State Funding for Special Education: Aligning Policy with Priorities

Autor/in	Kolbe, Tammy
Titel	State Funding for Special Education: Aligning Policy with Priorities
Quelle	In: Journal of Special Education Leadership, 34 (2021) 1, S.19-31 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	State Aid; Special Education; Educational Policy; Program Design; Program Implementation; State Policy; Students with Disabilities; Educational Finance; Decision Making; Policy Formation; Costs; Efficiency; School Districts; United States + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Programme design; Programmaufbau; Programmplanung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsfonds; Decision-making; Entscheidungsfindung; Politische Betätigung; Cost; Kosten; Effectiveness; Effektivität; Wirkungsgrad; School district; Schulbezirk; USA
Abstract	State aid for special education shapes local decisions about identifying students for special education, the programs and services to which students have access and in which students with disabilities are educated, and how local educators structure and administer their special education programs. The connection between state funding for special education and local decision-making suggests that state policymakers and education leaders alike should give careful consideration to how state aid programs are designed and implemented. Well-designed funding programs can reinforce state goals for educating students with disabilities. However, funding programs that are misaligned with program goals can have unintended and sometimes undesirable consequences that undermine efforts to ensure students with disabilities have access to the supports and services they need to succeed in school. The complex interplay among policy goals, state funding systems, and local decision-making underscores the need for three considerations when designing policy: (1) the relationship between local special education programs and their cost; (2) the motivational effects of the design elements comprising state aid calculations; and (3) administrative efficiency. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01