The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.

The purposes of this study were (1) to review the development of SB 408, and (2) to analyze the impact of this action upon a selected group of public schools. The study involved a survey of the influence that provisions of SB 408 have had on the school program in terms of the following: (a) policy, (b) economy, (c) instructional program, and (d) management.

The delegation of powers by the Legislature in carrying out school laws has always been a function of that body. In 1929 Justice Walker, in the case of Richardson v. Liberty Independent School District, stated that all powers possessed by school districts have been delegated by the Legislature. The same is true in respect to the powers possessed by the State Board of Education and the county boards of education. All these divisions have been created by law and all their powers delegated by the Legislature.By this study the writer will try to show what trend the Legislature has taken in the delegation of powers concerning,schools. In this study the solution of the following questions will be sought: 1. Is there a tendency toward more delegation of power to the state level of administration? 2. Is there a tendency in the Legislature to give more power to county and local units in the school system? 3. Is the Legislature inclining toward exercising more power on its own initiative? By the study of laws passed by the Legislature delegating powers and retaining powers, these problems can be answered and a definite trend shown.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

The Oregon School Bill of 1922 would have required all school age children to attend public schools. Beginning as an initiative measure sponsored by the Scottish Rite Masons it was passed by the voters in the general election in the Fall of 1922. Shortly after its passage representatives of private and parochial schools began a court battle against the bill which ended in the United States Supreme Court. Affirming the decision of a lower court it declared the Bill to be unconstitutional. While public interest in the Bill was great during the campaign, it soon dwindled and by 1925 the School Bill held little interest but to historians.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.

The purpose of the study was to investigate current liability insurance practices for professional school corporation personnel in Indiana. Fifty rural and fifty urban school corporations were surveyed with regard to: (1) number and character of suits against school corporations or professional. school corporation personnel, (2) amount of current liability insurance protection carried by school corporations, (3) degree of legal representation of school corporations and school corporation personnel, and (4) opinions of respondents about educational malpractice. An instrument developed to gather data elicited responses from 52 percent of urban and 6-8 percent of rural school corporations in the sample.An analysis of data was completed to test two null hypotheses with regard to: (1) need for liability insurance and (2) employment of legal counsel. Additional data were compiled arid reported descriptively in order to draw conclusions regarding the current status of personal liability insurance protection within Indiana school corporations. Findings of the study included:Urban school corporations had a significantly greater need for liability insurance as measured by number of suits involving school corporations or professional school corporation personnel. Respondents from 57.7 percent of urban school corporations reported involvement in at least thirty liability actions between 1972 and 1977. Respondents from 26.5 percent of rural school corporations reported involvement in ten liability actions between 1972 and 1977.Negligence and personal injury were grounds most often reported for school related liability actions, especially in actions involving urban school corporations.Judgments rendered against rural school corporations were settled for an average of $9,975. Judgments against urban school corporations were settled for an average of $14,506.Written teacher dismissal policies had been established by 58.8 percent of rural and 88.5 percent of urban school corporations.Results of a Chi-Square test indicated that no significant difference existed between rural and urban school corporations in the employment of legal counsel. Urban school corporations pay more than twice the yearly fee for legal services dealing with personal liability than rural school corporations. Legal counsel provided by school corporations would not represent employees from almost 40 percent of Indiana school corporations in liability litigation.Urban school corporations provide for more types of liability, greater amounts of coverage, and larger deductibles for liability insurance than rural counterparts. Deductibles in excess of $1,000 were obtained on 16.9 percent of all coverages with deductibles purchased by rural school corporations and on 52.6 percent of all coverages with deductibles purchased by urban school corporations. Four rural and nine urban school corporations reported deductibles of $10,000.Amount of annual premium paid varies with type and amount of coverage, amount of deductible, school corporation enrollment, number of school officials and number of school employees covered. Rural school corporations were providing liability insurance protection at an average premium rate of $1.20 per student enrolled. Urban school corporations were providing liability insurance protection at an average premium rate of $1.17 per student enrolled.School officials and employees from rural school corporations which have not been involved in liability actions tend to be less wary of implications of educational malpractice than school officials and employees from urban school corporations or from rural school corporations which have been involved in liability actions.

The purpose of the study was to ascertain and report current attitudes of public school superintendents in Indiana regarding the problems associated with home schooling, and, to recommend solutions to the problems identified. To facilitate reporting the data the study was written in five chapters. Chapter I included an overview that delineated the purpose for the study and organization for subsequent chapters.Chapter II presented a review of related research and literature directly pertaining to the study. Constitutional issues related to the First, Ninth, and Fourteenth Amendments to the United States Constitution were reviewed. The issue of individual rights versus the police power of the state was found to be a balancing act which required careful scrutinization in the courts to protect the rights of individuals and the rights of the state to an educated citizenry.Chapter III contained an explanation of the methods and procedures employed to derive the necessary data. The chapter contained a description of the population, sources of data, methods used in the development of the questionnaire, procedures for collection of the data, and, methods for analysis of the data.Chapter IV presented an analysis of the data collected. The superintendents indicated a 64.83 percent increase from 1982-1985 in home schoolers and future growth was probable. The respondents indicated all home schoolers should be required to register with the Department of Education with hours of attendance, curriculum, and proof of learning monitored by the state.Chapter V provided a summary of the study, findings, conclusions, and recommendations. The findings support the following conclusions:1. Public school superintendents need to recognize the legitimacy of home schools as a legal alternative to public schooling.2. Courts will not support public school superintendents in Indiana when prosecuting home schooling parents for violation of compulsory attendance statutes unless definitive proof exists that no structured education has been provided.3. Compulsory attendance statutes as stated provide for a wide variation of interpretations and may lead to unnecessary litigation.4. Requiring parents to prove teaching competency and establishing minimum state guidelines for home schools would assist in meeting the legislative intent of the compulsory attendance statute.

The purpose of the study was to identify problems associated with unaccredited private schools and home instruction programs and possible solutions to problems as perceived by State Education Officials in the Great Lakes States. The States were Illinois, Indiana, Michigan, Minnesota, New York, Ohio, Pennsylvania and Wisconsin.Eleven State Education Officials having responsibility for unaccredited private schools and home instruction programs were interviewed by telephone to collect the data. An interview form was designed to elicit non-directed responses to major problems confronting the states, methods of handling problems, possible solutions to problems, and practices in the next five years.Major problems existed with state regulations regarding equivalent instruction, teacher qualifications, courses of study, and definition of a school. Lack of criteria for interpreting the terms and assuring compliance with requirements were reported. Local school superintendents were confronted with similar problems regarding state regulations. State Education Officials identified problems with lack of certified or qualified teachers in fundamentalist schools and home instruction programs, difficulty obtaining data from pastors and parents, and extent of state authority to regulate private schools. Also, student loss of services, materials, and diplomas was a concern.Solutions to the problems as perceived by State Education Officials included changes in statutes from compulsory school attendance to compulsory education with minimum standards and achievement testing, clarification of terms in state statutes, and separate state regulations for private education. Other recommendations were a separate accrediting agency, a national co-op agency, and communication and cooperation between public and private educators.State Education Officials projected no substantial changes in regulations or practices in the next five years. However, expanding interest and increasing enrollments in private schools were expected.

Thèse (M.A.)--Université de Moncton, 1997. / Comprend des réf. bibliogr.