A Model Designed to Meet the Impact of the Pennsylvania Right to Education Consent Decree for the Mentally Retarded.

The document reports on a study to design a model to meet the impact of the Pennsylvania Right to Education Consent Decree (particularly as it relates to the mentally retarded) through the following steps--a review of the literature, a review of existing information, a survey to determine the amount of impact in selected areas, and construction of a final model. In an introductory chapter it is noted that seven major areas of impact were selected for consideration: background of administrators, teachers, and paraprofessionals; personnel duties and responsibilities; programing; services; costs; parent and community involvement; and due process. Chapter II presents a review of the literature on important events which affected the final passage of the Pennsylvania Superior Court's decision favoring the Right to Education Consent Decree, and on research findings related to selected aspects from the literature considered germaine to the model design. Study procedures are outlined in Chapter III, and a fourth chapter addresses survey findings. Among the findings, which are summarized in a final chapter, are: experience and certification in the field of special education are considered imperative qualities for professionals responsible for the implementation of the Consent Decree; the special class teacher will be a prime force in the development of special education programs for the retarded pupil; and parent involvement should be made an integral part of the implementation of the Consent Decree, and particularly in the area of programing. Appendixes include a copy of the Amended Consent Decree, a list of comsumer publications on the right to education, and sample questionnaires. (SBH)