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Author: Thomas Parrish Publisher: ISBN: Category : Languages : en Pages : 40
Book Description
The Center for Special Education Finance (CSEF) provides policymakers and administrators at all governmental levels with data, analyses, expertise, and opportunities to share information about special education finance issues. One of CSEF's major activities is the periodic collection and dissemination of information on state funding systems for special education. In 1999-2000, CSEF collaborated with the National Association of State Directors of Special Education (NASDSE) to survey state special education administrators. The survey was designed to obtain two types of information: (1) Descriptions of the mechanisms used by states to fund special education services for school-age children with disabilities--presented in "Part I. State Special Education Finance Systems, 1999-2000"; and (2) State-level estimates of the total amounts of revenues and spending on these services from state, local, and federal funds from 1994-95 through 1998-99. This document--"Part II. State Special Education Finance Systems, 1999-2000"--summarizes survey data on special education revenues and expenditures for the years 1994-95 to 1998-99. Survey data from all 50 states are included in this report. All but four states (Georgia, New Hampshire, South Carolina, and South Dakota) provided updated information for 1998-99; consequently, for these four states, data from the 1994-95 CSEF state survey are provided where available. These survey data present the best estimate each state could provide on its special education spending and collectively provide an overall picture of the level of resources devoted to special education in the states. However, several states were unable to provide complete expenditure estimates, and others had relatively low levels of confidence in the estimates they could provide (see Exhibit II-6). Even when state confidence in the data is high, the accounting conventions used by one state are likely to differ in important ways from those used by others. This difference in accounting conventions raises questions about the comparability of the expenditure estimates. Despite these data limitations, the state survey data provide information on special education spending on a state-by-state basis. To supplement these survey data, this report also includes selected data from in the 1999-2000 Special Education Expenditure Project (SEEP) conducted by CSEF, data from prior national expenditure studies, and information from the "Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act." Reported State Perceptions of the Impact of the IDEA '97 Amendments on Costs or Fiscal Policies, 1999-2000 is appended. (Contains 6 exhibits and 11 footnotes.) [For Part I, see ED522076.].
Author: Thomas Parrish Publisher: ISBN: Category : Languages : en Pages : 40
Book Description
The Center for Special Education Finance (CSEF) provides policymakers and administrators at all governmental levels with data, analyses, expertise, and opportunities to share information about special education finance issues. One of CSEF's major activities is the periodic collection and dissemination of information on state funding systems for special education. In 1999-2000, CSEF collaborated with the National Association of State Directors of Special Education (NASDSE) to survey state special education administrators. The survey was designed to obtain two types of information: (1) Descriptions of the mechanisms used by states to fund special education services for school-age children with disabilities--presented in "Part I. State Special Education Finance Systems, 1999-2000"; and (2) State-level estimates of the total amounts of revenues and spending on these services from state, local, and federal funds from 1994-95 through 1998-99. This document--"Part II. State Special Education Finance Systems, 1999-2000"--summarizes survey data on special education revenues and expenditures for the years 1994-95 to 1998-99. Survey data from all 50 states are included in this report. All but four states (Georgia, New Hampshire, South Carolina, and South Dakota) provided updated information for 1998-99; consequently, for these four states, data from the 1994-95 CSEF state survey are provided where available. These survey data present the best estimate each state could provide on its special education spending and collectively provide an overall picture of the level of resources devoted to special education in the states. However, several states were unable to provide complete expenditure estimates, and others had relatively low levels of confidence in the estimates they could provide (see Exhibit II-6). Even when state confidence in the data is high, the accounting conventions used by one state are likely to differ in important ways from those used by others. This difference in accounting conventions raises questions about the comparability of the expenditure estimates. Despite these data limitations, the state survey data provide information on special education spending on a state-by-state basis. To supplement these survey data, this report also includes selected data from in the 1999-2000 Special Education Expenditure Project (SEEP) conducted by CSEF, data from prior national expenditure studies, and information from the "Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act." Reported State Perceptions of the Impact of the IDEA '97 Amendments on Costs or Fiscal Policies, 1999-2000 is appended. (Contains 6 exhibits and 11 footnotes.) [For Part I, see ED522076.].
