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• W811500 abstract "Facing ever more special education state policy makers are beginning to wonder whether the growth is driven by genuine need or by funding formulas that reward schools for every student thus labeled. There is probably no clear answer, unless one understands how and why the education system isn't serving or can't serve certain groups of students. education fills an obvious need for some students and may be a survival tool for some regular classroom teachers. But once the constituencies that use the funding formulas have all stepped to the plate to lobby for changes, the outcome is usually an expansion of the program, not cost containment. Policy makers who ask the crucial questions - Is the investment in special education out of control? And, if so, how can we bring more accountability to the system? - face a formidable task. While a few states are beginning to introduce new plans and conduct fiscal studies, the real issue may go well beyond funding formulas- touching on the rigidity of programs, federal and state regulations, and even the need to reform the whole education system. A new challenge being added to the mix is one of prevention. Will the new research on brain development in young children make early intervention possible before potential special education students fail in school? And what are the roles of parents, day-care workers, and the schools? State Studies At the annual meeting and national dialogue of the Education Commission of the States (ECS), held in Rhode lsland in early July, both the expansion of special education and the prevention potential of neurological research were on the program. Both sessions drew a good bit of interest, but the session titled Reshaping Education - Does the Research on Brain Development Offer Real Opportunity or Just Wishful Thinking? received especially high marks from the legislators and chief state school officers in attendance. Participating in the other ECS session, titled Special Education: An Investment Under Scrutiny, were Paul Sherlock, vice chair of the Rhode Island House Finance Committee, and Lawrence Gloeckler, deputy commissioner for vocational and educational services for individuals with disabilities in the New York Education Department. Sherlock felt the key question for everyone to ask is, What was the grade during which the student was placed in special education? He speculated that with young children (3- to 9-year-olds) there is seldom a question raised over special education placement. needs of these students are usually easy to see. With older children, Sherlock said, questions arise. greatest numbers of students are identified between the ages of 9 and 12. The system was probably never intended for these students, Sherlock said. They are a symptom of the failure of school systems. Sherlock, who has been a state special education administrator, sees the need to spend more on early childhood so that the numbers of 9- to 12-year-olds being placed in special education can be reduced. Lawrence Gloeckler pointed out at the same session that 24.3% of the total K-12 education budget in New York is spent on special education. Statewide, the number of students identified for special education increased from 9.85% in 1992-93 to 11.1% in 1995-1996. More than 100 districts in New York currently identify more than 15% of their students for special education. Gloeckler summarized the problem by saying that the current state aid system rewards districts for separating special education students into restrictive settings. As a result, very few (last year just 5.8%) were returned to general education. education students often score poorly on elementary reading tests and also fare worse in mathematics as they progress through school, said Gloeckler. New York Board of Regents has introduced a plan to reform special education funding. Under the plan, a number of changes would be phased in over a five-year period. …" @default.
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• W811500 date "1996-09-01" @default.
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• W811500 title "A Modest Proposal for Urban Schools" @default.
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