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ERIC Number: EJ807904
Record Type: Journal
Publication Date: 2005-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 6
ISSN: ISSN-1525-1810
Funding to Support the Highest-Need Students with Disabilities
Chambers, Jay G.; Perez, Maria; Esra, Phil
Journal of Special Education Leadership, v18 n1 p14-21 Apr 2005
Within the population of students with disabilities there is a broad range of levels of expenditures. A few students with very high levels of needs can have a serious impact on the budget of an individual school district. The recent IDEA reauthorization allows state-level "local educational agency risk pools" to help distribute the burden of providing services to high-need students. Many states already have systems in place to address this issue. One of the challenges that states face is to define the category of high-need students in a way that conserves resources and focuses them where they are most needed, rather than distributing funding over a large body of students and therefore diluting its usefulness. Even the most restricted definitions of the category of high-need students involve a substantial obligation of funds. Defining high need to include only those students in the highest 1% of spending would require an estimated 8% of total special education spending for states. Even restricting the category to students receiving the highest 0.5% of spending would require almost 5% of total special education spending. Contingency funds for special education high-need students appear to make sense. The challenge for states without such provisions already in place will be to define which special education students should be included in this population, and to define the exact provisions best suited for cushioning their expenditure impact on individual school districts. (Contains 3 figures, 1 table and 7 notes.)
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act