ERIC Number: ED315205
Record Type: RIE
Publication Date: 1989-Mar
Students with Severe Disabilities in the General Education Program: A Conceptual and Practical Framework for Rural School Administrators.
Capper, Colleen A.
A collaboration between general and special education can help rural school districts improve services to severely disabled students. This paper presents a conceptual model for rural school administrators to define current practices in their districts and to develop alternatives for educating students with severe disabilities within a rural general education program structure. The model uses four "frames" for assessing current practices: the structural frame, the human resources frame, the political frame, and the symbolic frame. The use of the frames is illustrated and issues associated with meeting the needs of students in special education settings (for example, classroom location, school policy, and curriculum), are discussed. Studied within the human resource frame were the assumptions that special education students have limited potential, and that "special services" are the most effective. The political frame illustrates current realities of scarce resources, competition for limited funding, and lack of bargaining power of disabled programs. Using the symbolic frame, administrators may consider "messages" about system values being conveyed through the practices in each of the other frames. The multi-frame view forces rural school administrators to view their schools from a wider perspective and encourages them to approach decision making with new tools. (TES)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A
Note: In: Education and the Changing Rural Community: Anticipating the 21st Century. Proceedings of the 1989 ACRES/NRSSC Symposium. See RC 017 257.