M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Special education--Law and legislation--New Jersey
Disability and Equity in Education
Twenty-three of thirty districts surveyed respond to questions addressing the implications of proposed amendments to NJAC 6:28, presented by Dr. Klagholz in August 1996. Statistical data was obtained regarding district size and special education populations. Responses investigated areas of Child Study Team, classification, programs, P2R, curriculum and assessment, case management and outside agency licensure The results were tabulated and significant findings were evident.
The most provocative findings show uncertainty on the part of the districts as to the effects of these proposed changes on special education. The respondents indicate concerns that these changes will lead to increased litigation and a reduction in services to special education students. The data obtained indicates inconsistencies in defining and classifying learning disabled students using both severe discrepancy models and functional guidelines across school districts. Inclusionary practices may or may not increase but districts consistently report that they do not have the space necessary to develop additional programs in district. If proposed changes are adopted, direction by the State Department of Education will be necessary to provide a smooth transition and the continuance of quality programs for special education students.
Chausse, Heidi Roman, "A survey of selected southern New Jersey school districts to determine effects on special education of policy changes proposed in August 1996" (1997). Theses and Dissertations. 2043.