Focus on Learning: A Report on Reorganizing General and Special Education in New York City.

Autor/inn/en	Fruchter, Norm; und weitere
Institution	New York Univ., NY. Inst. for Education and Social Policy.
Titel	Focus on Learning: A Report on Reorganizing General and Special Education in New York City.
Quelle	(1995), (143 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Accountability; Change Strategies; Disabilities; Educational Change; Educational Diagnosis; Educational Finance; Educational Policy; Elementary Secondary Education; High Risk Students; High Schools; Inclusive Schools; Legal Responsibility; Models; Preschool Education; Regular and Special Education Relationship; School Based Management; School Districts; School Restructuring; State Aid; State School District Relationship; Student Evaluation; Student Placement; Teamwork; Urban Education + Suchen Sie Ihr Suchwort? Verantwortung; Lösungsstrategie; Handicap; Behinderung; Bildungsreform; Pedagogical diagnostics; Pädagogische Diagnostik; Bildungsfonds; Politics of education; Bildungspolitik; Problemschüler; High school; Oberschule; Inclusive school; Integrative Schule; Strafmündigkeit; Analogiemodell; Pre-school education; Vorschulerziehung; School district; Schulbezirk; Schulreformplan; Schulumwandlung; Staatliches Schulamt; Schulnote; Studentische Bewertung; Schülerpraktikum; Stadtteilbezogenes Lernen
Abstract	This report is the result of a year-long evaluation of special education in New York City (New York) and presents major recommendations for reorganizing general and special education. It proposes a school-based model with an integrated general/special education system, and use of an enrichment allocation from merged special and general education funds to meet the needs of students with disabilities and students at risk of academic failure. It recommends creation of Instructional Support Teams within schools, formal evaluations of students by a district-level multidisciplinary Committee on Special Education, significant investment in school-based professional development, creation of an independent Accountability and Quality Assurance Office, changes in state funding mechanisms to encourage the placement of students in neighborhood schools, and restoration of funding to general education. The report begins with an executive summary and an introduction. The following six chapters address: (1) why the current system doesn't work; (2) guiding assumptions of the study; (3) major features of the school-based model; (4) implications for high schools; (5)implications for District 75/citywide programs; and (6) implications for preschools. A concluding chapter presents the study's 14 specific recommendations and suggestions for phased-in implementation. Appendices provide: public reaction to the first draft of this report; a legal analysis of the proposed changes by Perry A. Zirkel; and a review of financing dimensions of the proposed changes by Thomas B. Parrish. Contains 15 references. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC