Vocational Education and Special Populations: Reauthorization Issues. CRS Report for Congress.

Autor/inn/en	Apling, Richard N.; Moulin, Sylvie
Institution	Library of Congress, Washington, DC. Congressional Research Service.
Titel	Vocational Education and Special Populations: Reauthorization Issues. CRS Report for Congress.
Quelle	(1994), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Civil Rights Legislation; Disabilities; Disadvantaged; Educational Legislation; Educational Needs; Educational Policy; Educational Quality; Equal Education; Federal Legislation; Federal Regulation; Guidelines; Policy Formation; Postsecondary Education; Public Policy; Special Needs Students; Vocational Education + Suchen Sie Ihr Suchwort? Private law; Bürgerliches Recht; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bundesrecht; Bundeskompetenz; Richtlinien; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung; Sonderpädagogischer Förderbedarf; Ausbildung; Berufsbildung
Abstract	Selected issues related to the special populations provisions of the Perkins Act are examined in this paper. Special populations' access to and participation in vocational education are reviewed, and major Perkins Act provisions addressing special populations and congressional intent behind the provisions are summarized. The U.S. Department of Education's interpretation of special population provisions and recent proposed reinterpretation of the provisions are discussed. Legal provisions other than the Perkins Act that protect and guarantee the rights of members of certain special populations in educational programs are outlined. Special attention is paid to civil rights statutes, regulations, and guidelines. The following policy alternatives available to the 104th Congress as it prepares to reauthorize the Perkins Act are analyzed: (1) use current civil rights statutes to ensure access; (2) enact current regulations; (3) enact the Department of Education's proposed regulatory changes; and (4) provide access for all students to high quality programs. The implications of the four policy alternatives with respect to educational equity and quality and unfunded mandates were considered. Appended is a summary of the major Perkins Act provisions for special populations. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC