Applying Systems Thinking to Improve Special Education in Ohio

Autor/in	Levenson, Nathan
Institution	Thomas B. Fordham Institute; Thomas B. Fordham Foundation
Titel	Applying Systems Thinking to Improve Special Education in Ohio
Quelle	(2012), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education; Change Strategies; Educational Change; Academic Accommodations (Disabilities); Systems Approach; Educational Improvement; Special Needs Students; Delivery Systems; Cost Effectiveness; Educational Quality; Integrated Services; State Action; State Policy; Educational Opportunities; Free Enterprise System; Ohio + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Lösungsstrategie; Bildungsreform; Systemischer Ansatz; Teaching improvement; Unterrichtsentwicklung; Sonderpädagogischer Förderbedarf; Auslieferung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Quality of education; Bildungsqualität; Staatliche Intervention; Bildungsangebot; Bildungschance; Freie Wirtschaft
Abstract	This report was written at the request of the Thomas B. Fordham Institute and the Educational Service Center of Central Ohio, to inform the discussion of state-level policy makers and other stakeholders on how to improve the quality and cost-effectiveness of services provided to Ohio's students with special needs. It is critical for Ohio to find ways to deliver high-quality cost-effective services given the state's and school districts' persistent fiscal challenges. Funding of special education is not a new topic for policy makers, but this report looks at it from a new perspective--applying systems thinking across all relevant funds, agencies, and service providers. Simply put, systems thinking views all the parts of a system in the context of and in relation to the other parts, rather than as isolated elements. Optimizing the entire system as a whole yields better outcomes with fewer unintended consequences than analyzing and improving each element on its own. When done well, systems thinking can create a reality in which the whole is greater than the sum of its parts. This report suggests opportunities to create greater operational effectiveness and efficiencies by more formally integrating statewide agencies to serve children with disabilities. Appended are: (1) Selected funding data; and (2) About the research. (Contains 3 tables.) [Foreword by Bart Anderson and Terry Ryan.] (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10