Special Education in Charter Schools: The View from State Education Agencies

Autor/inn/en	Lange, Cheryl M.; Rhim, Lauren Morando; Ahearn, Eileen M.
Titel	Special Education in Charter Schools: The View from State Education Agencies
Quelle	In: Journal of Special Education Leadership, 21 (2008) 1, S.12-21 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Charter Schools; Federal Legislation; State Officials; Disabilities; State Departments of Education; Accountability; Special Education; Special Needs Students; Student Needs; State Legislation; Educational Policy; Access to Education; Administrators; Conflict; Legal Responsibility + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bundesrecht; Member of the government; Regierungsmitglied; Handicap; Behinderung; Kultusministerium; Verantwortung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Landesrecht; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Konflikt; Strafmündigkeit
Abstract	Charter schools, although a stage for potential educational reform and innovation, remain subject to federal laws regarding the education of students with disabilities. As they intersect with federal law, the variance of state charter laws and policy surrounding the provision of special education creates a challenging context for helping charters to meet mandates. Although key policy makers have developed an understanding of the policy issues and legal status of charters in their states, mechanisms for supporting charter schools in the education of students with disabilities remain ambiguous. The present research study was designed to shed light on the point of view of key officials who deal with the issues of the intersection of charter and special education laws on a day-to-day basis. A legislative review and two state-level surveys were conducted during the 2003-2004 academic year. State charter school laws and related policy documents were reviewed to determine the degree to which states address special education in their charter school laws. Surveys of state directors of special education and state charter school officials (the state-level policy leaders most directly involved with developing and implementing policies that influence charter schools) were conducted to verify and complement the legislative review. A bank of survey items was designed by building upon prior research conducted into special education and charter schools. The items were then reviewed by an advisory panel and revised with the most salient items included in the surveys. This legislative review and survey findings indicate that state-level officials are in agreement about the legal status of charter schools in their states, but there is less consistency concerning who is responsible for special education and related services, the challenges in the charter schools, technical assistance needs, and who provides support for building special education capacity. These findings suggest that in many states, capacity is not being expected or built during the authorization stage nor is it being expected when charter schools seek renewal. Moreover, the renewal process, which has as its core the charter contract, is not being utilized to the extent possible in setting accountability parameters. The authors propose that ensuring that state-level policy leaders who deal with charter schools are aware of the nuances of the state charter school law and the impact it has on special education policy is critical to successful implementation of special education in charter schools. (Contains 2 footnotes.) (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10