ERIC Number: ED401696
Record Type: Non-Journal
Publication Date: 1996-Sep
Charter Schools and Students with Disabilities. Issue Brief.
McLaughlin, Margaret J.; And Others
This report analyzes how charter schools handle the education of students with disabilities, with a focus on charter schools in Colorado. It first defines charter schools and notes ambiguities in the legal responsibilities of charter schools and/or their host school districts regarding students with disabilities. The Colorado information is based on a survey of 19 of the state's 24 operating charter schools, reviews of the contracts between 10 charter schools and their sponsoring districts, interviews with key state administrators and charter school advocates, and site visits and interviews in four charter schools representing three school districts. The report provides an analysis of issues concerning: (1) curriculum and instruction; (2) charter schools' fiscal constraints; (3) charter school management; (4) the importance of community and parent involvement; (5) services for students with disabilities; and (6) fiscal and programmatic support for special education. The report raises several concerns about the inclusion of students with disabilities in charter schools. These are: student access to charter schools; funding; and familiarity of charter school personnel with special education law and requirements. The report also raises the question of whether charter schools differ substantially from public schools in their provision of special education services. (Contains 44 references.) (DB)
Descriptors: Access to Education, Charter Schools, Compliance (Legal), Delivery Systems, Disabilities, Educational Finance, Educational Policy, Educational Practices, Elementary Secondary Education, Legal Responsibility, Regular and Special Education Relationship, School Funds, School Policy, School Responsibility, Special Education, Student Participation
Center for Policy Research, 1012 Cameron Street, Alexandria, VA 22314; 800-220-5183 ($7.50 plus $2 shipping and handling).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Center for Policy Research on the Impact of General and Special Education Reform, Alexandria, VA.
Identifiers - Location: Colorado