Students with low-incidence disabilities in disadvantaged, rural settings.
This descriptive study investigated the impact of special education policy on the school day of three disadvantaged, rural students with severe disabilities. A constant comparative method of single and cross-site data analysis revealed that the product of policy was a day with little or no instruction and limited opportunities for peer interaction. Barriers to policy implementation included shortage of personnel, weak political influence of poor families, and lack of positive service examples.
Capper
C A
CA
Department of Educational Administration, University of Wisconsin-Madison.
D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D004185:Disability Evaluation; D006233:Persons with Disabilities / Q000523:psychology*; D004519:Education, Special / Q000639:trends*; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D011203:Poverty; D011610:Psychosocial Deprivation; D012424:Rural Population