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Critical analysis of special educati...

Marks, Joshua Aaron,

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Critical analysis of special education reform in New York City from 1978-1983 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical analysis of special education reform in New York City from 1978-1983 // Joshua Aaron Marks.
Author:	Marks, Joshua Aaron,
Description:	1 electronic resource (161 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 78-06, Section: A.
Contained By:	Dissertations Abstracts International78-06A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10191469
ISBN:	9781369321180

Critical analysis of special education reform in New York City from 1978-1983 /
Marks, Joshua Aaron,

Critical analysis of special education reform in New York City from 1978-1983 /Joshua Aaron Marks. - 1 electronic resource (161 pages)

Source: Dissertations Abstracts International, Volume: 78-06, Section: A.

In this study, I focused on analyzing the history of special education reform in New York City during the years of 1978-1983. I chose to study this time period because it immediately follows the implementation of Public Law 94-142, also known as the Education for All Handicapped Children Act, that decreed all school systems must comply with the law's mandates by September of 1978 and spans the tenure of Chancellor Frank Macchiarola. During this time period, a significant increase of students were classified as requiring special education services. The policies of 1978-1983 expanded the special education infrastructure and broadened the Board of Education bureaucracy. There is a correlation between the implementation of these policies and the swelling of the rolls of African American and Hispanic students marked as special education during these years. Under Chancellor Macchiarola's leadership, the Board of Education reorganized its special education program by significantly altering the referral, evaluation, and placement procedures in an effort to comply with this legislation. The disproportionate labeling of African American and Hispanic students as disabled accompanied the increase in evaluations conducted by the Board of Education. For this study, I constructed a historical narrative using historical methods coupled with a critical theory framework to conduct the analysis of archival documents from the files of the leadership of the Board of Education and the special education division during this time period. I also utilized qualitative methodology when conducting and interpreting interviews. Important themes that I analyzed are elucidated in this study. The intense focus on special education programs outside their context of regular education was problematic. Additionally, decentralizing the administrative structure and accountability systems as an attempt to bring more individualization of services was a strong theme during this time. Also, the influence of the courts and the encroachment on school districts' autonomy concerning special education policy were consistent at this time. Lastly, the ways that teachers and schools attempted to control the students in their classrooms and how the special education referral process was used as a way to sort out certain students was critical to understand.

English

ISBN: 9781369321180Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

New York City

Critical analysis of special education reform in New York City from 1978-1983 /
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520 $a In this study, I focused on analyzing the history of special education reform in New York City during the years of 1978-1983. I chose to study this time period because it immediately follows the implementation of Public Law 94-142, also known as the Education for All Handicapped Children Act, that decreed all school systems must comply with the law's mandates by September of 1978 and spans the tenure of Chancellor Frank Macchiarola. During this time period, a significant increase of students were classified as requiring special education services. The policies of 1978-1983 expanded the special education infrastructure and broadened the Board of Education bureaucracy. There is a correlation between the implementation of these policies and the swelling of the rolls of African American and Hispanic students marked as special education during these years. Under Chancellor Macchiarola's leadership, the Board of Education reorganized its special education program by significantly altering the referral, evaluation, and placement procedures in an effort to comply with this legislation. The disproportionate labeling of African American and Hispanic students as disabled accompanied the increase in evaluations conducted by the Board of Education. For this study, I constructed a historical narrative using historical methods coupled with a critical theory framework to conduct the analysis of archival documents from the files of the leadership of the Board of Education and the special education division during this time period. I also utilized qualitative methodology when conducting and interpreting interviews. Important themes that I analyzed are elucidated in this study. The intense focus on special education programs outside their context of regular education was problematic. Additionally, decentralizing the administrative structure and accountability systems as an attempt to bring more individualization of services was a strong theme during this time. Also, the influence of the courts and the encroachment on school districts' autonomy concerning special education policy were consistent at this time. Lastly, the ways that teachers and schools attempted to control the students in their classrooms and how the special education referral process was used as a way to sort out certain students was critical to understand.
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