U of M News Wire
February 28, 2008
U of M national study finds students with disabilities do better after receiving same diploma as classmates
By Luisa Badaracco
U of M News Wire
In a study of the nation's high school graduation requirements and diploma options, the University of Minnesota has found that some graduation policies may prevent students with disabilities from pursuing the same educational and life opportunities that their classmates have. A report on the study, "Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities" from the National Center on Educational Outcomes (NCEO), recommends that schools nationwide reassess the underlying assumptions of their graduation requirements and ensure that students with disabilities have sufficient opportunities to learn the material presented on state exit exams.
The study was undertaken to update the status of graduation policies across the nation. It follows up on previous work from NCEO, the last study having been conducted in 2002, just after the implementation of the reauthorization of the Elementary and Secondary Education Act or the "No Child Left Behind" Act.
Results of the current study indicate some changes in graduation requirements and diploma options since the previous survey was taken. For example, fewer states seemed to be using exit exams as part of their requirements. In addition, states seemed to be decreasing the use of some diploma options, such as the IEP diploma, while increasing others, such as honors diplomas. IEP diplomas, sometimes given to students receiving special education, are often perceived as mere diplomas of attendance, and numerous colleges do not accept them.
The study reports that more students with disabilities are participating in the general education curriculum and achieving results, and that preparation for adult life and future independence is improved by accessing postsecondary education and employment. In 12 states surveyed, differences between general education and special education students are reduced, that is, all students are held to the same standards, are required to pass the same exams and receive the same diploma.
While there continue to be an array of diploma options available to students with disabilities, the study found that multiple diploma options may or may not benefit students with respect to future opportunities for postsecondary access and employment. Almost 14 percent of school-age children in America -- some 6.6 million -- receive special education.
"This study raises crucial questions that every state must ask," said David Johnson, an associate dean at the U of M's College of Education and Human Development and a lead author of the report. "Do all of our diplomas have value and recognition within our state? Do any prevent students from pursuing post-secondary education or other life opportunities? We're dealing with some very serious implications here."
As a result of the study, NCEO recommends that schools:
- Clarify the assumptions underlying state graduation requirements and diploma options
- Ensure students with disabilities have the opportunities to learn materials presented in state and local tests
- Make high school graduation decisions based on multiple indicators of students' learning and skills
- Clarify implications of granting alternative diploma options for students with disabilities
All 50 states plus the District of Columbia participated in the online survey, which was conducted between May 2006 and April 2007. State directors of special education or their designees were asked varying questions about exit exams and the intended and unintended consequences of single versus multiple degree options. The return rate was 100%.
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Preparing for an emergency
U revamps emergency communications; introduces all-in-one Web site
By Pauline Oo
U of M News Wire
It was a grey day with a chill in the air, but that didn't stop the University of Minnesota's Chief Law Enforcement Officer Greg Hestness and about seven of his police officers from handing out coffee and doughnuts, along with safety info cards, hand sanitizers, and shiny gold "alert" whistles, to students and other members of the U community on the east end of the Washington Avenue Bridge.
The event was designed to raise awareness about the U's new comprehensive emergency preparedness Web site. In addition to providing personal safety and campus security tips, the Web site is chockfull of information about how to deal with such things as health and weather emergencies, power outages or flooding, threats in the work place, and a shooter roaming the campus. (Among the suggestions for the latter: stay low or behind heavy objects and silence your cell phone.)
"We're here to help create a safer campus, and we need absolutely everyone's support to do that," says Hestness.
Students walking to and from classes were the intended audience of the bridge event. They devoured almost 1,000 doughnuts and more than 20 gallons of coffee while stopping to chat with police officers. Several female students went one step further, signing up for a sponsored by the Minnesota Student Association (MSA).
"Our students have a lot going on in their lives, and safety may not be the first thing on their minds," says Hestness. "That's why we're here today with University Relations and MSA. The goal is to make as many students as possible aware of our campus safety resources, like the new Web site, TXT-U, and 301-SAFE, the prerecorded emergency message line."
Hestness adds that "it's a constant effort" to inform the university community about security measures and upgrades because a quarter of the U's population turns over each time a new school year starts.
The three new resources compliment the many safety and emergency measures already in place on the Twin Cities campus. For example, the 24-hour 911 dispatch center; the more than 900 security cameras; the 200 yellow phones for emergency, medical and service-related calls; and the 20 blue-light emergency call boxes placed outside campus buildings. A daily escort service is also available around the clock.
"So far, the turnout has been great. We had a ton of students stop by at 10 a.m., and we're anticipating another wave at 11," says MSA president Emma Olson, who came up with the idea for the event. "I think campus safety is always an important issue for students. A student has the right to feel safe when attending a university [but a lot of] students do not realize the different campus safety programs available to them. Through this Web site and event we hope to help students become more aware of safety programs on campus."
Olson, a political science and business junior, says she and Ross Skattum, MSA vice president, will be touting the Web site and other safety information to different student groups every month. "The key thing, really, is raising awareness."
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Growing Concerns
A parenting question-and-answer column with Dr. Martha Erickson of the University of Minnesota
Question: My wife and I are going to begin a trial separation while we decide whether or not we can get past some serious difficulties in our marriage. We have two children, ages 6 and 8, and we’re not sure what to tell them about why we’re going to live apart. How much can they understand and what do they need to know?
Answer: Children are frightened, confused, sad and angry when parents separate. They imagine all kinds of possibilities, including that they may lose touch with the parent who is moving out, that their own behavior drove their parents apart, or that -– if they are only good enough -– their parents will reunite and live happily ever after. So, despite the toll this separation is bound to take on you and your wife, it is critical that you both stay attuned to the feelings and concerns of your children -- and that you work together to give them clear and consistent information about what is happening.
Although the message you give your children will need to be tailored to their individual needs, there are some key things all children need to hear at a difficult time like this.
• First, assure your children that they did nothing to cause this separation. Tell them this is an adult problem and that it has nothing to do with anything the children have said or done.
• Tell the children that right now you are not sure what is going to happen, but that you hope you all can live together again soon.
• To that end, tell the children in simple terms the steps you are taking to work through your problems. (I trust this includes marital counseling, which has helped many couples work through serious problems and come through with a stronger-than-ever relationship.)
• Assure the children that, no matter what happens with the marriage, you both will always love them and will continue to be actively involved in their daily lives. Be very concrete and specific about how you will do this right now while one parent is living out of the home. At ages 6 and 8, children want to know the details – who will help them with their homework or pick them up after swim lessons or tuck them in at night.
• Above all, support and honor each other’s importance in the lives of the children you share. No matter how angry or unhappy you and your spouse might be with each other, do not say negative things about each other in front of the children. In particular, tell the children clearly that the other parent, “loves you very much and will always do her (or his) best to take care of you.”
Even with steady reassurance, your children are likely to find this separation difficult. Anticipate that they might regress, slipping into behaviors that were common at younger ages. For example, many children begin sucking their thumb or wetting the bed. Or they may become clingy, whiny, unusually irritable, or aggressive. Certainly set and enforce limits on dangerous or hurtful behavior, as you normally would. But be tolerant and patient if the children seem needier or less mature than usual. Encourage them to talk openly about what they are thinking and feeling. And demonstrate to your children in words and actions that you both are there for them, now and always.
Dr. Erickson is a senior fellow and director of the Harris Programs in the Center for Early Childhood Education at the University of Minnesota.
Want to hear more parenting advice?
Dr. Erickson and her daughter can be heard every Sunday, from 2 - 4 pm, on “Good Enough Moms,” on FM107.1 radio in the Twin Cities or via Webcast at www.FM1071.com