Author: Thomas Parrish Publisher: ISBN: Category : Languages : en Pages : 79
Book Description
The Center for Special Education Finance (CSEF)--housed in the American Institutes for Research (AIR) and one of several research centers funded by the Office of Special Education Programs (OSEP), U.S. Department of Education--provides policymakers and administrators at all governmental levels with data, analyses, expertise, and opportunities to share information about special education finance issues. One CSEF activity is the collection and dissemination of information on state systems of special education finance. In 1999-2000, CSEF collaborated with the National Association of State Directors of Special Education (NASDSE) to survey state special education administrators. The survey was designed to obtain two types of information: (1) Descriptions of the mechanisms used by states to fund special education services for school-age children with disabilities, and (2) State-level estimates of the total amounts of spending on these services from state, local, and federal funds from 1994-5 through 1998-99. This document summarizes results from the CSEF/NASDSE survey, describing state systems for financing special education services for school-age children with disabilities during the 1999-2000 school year. The survey also collected special education revenue and expenditure data for the years 1994-95 to 1998-99 (which are reported in a separate document). Survey data from all 50 states are included in this report, with all but four states (Georgia, New Hampshire, South Carolina, and South Dakota) providing updated information. Chapter II of this report contains an abstract of each state's special education funding mechanism for the 1999-2000 school year. Appended are: (1) Special Education Funding Contacts; (2) Conducted and Proposed Studies; and (3) Beliefs Regarding Impact of IDEA. (Contains 13 exhibits and 7 footnotes.) [For Part II, see ED522070.].
Author: Mary Konya Weishaar Publisher: Waveland Press ISBN: 1478615524 Category : Education Languages : en Pages : 277
Book Description
The belief that regular and special education administrators should work together to create and maintain successful education programs for all students is not new, nor is the assumption that administrator preparation programs should foster the development of an inclusive approach—yet this critical educational partnership has not reached its full potential. Despite the lack of agreement within the federal legislative branch on exactly what should be changed within our education system, some promising points of consensus have emerged: competitive grants, college and career readiness, multi-tiered systems of support, common core standards, a rewards-based (rather than punitive) system for school improvement, the critical role of effective teachers and principals, increased school choice options, and evidence-based learning strategies, particularly in high-need schools. The third edition stresses the importance of these key points. Each chapter features case studies that simulate real-life situations readers are likely to encounter in their careers as administrators. Within the safety of the classroom, they will rehearse controversial scenarios involving inclusive school governance, school reform, identification and placement, conflict resolution, program evaluation, fiscal issues, transportation, and discipline. Enhanced practice situations and role-play exercises emphasize the special education administrator’s role in resolving difficult situations. The case-study approach is an effective learning tool for aspiring special and regular education administrators and instructors alike, fostering enthusiastic classroom discussion and critical thinking about potential solutions to today’s complex problems in inclusive educational administration.
Author: Helen F. Ladd Publisher: Routledge ISBN: 1135863881 Category : Education Languages : en Pages : 786
Book Description
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: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform Publisher: ISBN: Category : Education Languages : en Pages : 128
Author: James M. Kauffman Publisher: Routledge ISBN: 1315517671 Category : Education Languages : en Pages : 2110
Book Description
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Author: Phil Smith Publisher: Peter Lang ISBN: 9781433104343 Category : Education Languages : en Pages : 268
Book Description
Law, policy, and practice in the United States has long held that students with disabilities - including those with intellectual disabilities - have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. Whatever Happened to Inclusion? reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectual disabilities a reality.
Author: Epler, Pam L. Publisher: IGI Global ISBN: 1522580700 Category : Education Languages : en Pages : 449
Book Description
Educators are continually pressured to create interesting and educational lessons for students of varying learning abilities. While technology steadily improves classroom learning, education systems struggle to develop more innovative teaching methods for students with disabilities. Cases on Service Delivery in Special Education Programs compiles real-world case studies on successful classroom models and practices to provide rewarding learning environments for students with disabilities. Addressing topics such as behavior modification, social development, and teacher collaboration, this publication is an essential reference source for special education teachers, supervisors, directors, administrators, principles, and policymakers, as well as academicians and researchers interested in developing special education programs within school districts and classrooms.
Author: Janka Goldan Publisher: Emerald Group Publishing ISBN: 1800434561 Category : Education Languages : en Pages : 220
Book Description
Marking the first time an entire book has been dedicated to the topic of successful inclusive education, in this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education.
Author: Thomas Parrish
Author: Thomas Parrish
Author: Thomas Parrish
Author: Mary Konya Weishaar
Author: Helen F. Ladd
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform
Author: 
Author: James M. Kauffman
Author: Phil Smith
Author: Epler, Pam L.
Author: Janka Goldan