ERIC Number: ED294364
Record Type: RIE
Publication Date: 1986-Nov
Special Education: Views from America's Cities.
Lytle, James; Penn, William
The report contains descriptive results of a study of special education operations in 33 city school systems. Results were organized according to seven themes: (1) variation in local implementation in Public Law 94-142, the Education for All Handicapped Children Act; (2) magnitude of the referral, evaluation, and placement process; (3) limited exit from special education programs; (4) limited participation in vocational education programs; (5) involvement of special education in district decision making; (6) need for impact data to evaluate special education programs; (7) recommendations for special education policy makers. Among study conclusions were the following: variation was seen among districts in the percent of students enrolled in special education and in funding levels; the referral, evaluation, and placement process represents a significant demand on special education resources detracting from treatment capability; the largest number of students identified as handicapped were in the specific learning disability category; increasing numbers of "at risk" students are referred to special education due to a lack of options in regular programs; and the participation rate of handicapped students in vocational programs is far below that of non-handicapped students. Among recommendations was the development of a longitudinal database on special education. (DB)
Descriptors: Compliance (Legal), Decision Making, Disabilities, Educational Policy, Elementary Secondary Education, Eligibility, Evaluation Methods, Federal Legislation, High Risk Students, Incidence, Program Evaluation, Referral, Special Education, Student Evaluation, Student Placement, Urban Education, Vocational Education
Research for Better Schools, 444 North Third St., Philadelphia, PA 19123 ($30.00).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Council of the Great City Schools, Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.