Legal and Public Policy Foundations Supporting Service Integration for Students With Disabilities
Title:
Legal and Public Policy Foundations Supporting Service Integration for Students With Disabilities
Author:
Talley, Ronda C. Schrag, Judy A.
Appeared in:
Journal of educational and psychological consultation
Paging:
Volume 10 (1999) nr. 3 pages 229-249
Year:
1999-09-01
Contents:
Historically, services to students with disabilities have been described as seg- mented, fragmented, and, in some cases, ineffective. Reasons suggested for the problems with service delivery in special education have included: (a) financial issues, such as discrete funding streams; (b) structure, such as service delivery from different agencies; (c) logistics, such as assistance offered at a variety of sites requiring multiple trips to obtain the combination of services needed; and (d) competing agency and governmental requirements, such as regulations and legislation directing the availability of services in various forms, as well as confidentiality, due process, and inclusion issues. This article examines the legal and public policy underpinnings of new paradigms of integrated services for disabled students, who often have a wide variety of challenging needs. The legislative and litigative foundations for special edu- cation law are explored. Further, the impact of public policy in influencing the development of school/community-based and -linked services for dis- abled students is highlighted.
Journal description