The Implications of Fiscal Incentives on Identification Rates and Placement in Special Education: Formulas for Influencing Best Practice

Autor/inn/en	Mahitivanichcha, Kanya; Parrish, Thomas
Titel	The Implications of Fiscal Incentives on Identification Rates and Placement in Special Education: Formulas for Influencing Best Practice
Quelle	In: Journal of Education Finance, 31 (2005) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Identification; Placement; Funding Formulas; Special Education; Mainstreaming; Children; Incentives; Enrollment; Learning Disabilities; School Districts; Language Impairments; Public Schools; Young Adults + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Betriebspraktikum; Praktikum; Funding; Finanzierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Child; Kind; Kinder; Anreiz; Einschulung; Learning handicap; Lernbehinderung; School district; Schulbezirk; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Public school; Öffentliche Schule; Young adult; Junger Erwachsener
Abstract	This article explores possible fiscal incentives associated with various state formulas for allocating special education funds and the degree to which such incentives affect special education. First we review empirical and contextual evidence in the literature that addresses the relationship between funding formulas and special education identification and placement decisions.We also examine non-fiscal influences on special education and the extent to which they confound the effects one might attribute to fiscal policies. In addition, we examine states with funding formulas that place premiums on certain disability categories or types of placement. Although there is some evidence of a relationship between fiscal incentives and program practice, this relationship does not appear to apply consistently. The relationship between fiscal incentives and program practice is complex and must be understood in the context of each state, with its own array of social, economic, and political factors. (Contains 9 footnotes, 2 tables, and 2 figures.) (Author).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10