Principles, Policies, and Practices in Special Education in British Columbia
In this article, we examine the state of special education services in British Columbia for students with learning disabilities (LDs) against the backdrop of a legal challenge that currently has BC's Ministry of Education defending its policies and procedures. Specifically, we relate BC's current policies and practices regarding the provision of services to students with LDs to principles of best practice that are drawn from theory and research about definitional issues, early intervention, and resource allocation. The results of our examination indicate that policy documents authored by BC's Ministry of Education reflect much of what is considered to be best practice for students with LDs. However, the ministry needs to do more to ensure that their policies concerning early intervention, personnel, and programs are enacted more consistently in schools across the province. Also, they need to increase funding for students with high incidence disabilities in general, and LDs in particular. These findings are echoed in the rulings of both the Human Rights Tribunal and the Supreme Court of BC.
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|Item Type:||Journal Article|
|Additional Information:||For more information, please refer to the journal's website (see hypertext link) or contact the author.|
|Keywords:||Educational Policy, Educational Practices, Educational Quality, Elementary Secondary Education, Financial Support, Foreign Countries, Learning Disabilities, Services, State Standards, Theory Practice Relationship|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2001 (please consult author)|
|Deposited On:||25 Jul 2008 00:00|
|Last Modified:||11 Feb 2009 03:51|
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