ERIC Number: ED381957
Record Type: Non-Journal
Publication Date: 1995-Mar
Reference Count: N/A
Act 230 in Vermont. What's Happening: Students; Classrooms; Schools.
Kane, Dennis; And Others
This report presents results of Year 1 of a 2-year Vermont study of the extent to which the goals of State Act 230 (which requires schools to develop a comprehensive system of education services including an instructional support system for students with special needs) have been realized. The study includes an assessment of the degree to which 220 individual students have been successfully supported; a statewide survey of all special education administrators (57 responses) regarding implementation of Act 230; and a qualitative study of two elementary schools effectively implementing Act 230. Key findings are presented in a question and answer format for the following topics: outcomes for prior special education students; outcomes for current special education students; outcomes for students who had been served through instructional support teams; integration of special education and other support services; personnel delivering special education and support services; characteristics of students receiving support services; changes in curriculum and instruction; effects of instructional support teams on schools; effects of professional development activities; and funding issues. A chart contrasts effective and ineffective ways to implement Act 230. A final section identifies four challenges which address the needs for: (1) adequate, predictable funding; (2) professional development; (3) meeting the needs of students with challenging behavior; and (4) forging connections to the community. (DB)
Descriptors: Compliance (Legal), Disabilities, Elementary Secondary Education, Inclusive Schools, Mainstreaming, Outcomes of Education, Program Effectiveness, Pupil Personnel Services, Regular and Special Education Relationship, Special Needs Students, State Legislation, State Surveys
Vermont Department of Education, 120 State Street, Montpelier, VT 05620-2501.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Vermont State Dept. of Education, Montpelier.; Vermont Univ., Burlington.