Special education--Florida

The purpose of this study was to describe the implications
and impact of impartial due process procedures on planning,
programming and staffing by exceptional student education
divisions within the Florida school system. A questionnaire
was developed by the author, and validated by three
directors of exceptional student education. Items for
the questionnaire were drawn from the literature related to
the effects of P.L. 94-142 on departments of special education.
The questionnaire was distributed to the sixty-seven
directors of exceptional student education in Florida. There
were fifty respondents, or a 75 percent return .
Tables were developed to indicate the percentage
of responders within each category on the questionnaire.
Tables of rank order were developed to detail types of
problems encountered by responders, solutions utilized by
responders, and particulars of policy changes and staff
development plans. In summary, this study provided data which
indicated the areas of impact and concern to directors of
exceptional student education in Florida. General and
specific recommendations for remediation strategies are
outlined.

The study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education programs and the impact of change on staff development. Presentation was divided into four phases. The first phase was the three groups of individuals responsible for procedural compliance: school-based personnel, parents and other professionals. The second phase was the eferral of individual students. The third phase was the monitoring of reviews and reevaluations of students. The fourth phase was the status of chool-wide referrals. A chart was used to illustrate each of the phases in the plan. Each hart was immediately followed by a narrative description of the components in each phase. The plan was used for staff development during the inservice training of Exceptional Student Education Specialists for the 1981-82 school year, in the Broward School District. The plan was developed over a period of time beginning in 1976 and undergoing revisions based on legislation, court decisions, professional input and actual use in three different schools. The comments of participants and administrative personnel reflect a positive acceptance of the plan for use in staff development in maintaining compliance in the area of xceptional student education.