A comparative study of costs for inclusive special education in the Commonwealth of Virginia

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dc.contributor.authorMcCracken, Robert C.en
dc.contributor.committeechairAlexander, M. Daviden
dc.contributor.committeememberBartlett Jr., Herman G.en
dc.contributor.committeememberCole, Claire G.en
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.committeememberJones, Philip R.en
dc.contributor.committeememberSalmon, Richard G.en
dc.contributor.departmentEducational Administrationen
dc.date.accessioned2014-03-14T21:22:13Zen
dc.date.adate2005-10-24en
dc.date.available2014-03-14T21:22:13Zen
dc.date.issued1994en
dc.date.rdate2005-10-24en
dc.date.sdate2005-10-24en
dc.description.abstractThis study investigated costs of inclusive special education. Specifically, there were three areas of study: a) changes in special education costs in eight school divisions before and after implementing an inclusive special education program (Group A); b) changes in special education costs in two school divisions, one inclusive and one not, when using a more precise calculation (Larson method) of special education costs (Group B); and c) a comparison of total special education costs for all school divisions in the state (where data were reported) before and after a state project to encourage inclusive special education (Group C). All calculations compared 1987-88 costs (pre-inclusion) to 1990-91 costs (post-inclusion), after adjusting 1987-88 costs to 1990-91 values. The study found that in the eight inclusive school divisions, six of the eight reduced the percentage of special education costs when compared to total costs. When looking at reported per pupil costs, only two of these eight divisions reported the cost of elementary special education at a lower level after inclusion. For secondary education, two different divisions of the eight reported the special education costs at a lower level after inclusion. None of the eight reported reduction in both secondary and elementary; half reported no reduction in either level after inclusion. The case study data found that the inclusive school division had an increase in special education costs, while the non-inclusive school division had a reduction in special education costs during the same time period. Recalculation using the Larson method showed that special education costs were approximately one and one-half times those reported by standard reporting procedures. The study also produced a more accurate method for determining regular education costs for special education students by calculating time special education students spent in regular education, using individual student data to determine the percent of time reported in special education. In all school divisions in Virginia reporting data, the study found a reduction of special education expenditures occurred during the three-year period, while the enrollment of special education increased during the same period of time.en
dc.description.degreeEd. D.en
dc.format.extentxi, 139 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10242005-174028en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10242005-174028/en
dc.identifier.urihttp://hdl.handle.net/10919/40168en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1994.M434.pdfen
dc.relation.isformatofOCLC# 30837470en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1994.M434en
dc.subject.lcshChildren with disabilities -- Education -- Virginia -- Financeen
dc.subject.lcshMainstreaming in education -- Virginia -- Financeen
dc.subject.lcshSpecial education -- Virginia -- Financeen
dc.titleA comparative study of costs for inclusive special education in the Commonwealth of Virginiaen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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