Brain-Injured And/or Emotionally Disturbed Child in a Public School Setting: A Descriptive Analysis of the Special Education Program Provided by the Board of Cooperative Educational Services, Yorktown Heights New York, 1961-1964
Abstract
This research project, prepared at the Fordham University School of Social Work with the cooperation of the Board of Cooperative Educational Services, First Supervisory District, Yorktown Heights, Westchester County, New York, (hereafter referred to as BOCES) is a descriptive analysis of the program provided for the students admitted to the Special Education Program established for Emotionally Disturbed and/or Brain Injured children at Yorktown Heights, New York in September, 1961. The agency was interested in this research project being conducted in order to determine what types of pupils were being referred, the nature of their presenting problems, what the program had to offer, what the agency did for them and the results or outcome of the program.In the early part of the eighteenth century the concept of education in colonial New York was based on the Angelician philosophy that education was for the upper classes, namely the aristocrats, professional and ecclesiastical groups. The influx into New York and other colonial areas by the oppressed peoples of Europe resulted in the political power passing to the common people. The concept of education was influenced by the spirit of freedom and equality, gradually developing along broader and more democratic lines. The common people realized that the only way to preserve and perpetuate a democratic way of life was to provide a climate in which all the citizens had the opportunity to become intelligently informed and capable of participating in civic activities.After America gained its independence from England, the New York State Legislature passed an act in 1795 for the purpose of encouraging and maintaining public elementary schools in the larger cities and towns. The control and operation of public schools in New York State has been primarily vested in the localities under the school district organizational plan as authorized by the law of 1812. This law also provided for the consolidation of school districts in order to promote a broader and more effective quality of education in the less populated districts by pooling financial resources.This method of consolidating school districts for the purpose of organizing public education in rural districts or small towns on a broader and more effective basis, however, was given a forward thrust in 1853 by enactment of legislation known as the Union Free School Law. This law was designed for aiding communities to consolidate their school districts. Under this law, two or more adjoining school districts were permitted to merge in order to provide a more enriched elementary education and also establish a high school program, which had previously been financially impossible in sparsely settled areas.
Subject Area
Special education
Recommended Citation
Kaiser, Robert Frank, "Brain-Injured And/or Emotionally Disturbed Child in a Public School Setting: A Descriptive Analysis of the Special Education Program Provided by the Board of Cooperative Educational Services, Yorktown Heights New York, 1961-1964" (1965). ETD Collection for Fordham University. AAI30308737.
https://research.library.fordham.edu/dissertations/AAI30308737
