The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer,…

This article clarifies what extended school year (ESY) is and who is eligible for it. It also describes, how it looks different for individual students, where and when it can be provided, and how to determine whether students are eligible. To illustrate common challenges in determining ESY, vignettes are provided based on four students' cases.…

Extended school year (ESY) is a summer program available for students with disabilities who meet specific qualifying criteria. Teachers are often hesitant to accept the position of the ESY teacher due to the ambiguities and demands of the position. The purpose of this article is to briefly share the impetus and focus of ESY and give special…

The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…

Every child is unique and learns in different ways. Some children are identified as needing special education services to support his or her learning at school. Parents can play a major role in shaping the services a child receives. This guidebook has been written for parents, guardians, and surrogate parents of a child (ages 3 to 21 or…

The One Year Plus policy of Baltimore City Public Schools described in this Newsletter has the potential to breathe new life into "special education" for students with disabilities. In recent decades, many waves of K-12 education reform--including the No Child Left Behind Act, charter schools, alternative teacher recruitment paths,…

The author describes extended-year programs for disabled students in Edmonton, Canada. Program content, length, opportunities for integration, and staffing are addressed. (CL)

Ten areas of self-sufficiency were measured at four intervals for 26 students determined to be eligible for extended school year ESY programs. Regression increased and improvement decreased when educational programing was interrupted, and the opposite occurred when a ESY program was provided. (CL)

This article reviewed eligibility factors for extended school year services (ESYS) for students with disabilities. Fifty-seven ESYS cases were evaluated for factors used in decisions concerning eligibility and program appropriateness. Eligibility factors included: regression-recoupment, student progress, critical development period, and…

The purpose of this document is to provide guidance for parents, educators, and administrators regarding the determination and implementation of extended school year (ESY) services for eligible students with disabilities. Parents of children with disabilities should be provided information regarding ESY to better enable them to be involved in the…

Recent litigation in Pennsylvania (Battle vs. Commonwealth, 1980) has established that handicapped children cannot be arbitrarily denied free public education beyond the normal 180-day school year. This decision is contrasted with present policies and practices governing extended school year services. (Author)

The paper examines legislation regarding the year round school model for minority handicapped students. Problems with the 12 month model are pointed out including an emphasis on the disabling characteristics of these students, lack of opportunities to learn in the community, and high costs. In addressing the need for 12 months of schooling for…

The article reviews the legal bases for determining eligibility for extended school year services for handicapped students and suggests procedures for determining eligibility based on projected skill loss and empirical data. (DB)

The procedural history and the implications of the Appeals' Court decision in Armstrong v Kline, in which Pennsylvania was found in violation of federal law by restricting special education services to 180 days, are discussed. (CL)

Pennsylvania's director of special education asserts that P.L. 94-142 (the Education for All Handicapped Children Act) is not the proper vehicle for implementing free appropriate human services to all handicapped children and their families. (Author/CL)