Fixing Special Education

Autor/in	Greene, Jay P.
Titel	Fixing Special Education
Quelle	In: Peabody Journal of Education, 82 (2007) 4, S.703-723 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Private Schools; Incentives; Disproportionate Representation; Disabilities; Special Needs Students; Educational Vouchers; Special Education; Educational Improvement; Educational Finance; Labeling (of Persons); Financial Support; Legal Responsibility; Correlation; Educational Quality; School Choice; Educational History; Civil Rights; Individualized Education Programs; United States + Suchen Sie Ihr Suchwort? Private school; Privatschule; Anreiz; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Educational voucher; Bildungsgutschein; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching improvement; Unterrichtsentwicklung; Bildungsfonds; Labeling-Ansatz; Finanzielle Förderung; Strafmündigkeit; Korrelation; Quality of education; Bildungsqualität; Choice of school; Schulwahl; History of education; Bildungsgeschichte; Bürgerrechte; Grundrechte; Zivilrecht; Individualized education program; Individualisierendes Lernen; USA
Abstract	The current system of educating disabled students provides financial incentives to schools to overidentify students as disabled and underserve those that are identified. The incentive to overidentify is caused by providing schools with additional funds as more students are placed in special education categories that are ambiguous to diagnose and require relatively low additional expenditures to address. The incentive to underserve is caused by high information and transaction costs imposed on parents using the legal process to obtain desired services. An efficient alternative to the current system is to offer disabled students vouchers worth the cost of their education in public schools with which they can attend a private school if they wish. This article considers empirical analyses of the relationship between financial incentives and overidentification as well as the potential benefits of vouchers for special education. It concludes that vouchers for special education are a promising idea for improving the quality of education for disabled students while constraining growth in special education enrollments. (Contains 1 footnote.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10