Semin Speech Lang 2006; 27(2): 119-128
DOI: 10.1055/s-2006-939943
Copyright © 2006 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA.

The Regulatory Context for Public Education

Kathleen Whitmire1 , Nancy Reder2 , Patti Ralabate3 , Steven White4
  • 1Director of School Services in Speech-Language Pathology, American Speech-Language-Hearing Association, Rockville, Maryland
  • 2Deputy Executive Director, National Association of State Directors of Special Education, Alexandria, Virginia
  • 3Senior Professional Associate for Special Needs, National Education Association, Washington, DC
  • 4Director of Health Care Economics and Advocacy, American Speech-Language-Hearing Association, Rockville, Maryland
Further Information

Publication History

Publication Date:
02 May 2006 (online)

ABSTRACT

The provision of special education and related services in public schools involves the intertwining of federal, state, and local laws, regulations, other levels of policy, and practices. Such a multilayered system can obviously lead to misunderstanding and misinformation regarding school-based services, creating challenges in terms of implementation and advocacy. However, by determining the source of the requirements and the intent of the laws, it is possible not only to remain in compliance with mandates but also to influence implementation decisions and improvements that will ultimately be in the best interest of students. Educators must identify and analyze the source and intentions of requirements, understand the responsibilities of states and localities, and when necessary, identify vehicles for advocating for change. This article provides information regarding major federal mandates that affect public education, with comments specific to speech-language services in the schools.

REFERENCES

Kathleen WhitmirePh.D. 

Director of School Services in Speech-Language Pathology, American Speech-Language-Hearing Association

10801 Rockville Pike, Rockville, MD 20852

Email: Kwhitmire@asha.org