| dc.description.abstract | The field of education continuously experiences changes. Specifically, the field of special education advanced a systems change strategy. The US Office of Special Education and Rehabilitation Services promoted the Statewide Systems Change Priority to ensure that all children, including students with severe disabilities, were provided equitable educational opportunities. The purpose of this study was to identify components of systems change in special education state policy that promoted students with severe disabilities moving from segregated educational settings to integrated educational settings. A descriptive research design was used to explore fourteen components of systems change, the components were derived from an extensive review of the literature. The components included: parent and community involvement, personnel, policy, organizational structure, practices, information, resources, evaluation, vision, leadership, political climate, collaboration, institutions of higher education, and relationship. The sample for this study included states that received a Statewide Systems Change grant for five years, four years, and three years. For comparison purposes, states that did not receive Statewide Systems Change grants were also included. State directors of special education participated in this study. The study focused on identifying components evident in state plans and determining if there was a relationship between years of funding and the number of components found in special education state plans. Data were collected through a policy analysis instrument, semi-structured telephone interviews, and closed format questionnaires. The results indicated that the practices component was fully addressed in state policies. Several components were partially addressed in state plans. The resource and relationship component were not addressed in any state plans. The study concludes with implications for policy makers at the state and local level. | en_US |
