WRITTEN REGULATIONS AND POLICIES GOVERNING THE EDUCATIONAL PLACEMENTS AND SERVICES PROVIDED FOR HANDICAPPED AMERICAN INDIAN CHILDREN.

Persistent Link:
http://hdl.handle.net/10150/184558
Title:
WRITTEN REGULATIONS AND POLICIES GOVERNING THE EDUCATIONAL PLACEMENTS AND SERVICES PROVIDED FOR HANDICAPPED AMERICAN INDIAN CHILDREN.
Author:
LOCUST, CAROL SUE TYSON.
Issue Date:
1982
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Since the enactment of Public Law 94-142, the Education for All Handicapped Children Act, 1975, the Office of Special Education (OSE) within the United States Department of Education (USDE) has channeled funds directly into services for handicapped American Indian children. Despite the multiple service providers and the funds available, services provided for handicapped Indian children do not seem to be adequate. Bureau of Indian Affairs' (BIA) studies show that Indian children have a higher than average incidence of handicaps but are not afforded the services necessary to deal with these handicaps. A paucity of information exists about services for Indian youth, and research on the adequacy of services provided by the multiple service agencies appears to be limited. Various service components such as identification, evaluation, placement, and service continuum may be administered by different agencies and complicates systematic accountability in the care of handicapped children. Reservations generally have five main service providers: (1) state and local education agencies (SEAs and LEAs); (2) Bureau of Indian Affairs (BIA); (3) Health and Human Services (HHS); (4) Indian Health Service (IHS); and (5) Tribal agencies. This study analyzed policies of the five agencies and the legal provisions under which they operate. The study also offers some solutions to the chronic problems in education that are confronted by handicapped Indian children on Arizona Indian Reservations.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Indians of North America -- Education.; Children with disabilities -- Services for -- United States.; Children with disabilities -- Education -- United States.; Education and state.
Degree Name:
Educat.D.
Degree Level:
doctoral
Degree Program:
Special Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Healey, William C.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleWRITTEN REGULATIONS AND POLICIES GOVERNING THE EDUCATIONAL PLACEMENTS AND SERVICES PROVIDED FOR HANDICAPPED AMERICAN INDIAN CHILDREN.en_US
dc.creatorLOCUST, CAROL SUE TYSON.en_US
dc.contributor.authorLOCUST, CAROL SUE TYSON.en_US
dc.date.issued1982en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractSince the enactment of Public Law 94-142, the Education for All Handicapped Children Act, 1975, the Office of Special Education (OSE) within the United States Department of Education (USDE) has channeled funds directly into services for handicapped American Indian children. Despite the multiple service providers and the funds available, services provided for handicapped Indian children do not seem to be adequate. Bureau of Indian Affairs' (BIA) studies show that Indian children have a higher than average incidence of handicaps but are not afforded the services necessary to deal with these handicaps. A paucity of information exists about services for Indian youth, and research on the adequacy of services provided by the multiple service agencies appears to be limited. Various service components such as identification, evaluation, placement, and service continuum may be administered by different agencies and complicates systematic accountability in the care of handicapped children. Reservations generally have five main service providers: (1) state and local education agencies (SEAs and LEAs); (2) Bureau of Indian Affairs (BIA); (3) Health and Human Services (HHS); (4) Indian Health Service (IHS); and (5) Tribal agencies. This study analyzed policies of the five agencies and the legal provisions under which they operate. The study also offers some solutions to the chronic problems in education that are confronted by handicapped Indian children on Arizona Indian Reservations.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectIndians of North America -- Education.en_US
dc.subjectChildren with disabilities -- Services for -- United States.en_US
dc.subjectChildren with disabilities -- Education -- United States.en_US
dc.subjectEducation and state.en_US
thesis.degree.nameEducat.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairHealey, William C.en_US
dc.contributor.committeememberOlson, Walter L.en_US
dc.contributor.committeememberMcCarthy, Jeanne M.en_US
dc.contributor.committeememberMishra, Shitalaen_US
dc.contributor.committeememberPaul, Alice S.en_US
dc.identifier.proquest8227359en_US
dc.identifier.oclc682920501en_US
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