[Individuals with Disabilities Education (IDEA) Act, Part H. Case Study of Policy Implementation in Six States.] Case Study Report #2.

Autor/inn/en	Harbin, Gloria; und weitere
Institution	North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy.
Titel	[Individuals with Disabilities Education (IDEA) Act, Part H. Case Study of Policy Implementation in Six States.] Case Study Report #2.
Quelle	(1993), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Case Studies; Change Agents; Change Strategies; Compliance (Legal); Delivery Systems; Disabilities; Early Childhood Education; Early Intervention; Federal Legislation; Infants; Policy Formation; Program Development; State Programs; Toddlers + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Auslieferung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bundesrecht; Infant; Toddler; Toddlers; Kleinkind; Politische Betätigung; Programmplanung; Regierungsprogramm; Infants
Abstract	This study attempted to describe and explain the different approaches taken by policymakers in a diverse group of states, as they seek to implement Part H of the Individuals with Disabilities Education Act, which provides federal mandates and aid to assist states in planning and developing comprehensive multidisciplinary, interagency, coordinated early intervention service systems. Case studies were conducted in six states between December 1988 and December 1990. States (which are identified only by number for purposes of this report) were compared using a conceptual framework of four interrelated components: (1) the level and types of intended systems change desired by Part H policymakers; (2) the strategies selected to achieve system change; (3) the context in which this takes place; and (4) the particular stage or stages of policy implementation. Results are detailed for each of these four research concerns. The study concludes that two major forces exerted the major influence on the shape and timing of policy development: first, the people involved and, second, the sociopolitical environment. Throughout all six states a spirit of cooperation was observed, resulting in the construction of a policy base for a future coordinated, interagency, multidisciplinary service system. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC