Promising Policies to Address the Needs of Students with Disabilities: Lessons from Other States

Autor/inn/en	Humphrey, Daniel C.; Gamse, Beth C.; Myung, Jeannie; Cottingham, Benjamin W.
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Promising Policies to Address the Needs of Students with Disabilities: Lessons from Other States
Quelle	(2020), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; Students with Disabilities; Student Needs; Special Education; Individualized Instruction; State Policy; Inclusion; Regular and Special Education Relationship; Academic Achievement; Outcomes of Education; National Competency Tests; Scores; Needs Assessment; California; Massachusetts; New Jersey; Florida; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualisierender Unterricht; Inklusion; Schulleistung; Lernleistung; Schulerfolg; Bedarfsermittlung; Kalifornien; Master-Studiengang
Abstract	By most measures, students with disabilities (SWDs) are not receiving the education they need and deserve in California schools and districts. In 2019, 187 of 333 (56 percent) districts were identified for differentiated assistance because SWDs did not meet standards for two or more priority areas on the California School Dashboard. California requires its special education teachers to serve about 30 students, nearly double the national average of 17. Nearly two thirds of all first-year special education teachers lacked full credentials in 2017-18. This report focuses on policies in Massachusetts, New Jersey, and Florida to improve inclusion rates and the academic performance of SWDs. Inclusion is defined as having SWDs spend 80 percent or more of their time with students in general education classrooms. Research has shown that inclusion positively impacts academic and social-emotional outcomes for all students. In 2017-18, California maintained one of the lowest inclusion rates nationally: 56 percent, compared to a national average of 63.4 percent. (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01