| Title: |
'A Blurred Line': The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion |
| Language: |
English |
| Authors: |
James Coviello (ORCID 0000-0002-3017-1818); Reva Mathieu-Sher |
| Source: |
International Journal of Education Policy and Leadership. 2025 21(1). |
| Availability: |
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Special Education; Leadership Role; Inclusion; Educational Policy; School Districts; Equal Education; Educational Legislation; Federal Legislation; Students with Disabilities; State Policy; Accountability; Student Placement; Individualized Education Programs |
| Geographic Terms: |
New Jersey |
| Laws, Policies and Program Identifiers: |
Individuals with Disabilities Education Act |
| DOI: |
10.22230/ijepl.2025v21n1a1431 |
| ISSN: |
1555-5062 |
| Abstract: |
The U.S. law governing special education, the Individuals with Disabilities Act (IDEA), requires that students with disabilities be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). However, given the interpretive latitude within the law and the wide discrepancy in how this law is applied, individuals making this determination within schools and district play a critical role in fostering inclusive educational systems for students with disabilities. This qualitative case study explores the role of local district-level special education leaders (DSELs) in interpreting LRE policy when attempting to create more inclusive environments. Findings reveal how LRE is implemented on the local level and highlight the unexplored role of DSELs. Implications for future research, policy, and practice are also discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1468677 |
| Database: |
ERIC |