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ERIC Number: ED203123
Record Type: RIE
Publication Date: 1981
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The ABT Study of State and Local Compliance and Evaluation Practice: Special Needs Populations.
Beuke, Vernon
A National Institute of Education-sponsored, congressionally mandated project studied impact of the 1976 Education Amendments on services to special needs populations. It was concluded that states were making considerable progress in serving needs of the handicapped, disadvantaged, and limited English-proficient. Room for improvement was found in some issues regarding patterns of expenditures. They were distribution of handicapped and disadvantaged set-aside and Subpart 4 (special programs for the disadvantaged) funds, targeting of funds, state and local matching funds, and return of federal set-asides. In terms of delivering services to handicapped and disadvantaged students in vocational education, there were indications in sample states that local education agencies were becoming more systematic in definition, identification, and assessment of their needs. These problems remained: disregard for needs of limited Engish-proficient students, lack of involvement of vocational educators in the Individualized Education Program process, and little progress in implementing mainstreaming. Many sample state agencies were engaged in activities to support special needs populations. It was recommended that Congressional attention in reauthorization deliberations be focused on federal and state administrative roles, potential or actual conflicts with federal mainstreaming policy, and improvement of procedures for identifying and serving special needs populations. (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Cornell Univ., Ithaca, NY. Inst. for Occupational Education.
Identifiers: Education Amendments 1976; Limited English Speaking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 14, 1981). For a related document see CE 029 195. Tables may be marginally legible.