When School Isnt Special: A Call for Reform of Special Education in Baltimore City Public Schools. A Report by Students First.Report as inadecuate




When School Isnt Special: A Call for Reform of Special Education in Baltimore City Public Schools. A Report by Students First. - Download this document for free, or read online. Document in PDF available to download.





This report critically examines special education in Baltimore (Maryland) public schools and proposes major reform of Baltimore's special education system. Criticisms focus on: poor instructional quality (there is little "special" about special education); segregation of special education students from regular education; special education used as a dumping ground for slow learners and trouble makers; little attempt at early intervention; poor outcomes despite expensive programs; and an inefficient and ineffective bureaucratic system. A series of recommendations is preceded by a list of desired outcomes. These include higher self-esteem for special education students, early intervention to prevent unnecessary placement in special education, ending excessive bureaucracy and red tape, and raising graduation and attendance rates. Six initiatives are proposed: (1) creation of a mission statement; (2) taking responsibility to the schools; (3) creation of one system for all students; (4) staff development and support; (5) encouragement of family participation; and (6) improved management. A previous court-commissioned plan for reform is outlined and endorsed. Requirements of federal and state law as well as a 1984 consent decree are summarized. The report also offers recommendations to implement the six proposed initiatives. (Contains 35 references.) (DB)

Descriptors: Change Strategies, Disabilities, Early Intervention, Educational Change, Elementary Secondary Education, Parent Participation, Public Schools, Regular and Special Education Relationship, School Administration, School Districts, School Role, Special Education, Staff Development











Author: Mintz, Mindy S.; Cuffie, Kevin L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8393&id=ED359716







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