ERIC Number: ED381972
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
A Case Study of "Supported Education" in Oregon: Resource Implications of Inclusion. State Analysis Series.
Vergun, Pamela B.; Chambers, Jay G.
This study explored the relationship between costs and benefits of supported (inclusionary) education practices as implemented in 10 schools in 9 Oregon school districts. Specifically, results are presented from a series of interviews conducted with special education directors and principals. Interviews explored administrators' perceptions regarding the resource implications of supported education, focusing on: (1) one-time, start-up costs such as physical modifications to buses and other facilities; and (2) ongoing costs associated with supported education, such as changes in daily costs of transporting students and providing aides and resource teachers in regular classrooms. Increasing staff size was found to be a major component of supported education implementation, as resource teachers and aides spent more time working in regular classrooms and otherwise assisting regular classroom teachers. Transportation costs increased initially to make busing more accessible, but declined in the long term as a result of shorter distances travelled by students being served in neighborhood schools instead of district centers. Costs of adapting buildings for accessibility were considerably lower for newer buildings compared to older buildings. Additional staff development was the most significant need expressed by all districts. (PB)
Descriptors: Accessibility (for Disabled), Administrator Attitudes, Cost Effectiveness, Disabilities, Educational Change, Educational Environment, Educational Facilities Improvement, Elementary Secondary Education, Inclusive Schools, Mainstreaming, Program Costs, Staff Development, Student Transportation
Center for Special Education Finance, American Institutes for Research, 1791 Arastradero Rd., P.O. Box 1113, Palo Alto, CA 94302.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. Center for Special Education Finance.
Identifiers - Location: Oregon