Literaturnachweis - Detailanzeige
| Autor/in | Pruslow, John T. |
|---|---|
| Titel | What school administrators should know about inclusion and its costs. |
| Quelle | In: Leadership and policy in schools, 2 (2003) 1, S. 65-78Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 34; Tabellen 5 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| Schlagwörter | Bildungsmanagement; Bildungspolitik; Bildungsverwaltung; Schulleiter; Integration; USA |
| Abstract | The author suggests that for many administrators, the questions "Does inclusion work"? and "Does it cost more than our traditional approach to special education"? remain unanswered. The purpose of the paper is to present answers to the above questions. The author believes that the key to successful inclusion is collaboration and that the most successful models are characterized by the use of full-time collaborative teams and a commitment to adopting strategies that improve the quality of instruction for both special needs students and general education students. He subsequently presents research suggesting that the responsible implementation of collaborative inclusive models will require additional spending and may not be affordable for many school districts under current funding systems. Generalizations are offered based on a cost analysis of a school district's expenditures for instructional personnel, facility space, and transportation. Cost comparisons are made between the resource requirements of two inclusive models derived from the professional literature and a school district's traditional model. The author' s computer driven cost analysis, rooted in an ingredients (Levin, 1983) or Resource Cost Model approach (Chambers, 1999), shows reduced per-student special education costs with both inclusion models overshadowed by increased expenditures for all general education students served in the inclusive settings. While costs for facility space would vary based on local needs and circumstances, transportation costs would be reduced by the degree to which districts eliminate their use of out-of-district special education placements with the inclusion models. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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