An Evaluation of Southeast School District's Special Education Program's Compliance

Autor/in	Tingley, Jennifer A.
Titel	An Evaluation of Southeast School District's Special Education Program's Compliance
Quelle	(2018), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The College of William and Mary
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-7212-8
Schlagwörter	Hochschulschrift; Dissertation; Program Evaluation; Special Education; Standards; Individualized Education Programs; Guidelines; Interviews; Focus Groups; Mixed Methods Research; Program Implementation; Rural Schools; School Districts; Eligibility; Compliance (Legal); Guides; Intervention; Personnel Selection; Specialists; Barriers; Faculty Mobility + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen; Standard; Individualized education program; Individualisierendes Lernen; Richtlinien; Interviewing; Interviewtechnik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Eignung; Handbuch; Leitfaden; Personalauswahl; Personalentscheidung
Abstract	This study is a program evaluation of a small, rural school district's special education program's compliance with key processes, including the child study, eligibility, and individual education plan (IEP) processes. The goals of the evaluation were to identify potential weaknesses in the special education program implementation, and to provide suggestions for improvement. The program evaluation model used is the Context, Input, Process, Product (CIPP) model, which was developed by Daniel Stufflebeam. The research questions assessed the alignment of the school district's special education handbook with federal and state guidelines for special education, as well as the implementation of the special education processes and procedures as intended, including the use of standards-based IEPs. Additionally, the evaluation focused on factors that either contributed to or inhibited the successful implementation of the special education program. The study used a mixed methods approach with three data sources, which included document analysis of student files, focus groups, and interviews with key staff members. Results indicated that the school district's handbook was generally compliant with state and federal guidelines, and that the vast majority of students' IEPs were standards-based. The district was less compliant with documenting research-based interventions during the child study process and with documenting eligibility decisions. The hiring of a compliance specialist was seen as a positive factor in successful program implementation, while high staff turnover appears to be a barrier. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01