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Although some literature exists that examines special education due process practices, the studies have been done in different ways and consequently result in different outcomes. Therefore the purpose of this study was to examine the one-and two-tier due process system in the United States. The study focused on national practices of due process, issues disputed, and disability categories involved in special education conflicts. A survey of the 50 state directors of special education and the director from the District of Columbia was conducted to obtain information concerning due process hearings and dispute resolution for the time period 1986-1987 to 1990-1991. Records of all reported special education litigation for the same time period were obtained from the Law Offices of Charles L. Weatherly in Atlanta, Georgia. Data from the states providing due process information were analyzed with a t-test. The remaining data, both from the survey instrument and litigation records, were analyzed using qualitative analysis, frequency counts, and percentages of the raw data. Findings of the study reveal a slight national trend toward a one-tier due process system for special education dispute resolution. Furthermore, placement remains the most frequently litigated issue, and specific learning disability the most frequently involved category in special education disputes. Finally, there is no predictable relationship between the size of the disability population and the volume of special education litigation. The results of the study evidenced the need for continued research of national practices of due process. Additional research is also needed in the areas of mediation, the costs of due process hearings, and hearing officer's authorization to award attorney fees. ; Ed. D.

The article considers specific features of official patriotism and patriotic education in post-Soviet de facto (unrecognized) stated. It discusses the question of how the official patriotic discourse reflects the issues of international recognition deficit and of scarcity of available resources. The author attempts to conceptualize patriotic upbringing in the light of de facto statehood, analyzes specific features of those identities that underlie the patriotic education in the context of de facto statehood as well as some aspects of implementation of patriotic education concepts in post-Soviet de facto states. The author concludes that the deficit of international recognition, scarcity of resources and uncertain prospects for future development make propagation of patriotic values more complicated while strong influence of a patron state and prevalence of double citizenships erode patriotic loyalties to some extent. Among specific features of patriotic education in post-Soviet de facto states are also the enhanced role of militarized practices and commemoration of "wars for independence".

The goal of Universal Basic Education is a vision worthy to sustain veritable development in the society especially in areas that lack relevance due to poor educational facilities and paucity of funds. Basic education provides avenue for it to keep the government and its people enlightened to ensure that acceptable societal values and developmental steps are taken to sustain a life of economic productivity. However, inspite of the laudable intention of government to promote basic education, a lot of challenges are still visible. These ranges from poor funding on the part of government to inadequate facilities in schools, shortage of teachers as well as incompetence on the part of educators in primary and secondary schools. This study therefore seeks to examine the current state of the State Universal Basic Education Board in facilitating basic education in Osun State, Nigeria towards fostering national development vis-à-vis the challenges being faced by the Board in achieving the goal of basic education. Data were sourced from books, journals, newspapers, and government publications using desktop research approach and analytical methods. Findings showed tremendous achievement by the SUBEB except for the challenges of shortage of teachers, non-readiness of teachers to go to rural areas, which are being addressed. The study concluded that SUBEB should not rest in its efforts at ensuring provision of sound basic education in Osun State.

published_or_final_version ; Public Administration ; Master ; Master of Public Administration