Literaturnachweis - Detailanzeige
| Autor/inn/en | Ysseldyke, James E.; und weitere |
|---|---|
| Institution | Minnesota Univ., Minneapolis. |
| Titel | Open Enrollment and Students with Disabilities: Issues, Concerns, Fears, and Anticipated Benefits. Enrollment Options for Students with Disabilities. Monograph No. 91-001. |
| Quelle | (1991), (51 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Disabilities; Educational Change; Educational Policy; Elementary Secondary Education; Free Choice Transfer Programs; Interdistrict Policies; Open Enrollment; Outcomes of Education; Program Implementation; School Administration; School Choice; School Demography; School Districts; Special Education; Transfer Policy |
| Abstract | This paper discusses implications of open enrollment polices for students with disabilities and for districts that gain or lose students with disabilities through transfer. An introductory section examines how open enrollment differs from other "choice" options and offers general arguments for and against open enrollment. The remainder of the paper identifies issues for both districts and students organized in terms of outcome issues, implementation issues, and demographics. Issues for districts include: program excellence, assessment practices, gain/loss of teachers, excess program costs, changes in excess levies, effects on special education child counts, Chapter I allocations, criteria for between-district transfers, planning, provision of information, local control, transportation, criteria for identifying students as handicapped, mainstreaming, Native American schools, and small rural districts. Issues for students who are handicapped include: parental satisfaction/involvement, student satisfaction, effects on academic performance and student behavior, environmental quality, dropout rate, least restrictive environment, provision of information, transportation, reasons for non-participation, dropouts as an independent variable, fairness, equity, and student demographic characteristics. Five kinds of overall concerns are identified: pupil benefit, parent involvement (and convenience), teacher/administrator job projection, change, and teacher workload. Appended are an agenda and issue list. Includes 22 references. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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