THE DEVELOPMENT AND IMPLEMENTATION OF SPECIAL EDUCATION POLICY: WHERE DID THE 1981 ACT FIT IN?

The passage of legislation is just one point in the process of negotiation and bargaining which formed the will to legislate and continues throughout the period of policy implementation. Using the 1981 Education Act as a case study, this paper develops a conceptual framework which sees education legislation as a significant reference point, a statement of government intent, but implementation as a political process involving negotiation, bargaining and compromise between different sectors of government, between central and local government, between education, health and social services, between administrators and professionals, and with parents.     

CRIME IN THE IVORY TOWER: THE LEVEL AND SOURCES OF STUDENT VICTIMIZATION*

Contrary to the image of college campuses as “ivory towers,” the victimization of college students recently has been portrayed as a serious problem deserving policy intervention. Based on interviews designed after the National Crime Victimization Survey, which were conducted with 3,472 randomly selected students across 12 institutions, we examined both the level and sources of students'victimization. More than one-third of the sample reported being victims during the 1993–94 academic year. Informed by the lifestyle-routine activities approach, the analysis revealed that the risk of property victimization was increased by proximity to crime, target attractiveness, exposure, and lack of guardianship. The main predictor of violent victimization was a lifestyle that included high levels of partying on campus at night and the recreational use of drugs.