IMPACT OF EFFECTIVE SCHOOLS MOVEMENT ON SPECIAL EDUCATION
The purpose of this paper is to examine ways in which the Effective Schools Movement has impacted special education. In this regard, it can be noted that the primary ways in which this movement has impacted special education are in the areas of philosophy, curriculum and practices, and principal/teacher training. Each of these contributions are discussed below.
Impact 1: Change in Philosophy/Orientation
Clearly, one way in which the Effective Schools movement has effected special education has been in terms of causing a shift in educational philosophy of special needs children. Dunlap (1982) reports that almost since its inception in the 1960s, educational theorists have noted that there were many similarities between effective school philosophy and strategies and those of special education.
With respect to the foregoing, Dunlap (1982) reported that the emphasis in effective schools on academic content, a tightly coupled curriculum, and teacher-directed, individualized, and carefully monitored instruction is echoed in the requirements for individualized education programs in special education. Dunlap (1982) also states that, on a schoolwide basis, common goals, high standards, clear rules of conduct, and an emphasis on basic skills are also reflected in the underlying philosophy of special education and P.L. 94 142.
Little (1986) has noted that, as applied to the needs and concerns of special education, the Effective Schools Movement has shifted special needs educators views away from the Least Restrictive Environment toward the development and maintenance of the "Most Enhancing Environment," which is defined as that environment which best assists special needs children and adolescents in overcoming their learning barriers--this environment, of course, is viewed as being maximal in inclusionary situations.
Wang (1985) provides an delineation of th...