury 2019-12-06T20:28:43-05:00 Perry A. Zirkel perry.zirkel@lehigh.edu <p>Representing a sequel to a similar snapshot in mid-2010, this article provides an updated overview of the judicial and administrative case law concerning students with traumatic</p> <p>and nontraumatic brain injury from pre-K to grade 12. &nbsp;The scope is limited to cases under the</p> <p>Individuals with Disabilities Education Act and the pair of disability-based civil rights statutes, Section 504 and the Americans with Disabilities Act. &nbsp;The cases include not only hearing/review officer and court decisions but also state education agency and Office for Civil Rights complaint investigation reports available in the only national database, LRP’s SpecialEdConnection<sup>®.</sup> The analysis focuses on the frequency and outcomes these published rulings, with the discussion extending to the empirical limitations and professional implications of the findings.</p> 2019-11-13T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/pders/article/view/26850 Under-Identification of Students with Long Term Disability from Moderate to Severe TBI: 2019-12-06T20:28:40-05:00 Drew A Nagele, PsyD Drew.Nagele.PsyD@gmail.com Stephen R. Hooper, PhD stephen_hooper@med.unc.edu Kristin Hildebrant, Esquire khildebrant@disabilityrightsohio.org Melissa McCart, DEd mccart@uoregon.edu Judy Dettmer judy.dettmer@state.co.us Ann Glang, PhD aglang@uoregon.edu <p>Traumatic Brain Injury (TBI) is a special education eligibility category under the Individuals with Disabilities Education Act (IDEA). Unlike other special education categories (e.g., autism, specific learning disabilities), relatively few students with TBI are identified for special education nationwide compared to the known prevalence of TBI. Discrepanies between TBI hospitalization data, estimates of long-term disability due to TBI, and the number of students identified under the TBI category were analyzed. Only 33% of students projected to have moderate to severe TBI were represented in state child counts using the IDEA TBI category. Possible explanations for these discrepancies were explored, including that students with TBI are not referred for special education services, students are served under other special education categories, communications between medical systems-school systems are limited, and that students may not manifest difficulty until years after injury. Potential solutions to improve TBI identification for special education services are presented.</p> 2019-11-19T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/pders/article/view/28686 DPHMD Board Members 2019-12-06T20:28:33-05:00 Journal Editor rapcceditor@gmail.com 2019-11-19T16:06:39-05:00 ##submission.copyrightStatement##