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• W91551872 abstract "Since the passage of the Education for All Handicapped Children Act, provision of special education has moved from isolated settings to the regular classroom environment (Ayers, 1994). During the 1970's, mainstreaming transferred learners from special education classrooms to regular nonacademic classes, such as physical education and art. In the 1980's, placement of children involved more rigorous regular education courses with an emphasis on socialization. This change was called integration. Currently, inclusion involves schools placing learners with special education needs in the regular education classroom and providing special education services in that environment (Friend, & Bursuck, 1996). Beyond the steady physical movement of learners with disabilities to the regular classroom, emphasis is now on modifying the regular classroom curriculum for those learners. Accordingly, schools have undertaken significant reform. Belief system changes in both regular and special education drive this change. For instance, regular education movements, such as restructuring, modernization, effective schools, America 2000, and more recently Goals 2000, share common presuppositions with special education trends. These trends include the Regular Education Initiative (REI), General Education Initiative (GEI), and unified system of education. All offer different approaches, yet each movement advocates providing and individualized education services to all learners, including those with disabilities. An example of this approach is Vermont's Green Mountain Challenge (Kay, Fitzgerald, Mellencamp, & Biggam, 1993). Vermont's Department of Education specifically addressed the needs of all learners, including those with disabilities, in the state's reform process. As a result, the level inclusion in Vermont is considered exemplary (Davis, 1994). Reform necessarily culminates in the development of providing an individualized education to all learners. William G. Spady (1984), an initiator of one of these reform efforts, exemplifies this: Excellence occurs the instructional system is able to provide the individual learner with an appropriate level of challenge and a realistic opportunity to succeed on a frequent and continual basis for each instructional goal in the program. The result of change depends on local and state commitment to meet the needs of all learners. The present study determined if rural school districts that completed reform considered the needs of learners with disabilities during the process. Method Subjects The states of Nebraska, South Dakota, and Wyoming encouraged individual school districts to complete a reform process. The researchers requested each State Department of Education to identify rural school districts that completed or were completing a reform process. Rural applied to districts when the number of inhabitants is [was] less than 150 per square mile or located in counties with 60% or more of the population living in communities no larger than 5,000 inhabitants. Districts with more than 10,000 students and those within a Standard Metropolitan Statistical Area (SMSA), as determined by the U.S. Census Bureau, are [were] not considered rural. (Helge, 1983) Subsequently, a letter invited school district superintendents to participate in the evaluation of the reform process utilized by their school. The superintendent also received an explanation of the protocol of the study. The superintendent identified a principal, teacher, and community member who participated in the reform process. Protocol The identified principal, teacher, and community member in each school district received a letter requesting their participation in the present study. If agreeable, they completed and returned a survey which addressed three main issues: I. Identification of participant (administrator, teacher, community member) II. …" @default.
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• W91551872 date "1997-06-22" @default.
• W91551872 modified "2023-09-23" @default.
• W91551872 title "School Reform and Learners with Disabilities" @default.
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