By Ruth Colker
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Extra info for Disabled Education: A Critical Analysis of the Individuals with Disabilities Education Act
The Senate Report extensively considered the priorities that states should use in meeting the educational needs of children with disabilities. ”140 Nowhere in its formula was consideration of the financial resources of the local school district to meet the needs of children with disabilities. 141 In other words, states should be thankful that Congress was willing to fund any of the costs associated with special education because those are local school district expenses, not federal expenses. The Senate Report reflected no concern about the pervasive inequalities in funding that exist throughout the United States as a result of reliance on property taxes for educational funding, even though it was aware of those problems.
102 His testimony did foresee the racial disparity in disability classification mentioned in chapter 1. As we will see, Reynolds also testified extensively during the House hearings. House of Representatives As in the Senate hearings, witnesses at the House hearings explained that the existing system of special education had enormous regional, class, and race bias. A RAND Corporation report103 documented that the funding “variation across states for all handicapped children is extreme: from $213 in the lowest state to $1705 in the highest (excluding Alaska).
Nonetheless, it chose no mechanisms to directly address these issues. Moreover, it expressed much confidence in various procedural devices that would best suit the resources of middle-class rather than poor families. ” The committee adopted an amendment to provide a limitation on the number of children who could be served under the Act as learning disabled. . as was underscored in the Subcommittee’s hearings, is the absence of any clear or acceptable criteria for judging whether a child is significantly handicapped because of a learning disability.