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Is special education forgotten in educational reform?

Author: Joel Meyers; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1997]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
A 3-year study of a New York suburban school district (3,000 students) examined what connections existed between regular education reform and special education. The school district had recently implemented building-level shared decision making teams as part of their efforts to reform education. The purpose of these teams was to develop goals for the district, such as having children attend school ready to learn,  Read more...
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Genre/Form: Reports, Research
Speeches/Meeting Papers
Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Joel Meyers; Educational Resources Information Center (U.S.)
OCLC Number: 38888659
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 98-0386-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1998]. 1 microfiche.
Description: 1 volume
Other Titles: Special education forgotten
Responsibility: Joel Meyers [and others].

Abstract:

A 3-year study of a New York suburban school district (3,000 students) examined what connections existed between regular education reform and special education. The school district had recently implemented building-level shared decision making teams as part of their efforts to reform education. The purpose of these teams was to develop goals for the district, such as having children attend school ready to learn, having academic goals that are appropriate for helping students enter the job market, and having safe and drug-free schools. Observation and interview data collected throughout the investigation indicate that the teams paid little attention to special education or students with disabilities. Educators working on reform in the district did not consider special education as a key component of the reform process and special educators knew little about these reforms. Findings indicate members of primary school teams were more likely than the middle school or high school team members to indicate that their team represented special education. However, simply having a special educator as a team member did not necessarily ensure special education would be discussed. The need for a team member with explicit responsibility for representing special education interests is urged. (Contains 34 references.) (Cr).

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