Author : Tami Wise Kampwerth
Publisher :
Page : 228 pages
File Size : 31,32 MB
Release : 2007
Category :
ISBN :
Conflict resolution in special education uses scarce resources of time and money for school districts. Due to recent changes in law, there are limited entities with enough experience in dispute resolution to make a meaningful contribution to the study. The special education service administrators studied provided a broad perspective in answering the research question regarding the status of special education dispute resolution in Illinois. The 15 downstate service administrators interviewed in this study work with a variety of superintendents, school district special education directors, coordinators, and teachers. As fiscal agents for federal and state special education funds, they are keenly aware of the costly impact disputes can have on a school district. Telephone interviews with 15 service administrators in various locations across the state of Illinois were utilized to understand their perceptions regarding the research question. All three of the geographical sub-regions as defined by the Illinois Association of School Administrators are represented in this study. Study participants included five northeast, three north-central, and seven southern service administrators. Based on the literature review and data gathered from the participants in interviews, two dominant themes were identified. The first theme revolves around the concept of service administrators' continuous work to avoid disputes through managing and understanding the processes of the dispute resolution system. The second theme centers on improving human relations to prevent disputes. Sub-issues of the first theme regarding managing and understanding processes include cost-benefit analysis for disputes, time management, understanding mandatory resolution, continuum of placements, advocating for training, and legislative changes with lesser impact. Sub-issues related to the theme of improving human relations are communication, empathy, and compromise. The research completed in this study establishes that special education service administrators avoid formal dispute resolution proceedings at all costs. The cost of additional services pales in comparison to the cost of a due process proceeding. While the intent of recent changes in dispute resolution are viewed positively by service administrators, they also note the impracticality of some of the legislative changes. Implications for participants in dispute resolution are noted, while recommendations for future research are also considered. Although this study shows some weaknesses remain in the dispute resolution system in Illinois, a hopeful note is sounded by 13 (86%) of the respondents. The research shows that improving the system of dispute resolution involves relationships, compromise, and training. A major concern is the over-servicing of students based on a school district's hesitance to enter due process hearings because of negative cost/benefit relationships. This study explored the perceptions of special education service administrators on the status of dispute resolution in Illinois. Results provided implications for further research on dispute resolution. The need for continuing to seek improvements in the dispute resolution system was discovered through the experiences of the participating special education service administrators.