Policy Effects of Special Education Funding Formulas PDF Download

Author: William T. Hartman
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 446

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Author: William T. Hartman
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 50

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Author: Jay G. Chambers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 94

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Author: Guy Benveniste
Publisher:
ISBN:
Category : Decentralization in government
Languages : en
Pages : 520

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309032474
Category : Education
Languages : en
Pages : 395

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The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)

Author: Thomas B. Parrish
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 304

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Considerable challenges face the school finance community relating to the implementation of such concepts as equity, adequacy, accountability, and efficiency within a policy environment. Although each of these concepts focuses on a specific aspect of public education, in practice they are often linked. Although more work is needed to clarify these standards, it is already evident, as is pointed out in this volume, that the kinds of dual service systems that have been created for general and special education students can be better integrated in order to improve outcomes related to all four of these important concepts. Special education has become a vital component of the nation's overall education system. It is essential that future work to address fiscal policy challenges include the special needs of children with disabilities along with those of all children. The purpose of this book is to contribute to a fuller incorporation of special education fiscal policy concerns into the mainstream of the education finance literature and fiscal policy. This is the 19th yearbook of the American Finance Association.

Author: Daniel D. Sage
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 328

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Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135863881
Category : Education
Languages : en
Pages : 786

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Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world. The Handbook traces the evolution of the field from its initial focus on school inputs and the revenue sources used to finance these inputs to a focus on educational outcomes and the larger policies used to achieve them. It shows how the current decision-making context in school finance inevitably interacts with those of governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of the important contemporary issues requires input from a variety of perspectives, the Handbook draws on contributors from a variety of disciplines. While many of the chapters cover complex state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand.

Author: Center for Educational Research at Stanford
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 98

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124

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