Citation

Roach V, Caruso MG. Educ. Treat. Child. 1997; 20(1): 105-121.

Copyright

(Copyright © 1997, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This article examines the intersection of policy and practice in the area of systemic reform and special education. Approaches for examining the prevailing content-based systems reform efforts now underway in many states, i.e., efforts driven by the belief that high standards and expectations should be considered for all students, are summarized. Examples of statewide systems reform efforts in Kentucky, Massachusetts, Oregon, and Vermont are provided, as well as examples of how children with disabilities are included in the total reform efforts in two of these states. Statewide outcome data are also presented, showing how children with disabilities have fared in the two states that include all children in their reform efforts. The article concludes with policy questions for practitioners to keep in mind as they strive to be informed and active players in the policy arena.

Language: en