A case study of the implementation of education policy - the impact of Bill 33 - 2006 Education (Learning Enhancement) Statutes Amendment Act on elementary special education in a mid sized urban school district

摘要

This study provides an interpretive account of the implementation of class composition policy introduced following the 2005 teachersu27 strike in British Columbia (BC). The specific policy regulation concerned a suggested limit of three students with special needs in each class. Investigation of the implementation of this policy aimed to determine its outcomes in practice. The research used a conceptual framework that connected the contested concept of class composition with contemporary models of policy implementation and special education. In the absence of any known evaluation of this particular policy change, the research was timely, relevant and potentially instructive. The social constructivist approach to mixed methods case study focussed on six elementary schools in a single mid-sized urban school district (SD). Investigation of the political history and context revealed adversarial relationships between the Ministry of Education and B Teachersu27 Federation (BCTF). Class composition and students with special needs feature largely in the ongoing debate. The purpose of the study was to uncover the actual and perceived impacts of this policy on special edcuation in particular. The aim was to inform future directions regarding the problem of class composition, that teachers report being their biggest challenge. Emerging themes raise important questions about the policy, financial , organisational and special (inclusive) edcuation impacts. research findings suggest that both teachers and administrators consider the legislation a largely inappropriate solution to the problem of class composition. The recommended need to review current class composition policies and practices has implications for BC teachers, school districts and government to work together to find improved resolutions.