THE RELATIONSHIP OF STATE SPECIAL EDUCATION FUNDING FORMULAS AND REGULAR EDUCATION PLACEMENT OF MILDLY HANDICAPPED CHILDREN
Abstract
The purpose of this research was to determine the relationship between state special education funding formulas and the least restrictive environment (mainstreaming) provided mildly handicapped students across the nation. Further, the study examined the relationship specifically for mentally retarded and learning disabled students. The research questions asked were: (a) Is there a relationship between the three types of special education funding formulas and the proportion of mildly handicapped students who receive special education in the regular classroom; (b) Is there a relationship between the three types of state special education funding formulas and the proportion of learning disabled students who receive special education in the regular classroom; and (c) Is there a relationship between the three types of state special education funding formulas and the proportion of mentally retarded students who receive special education in the regular classroom? The study included the total population of states that received P.L. 94-142 funding from the federal government in 1980-81. The states were divided into three categories (cost, weighted, unit) based on the primary characteristics of their funding formulas. Mildly handicapped categories included: hard-of-hearing, learning disabled, mentally retarded, and visually impaired. Population means ((mu)) were calculated for mildly handicapped, learning disabled, and mentally retarded students in regular education placement for each funding formula. These calculations were compared across each formula for educationally significant differences (D (GREATERTHEQ) .25 of a standard deviation). Conclusions of this study were: (a) there is no relationship between the type of special education funding formula used by states and the percentage of mildly handicapped children served in regular educational settings; (b) there is a relationship between the type of special education funding formula and the percentage of learning disabled children served in regular educational settings; and (c) there is a relationship between the type of special education funding formula and the percentage of mentally retarded children served in regular educational settings. On the average, states using Cost formulas (vs. Weighted or Unit formulas) serve fewer learning disabled and mentally retarded students in regular educational settings.
Degree
Ph.D.
Subject Area
School finance
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