ERIC Number: ED359706
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Integrating Second-System Children: Alternatives to Segregation and Classification of Handicapped Children.
Wang, Margaret C.; And Others
This chapter considers the situation of special needs children who are seen as wrongly segregated due to federal, state, and local regulations, and identifies needed reforms and changes to remedy the problem. Presented from a social work perspective, the paper notes the trend toward mainstreaming of children with disabilities, children in Chapter 1 programs (low-achieving children in poor areas), and children performing at a marginal level. School social workers are urged to help parents and educators coordinate their efforts. Especially criticized are "disjointed incrementalism" (when a series of narrowly framed programs is independently developed and implemented) and "proceduralism" (when excessive resources go into determination of eligibility). Other problems documented include the lack of consistency in defining categories of children and special services needed for students with learning disabilities or emotional disturbances. Integration of this "second system" into regular education is urged, with four steps: (1) summarization of the available literature to create a standard of accountability; (2) leadership by federal and state authorities in encouraging coordinated programs at all levels; (3) revisions in policies, legislation, and funding based on data from experimental programs; and (4) linking of second system programs to school reform and local school control. (Contains 22 references.) (DB)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Audience: Policymakers; Researchers; Administrators; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.; Temple Univ., Philadelphia, PA. National Education Center on Education in the Inner Cities.
Note: In: Constable, R., Ed.; And Others. School Social Work: Practice and Research Perspectives. Chicago, Lyceum Books, 1991. p156-166.