Quality of special education : legal parameters and philosophical differences

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Luanne Biles (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Jack I. Bardon

Abstract: The purposes of this study were (a) to analyze and organize key factors which define quality special education from legislation and subsequent judicial rulings; (b) to determine from experts within the field of special education what indicators of quality, based upon these factors, are perceived necessary in order to have quality special education; and (c) to analyze changes they anticipate will occur in how quality special education is defined. Three groups of individuals were selected who help develop (1) policies and procedures in special education (Policy group: n= 31); (2) legislation and judicial interpretation of special education law (Law group: n=30); and (3) practices for implementation of quality services in special education (Special Education Directors group: n=33). A survey instrument was designed, using statutes from P.L. 94-142, P.L. 99-457, and Section 504 of the Rehabilitation Act as indicators of quality of special education. Using a Likert-type scale, the participants were asked to respond to each item four times, thus ranking the item for its value as an indicator of quality based upon its (1) current use; (2) current importance; (3) future use; and (4) future importance.

Additional Information

Language: English
Date: 1991
Special education $x Evaluation
Special education $x Law and legislation

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