National Research Comparing Rural Special Education Delivery Systems Before and After Implementation of the Education of All Handicapped Children's Act.

Autor/in	Helge, Doris
Institution	Murray State Univ., KY. Center for Innovation and Development.
Titel	National Research Comparing Rural Special Education Delivery Systems Before and After Implementation of the Education of All Handicapped Children's Act.
Quelle	(1980), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ancillary School Services; Comparative Analysis; Cooperative Programs; Delivery Systems; Educational Change; Elementary Secondary Education; Exceptional Persons; Federal Legislation; Parent Participation; Program Evaluation; Rural Schools; Small Schools; Special Education; Special Education Teachers; Teacher Education; Teacher Recruitment + Suchen Sie Ihr Suchwort? Auslieferung; Bildungsreform; Bundesrecht; Elternmitwirkung; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lehrerrekrutierung
Abstract	Major findings are presented of a national comparative study with two primary objectives: first, to identify performance of rural special education service delivery systems prior to the 1975 enactment of Public Law (PL) 94-142 and again during the 1979-1980 school year in providing a free, appropriate education for all handicapped children, with appropriate parental involvement and support; and second, to identify facilitating and hindering factors which operate to determine the success or failure of district/cooperative compliance with PL 94-142. Data represent responses from administrators and educators from 43 special education cooperative and 32 school districts in 17 states via 2-day site visits and telephone interviews. Results deal with various categories of handicapped students identified and served; alternate instructional arrangements, roles, and responsibilities; diagnostic, vocational, and other services; changes in organizational structures; interagency agreements for services; and major problems (i.e. qualified staff recruitment/retention, funding inadequacies, and providing appropriate and continuous inservice). Performance improvements in rural special education programming and services are termed phenomenal. A national initiative for a rural teacher education program and more federal funding are deemed necessary to ameliorate many of the barriers to full implementation of PL 94-142 in rural schools. (AN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC