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ERIC Number: ED349753
Record Type: RIE
Publication Date: 1992
Pages: 125
Abstractor: N/A
Issues and Trends in Special Education.
Hales, Rene M.; Carlson, Laurance B.
A total of 137 knowledgeable representatives in the field of special education (including federal, state, and local administrators; technical assistance providers; members of professional organizations; university professors; and selected private practitioners) used a modified Delphi process to respond to almost 200 statements concerning the future of special education. This report consists of a brief description of the process and respondents, a report of overall results, results in 14 topical domains, and a discussion of implications for the future. Overall trends include: critical shortages of special education personnel will occur at all levels, resulting in more important roles for paraprofessionals and provision of services for students with mild disabilities in the regular classroom; related services will continue to expand in type, quantity, and variety, creating a drain on resources; outcomes for students with severe disabilities will address functional life skills rather than isolated academic skills; and advances in technology will reduce functional limitations of persons with disabilities. Specific results are organized into the following 14 areas: assessment, curriculum and instruction, family involvement, finance, interagency coordination, least restrictive environment, personnel, policy and governance, reform and restructuring, research, service monitoring, societal values, technology, and transition from school to work. Appendices contain a statistical summary and a Delphi instrument used in soliciting the second round of responses. (JDD)
National Clearing House of Rehabilitation Training Materials (NCHRTM), Oklahoma State University, 816 W. 6th St., Stillwater, OK 74078-0435 ($6.75).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federal Resource Center for Special Education, Lexington, KY.
Grant or Contract Numbers: N/A