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ERIC Number: ED232263
Record Type: RIE
Publication Date: 1983-Apr
Pages: 31
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Local School District Implementation of State Mandated Educational Regulations, the Least Restrictive Environment Provisions: Implications and Recommendations for Policy Makers and Educators.
Licopoli, Lorenzo
In case studies of four upstate New York counties, school districts were ranked according to their implementation of state-mandated educational regulations, including the percentage of handicapped students receiving their education in districtwide programs. Findings reveal that officials from all districts perceived state official communications as confusing and contradictory. As a result, district superintendents viewed federal and state intervention negatively. Local officials from the two high percentage districts (A and C) felt their school staff were cooperative and responsive to district policy, in contrast to those in low percentage districts (B and D). While districts B, C, and D co-opted state requirements to fit existing organizational structures, district A adapted its policies and structures to meet the requirements. Although all districts were in compliance with state-mandated administration procedures, local officials from each district remarked on the need for constructive reviews of program quality. Findings suggest that while policy makers should provide means for assessing the actual quality of educational programs delivered to the handicapped, educators should encourage and seek the involvement of district personnel in their program operations. Further tasks for educational researchers include intensive analysis of a reputedly successful district and investigation of programs for handicapped students within their placement setting. (JBM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New York
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).