Program Adequacy in Special Education.

Central Support Services, 8th Floor West, 11160 Jasper Ave., Edmonton, Alberta T5K 0L2, Canada.

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24

Practitioners; Policymakers

Disabilities; Educational Legislation; Elementary Secondary Education; Foreign Countries; Handicap Identification; History; Individualized Instruction; Outcomes of Education; Parent Responsibility; Program Development; Program Evaluation; Public Policy; Special Education; Student Placement

The document sets forth the rationale for determining adequacy in special education under Alberta (Canada) Education policy. A structural approach is proposed in which a program is judged adequate when a definite set of procedures has been established and implemented and when the principles of natural justice have been adhered to in the process. Background information touches upon the nature of special education (including Alberta's goals of education), the responsibility for special education (with information on the School Act, the Charter of Rights and Freedoms, and Alberta Education Policy), parental responsibility, and partnerships among the school, parents, and other agencies. The concept of adequacy is defined in terms of input and output measures and choice of programs. Input requirements for an adequate program are addressed for aspects of identification, assessment, program planning, program implementation, and program monitoring. Parent involvement is explained for such components as referral and assessment. The appeal procedures are reviewed. Appended material includes criterion teaching behaviors for special education, a discussion of placement alternatives for students with special educational needs, and a Cascade Service Delivery Model. (CL)

1988

ED288342