Providing Special Education Services in Fully Online Statewide Virtual Schools: A Policy Scan

Autor/inn/en	Ortiz, Kelsey; Rice, Mary F.; Deschaine, Mark E.; Lancaster, Sean
Titel	Providing Special Education Services in Fully Online Statewide Virtual Schools: A Policy Scan
Quelle	In: Journal of Special Education Leadership, 33 (2020) 1, S.3-13 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Special Education; Virtual Schools; Student Needs; Students with Disabilities; Models; Online Courses; Educational Technology; Charter Schools; Educational Finance; Financial Support; Elementary Secondary Education; Educational Legislation; Equal Education; Federal Legislation; Funding Formulas; State Government; Access to Education; Public Education; Costs; Educational Policy; Barriers + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Analogiemodell; Online course; Online-Kurs; Unterrichtsmedien; Charter school; Charter-Schule; Bildungsfonds; Finanzielle Förderung; Bildungsrecht; Schulgesetz; Bundesrecht; Funding; Finanzierung; Bund-Länder-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Öffentliche Erziehung; Cost; Kosten; Politics of education; Bildungspolitik
Abstract	The rapid emergence and authorization of statewide, fully online, virtual charter schools has resulted in the need for states to identify potentially inequitable effects of disability service funding policies. This article describes state funding policies and the designation of responsibilities regarding the provision of special education services for students attending full-time virtual schools. Particular emphasis is given to policies directing dollars for individualized services for students with disabilities who live outside their immediate residential school or intermediate school district. Based on this policy scan, service delivery responsibilities and funding configurations might be expected to have clear overlap; however, the findings suggest that they are viewed differently and addressed differently in states' policies. No state model was identified that could represent an unequivocal best practice. Instead, each model has strengths and weaknesses that are likely grounded in the ethos of the various state offices of education and their orientation to charter schools and school choice in general. Six recommendations are provided provided to consider when writing or reviewing state-level policy for students with disabilities enrolled full time in cyber schools. (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01