Alternative Educational Delivery Systems: Enhancing Instructional Options for All Students [antikvár]

In April of 1985, the Delegate Assembly of the National Association of School Psychologists (NASP) adopted a position regarding the need to develop alternatives to current service delivery systems for students currently in special education as well as for all students needing supportive services. This position statement (reprinted following this Preface) represented an important step for NASP as an organization in taking a strong position on a controversial issue. Adoption of the position statement alsó demonstrated NASP's commitment not only to question somé of the problems in current practices, but more importantly, to work toward solutions and improved practices. To support these proposed changes, many measures have been taken by the organization since the adoption of this position: NASP has included the advocacy of alternative services as one of the longrange goals guiding the association, the Association has lobbied for appropriate changes in federal and state policies, and the Alternative Services Task Force of NASP has been active in pursuing goals relatíve to alternative services. NASP's goal of advocating for alternative services is demonstrated throughout all activities of the association including selection of convention topics and research awards, as well as the publication of this book to provide information on alternative services to NASP members and others. The Publications Committee of NASP conducted a national search, in the spring of 1986, for editors of this book. Weconsider ourselves very fortunate to have been selected to develop this volume for NASP. We have assembled as authors somé of the leading professionals who are at the forefront of efforts to develop, implement, and evaluate alternative services. The book is organized into three major parts corresponding to (a) the need for alternatives, (b) information on possible alternative frameworks, and (c) means of facilitating the change process to implement alternative service delivery systems. Part I, which includes the chapters addressing the need for alternative delivery systems, provides the context and background for the changes proposed in later chapters. Descriptions of specific alternative services programs are included in Part II. It is subdivided into sections covering alternative practices in referral, assessment, and intervention, as well as alternative organizational frameworks for providing broadbased services at the school or district level. It alsó provides coverage of special topics relatíve to alternative services for individuals with severe disabilities, infants and toddlers, and preschoolers. Part III contains chapters about the change process - how to facilitate change at the state, district, and building level, how to evaluate the effectiveness of alternative programs, and how to deal with legal and ethical issues connected with alternative services. Finally, there are two closing chapters that integrate the major issues in alternative services and provide implications for those wishing to implement such services. In providing readers with information on why alternative services should be implemented, how they can be implemented, and how to facilitate change toward the adoption of alternative services, we hope that this volume makes an impact on professional practices and the provision of improved services to children, families, and schools. We stand strongly behind NASP's commitment to alternative services delivery and hope that our efforts with this book provide an impetus to question practices that need to be questioned, and to work toward improving educational services for all students.