ERIC Number: ED473830
Record Type: Non-Journal
Publication Date: 2002-Jul-1
A New Era: Revitalizing Special Education for Children and Their Families.
Office of Special Education and Rehabilitative Services (ED), Washington, DC.
The report of the President's Commission on Excellence in Special Education followed 13 hearings and meetings throughout the nation on ways to strengthen the education of students with disabilities. An executive summary summarizes nine findings and the resulting three major recommendations: first, focus on results, not process; second, embrace a model of prevention, not a model of failure; and third, consider children with disabilities as general education children first. The following seven sections report on findings concerning the following areas: (1) federal regulations and monitoring, paperwork reduction and increased flexibility; (2) assessment and identification; (3) special education finance; (4) accountability, flexibility and parental empowerment; (5) postsecondary results for students with disabilities and effective transition services; (6) teacher and administrator preparation, training and retention; and (7) special education research and dissemination of information. Also included are a glossary, a list of hearings and meetings, brief biographies of Commission members, and the text of Executive Order 13227 establishing the Commission. (Contains 75 references.) (DB)
Descriptors: Accountability, Disabilities, Disability Identification, Educational Finance, Educational Improvement, Educational Research, Elementary Secondary Education, Federal Regulation, Models, Outcomes of Education, Prevention, Regular and Special Education Relationship, Research and Development, Special Education, Student Evaluation, Teacher Education
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/edpubs.html. For full text: http://www.ed.gov/inits/commissionsboards/whspecialeducation.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
IES Cited: ED504995; ED560820