A Review of Transition Programs in California Public Schools. Technical Report SERP 1974-A2.

Autor/inn/en	Keogh, Barbara K.; und weitere
Institution	California Univ., Los Angeles. Graduate School of Education; California State Univ., Los Angeles.
Titel	A Review of Transition Programs in California Public Schools. Technical Report SERP 1974-A2.
Quelle	(1974), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Equal Education; Exceptional Child Research; Financial Support; Inservice Teacher Education; Interviews; Mainstreaming; Mental Retardation; Mild Mental Retardation; Minority Groups; Program Effectiveness; State Surveys; Student Placement; California + Suchen Sie Ihr Suchwort? Finanzielle Förderung; Lehrerfortbildung; Interviewing; Interviewtechnik; Geistige Behinderung; Ethnische Minderheit; Schülerpraktikum; Kalifornien
Abstract	Administrators of 166 California school districts were questioned regarding transition programs (mandated by legislative and court actions) for students previously classified as educable mentally retarded (EMR). Detailed program descriptions were obtained from the 10 administrators interviewed, while information from 156 districts was obtained through a mailed questionnaire. Sample districts included high Anglo, high black, and high Spanish surname districts as well as districts ranging from small to large and representing all parts of the state including both rural and urban schools. Findings indicated that all districts had implemented systematic procedures to review EMR pupils though specifics varied widely, and that ethnic characteristics of reclassified pupils reflected the ethnic characteristics of the district. The most popular transition model was regular class placement with tutorial help from paraprofessional aides. Inservice training for staff serving transition pupils was conducted by approximately half the districts. Most programs were supported by state funds with some districts matching with local funds. Administrators agreed that previous inequities of placement were being corrected, though there was less confidence that transition programing was consistently beneficial to transition or regular class pupils. Recommendations included the development of comprehensive systems for program evaluation. Appended are texts of relevant legislation and Department of Education directives, the interview schedule and questionnaire, and a listing of participating districts. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC